Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Abstract

Purpose

The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).

Design/methodology/approach

In this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.

Findings

CM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.

Practical implications

The paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.

Originality/value

This paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

Citation

Pestana, S.C.C., Peixoto, F. and Rosado Pinto, P. (2023), "Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps", Journal of Applied Research in Higher Education, Vol. 15 No. 3, pp. 663-680. https://doi.org/10.1108/JARHE-09-2021-0352