MEANINGFUL LEARNING IN VIRTUAL ENVIRONMENTS: EFFECTS OF CONCEPT MAPPING ON STUDENT METACOGNITION

Abstract

Introduction: Concept mapping (CM) merges Ausubel’s meaningful-learning theory with metacognitive practices, yet its quantitative impact on academic performance remains contested. Objective: To determine whether sequential CM fosters meaningful learning and strengthens metacognitive skills in nursing students. Methods: Quasi-experimental study involving 76 students from one private institution. Three CM cycles (CM1–CM3) were embedded in the hybrid course “Women’s Health Nursing.” Outcomes included (a) structural map scores, (b) mean theoretical-test grades, and (c) metacognitive perceptions on a Likert scale. Descriptive and inferential statistics used α=0.05 and Cohen’s d.
Results: No significant change appeared in overall grades pre- vs. post-intervention (d = 0.29 onsite; d = 0.33 online). However, semantically valid propositions rose by 27 % between CM1 and CM3 (p < 0.001), and network-type maps (level 4) increased from 19% to 31%. Perceptually, 78% rated CM highly useful for reorganizing prior knowledge and 84 % intended to apply it in other courses. Main difficulties were semantic clarity and limited familiarity with CmapTools®. Conclusion: Although CM did not significantly raise grades, it proved effective for enhancing metacognition and concept integration, exposing learning gaps. Future studies should recruit multi-institutional samples, compare teaching modalities, and employ clinical metrics to clarify its educational impact.