Abstract: This study investigates the impact of curriculum concept mapping on students' perceived academic performance, course material retention, overall perception of curriculum mapping, and self-efficacy and motivation in higher education. Curriculum concept mapping, a structured visual tool for representing and organizing course content, aims to enhance comprehension, retention, and engagement. Despite its increasing adoption, limited research explores its influence on these interconnected variables and their role in fostering academic success. The study employed a quantitative pre-test/post-test design with a sample of (N=100) undergraduate students. Participants engaged in structured concept mapping activities within a healthcare management course to organize and connect learning objectives, topics, and outcomes. Paired t-tests and linear regression analyses were conducted to evaluate changes in students’ perceived academic performance and related variables. Pre-test results indicated moderate significance across all variables, while post-intervention results demonstrated statistically significant positive improvements in perceived academic performance, course material retention, overall perception of curriculum mapping, self-efficacy, and motivation. The findings reveal that curriculum concept mapping fosters enhanced comprehension of course content, a deeper connection to learning objectives, and increased confidence in academic capabilities. Students also reported improved motivation and a heightened appreciation for the curriculum's organization and relevance. These results underscore the efficacy of curriculum concept mapping as a pedagogical strategy for promoting engagement, retention, and self-efficacy in higher education. This study contributes to the growing body of literature on innovative teaching methods, offering actionable insights for educators seeking to align instructional strategies with students’ academic needs and holistic development.
Keywords: Curriculum Concept Mapping, Course Material Retention, Perceived Academic Performance, Self-efficacy.
Title: Impact of Curriculum Concept Mapping as an Instructional Tool on Students’ Perceived Academic Performance
Author: Dr. David Augustine Bull
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 13, Issue 1, January 2025 - March 2025
Page No: 1-14
Research Publish Journals
Website: www.researchpublish.com
Published Date: 17-January-2025
