Active Learning with Concept Maps: Enhancing Understanding of Entity-Relationship Diagrams in Database Modeling

This experimental study investigates the efficacy of concept maps (CMs) as a metacognitive tool for enhancing students' grasp of Entity and Relationship Diagrams (ERDs) in database modeling. We engaged eighty-four technical education students, divided into one control group and two experimental groups. While both experimental groups participated in metacognitive activities using CMs, the first group played a more active role in constructing the metamodel and classifying taxonomies. Pre and post-test evaluations revealed a significant improvement in the first experimental group, demonstrating enhanced metacognitive skills, adept identification, and resolution of inconsistencies, accompanied by increased self-awareness and reflective capacities. Interestingly, although the second experimental group showed a performance improvement compared to the control group, the statistical analysis did not evidence a significant difference between these two groups. The study underscores that while CMs can be valuable aids to bolster students' understanding of ERDs, active participation in metamodel construction potentially drives more meaningful learning outcomes. Nevertheless, these findings warrant validation through further research in diverse educational settings and disciplines.