Concept Mapping as a Reading Comprehension Tool

https://doi.org/10.32996/ijels.2020.2.5.3

Authors

  • Nicomedes S. Lumontad Faculty, College of Liberal Arts, University of Cebu – Main, Cebu City, Philippines
  • Rex Argate Chairperson, College of Teacher Education & Graduate School, University of Cebu – Main, Cebu City, Philippines
  • Ulysses B. Aparece Dean, College of Liberal Arts, University of Cebu – Main, Cebu City, Philippines

Keywords:

concept map, reading comprehension, quasi-experimental, enrichment

Abstract

The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.

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Published

2020-12-30

How to Cite

Lumontad, N. S. ., Argate, R., & Aparece, U. B. . (2020). Concept Mapping as a Reading Comprehension Tool. International Journal of English Language Studies, 2(5), 21-29. https://doi.org/10.32996/ijels.2020.2.5.3