Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension

The purpose of this study was to compare the effectiveness of methods of presentation of concept maps and methods of concept mapping on reading comprehension. The subjects consisted of 66 third-year high school students (33 female، 33 male)، who were selected randomly by multistage samplingmethod. Participants were randomly assigned to three treatment groups and one control group. The research instruments were: 1) experimental texts، 2) comprehension test، 3) Camp Tools software، and 4) teacher-generated concept maps. The treatment groups included computer-based concept mapping، paper-pencil concept mapping، and reading text with prepared concept maps. The control group for the study did not receive any concept map. The results of this study indicated thatpresentation of per-prepared concept maps significantly improved comprehension، compared to the map generation and control group. But the difference between paper-pencil and computer-based concept mapping compared to the control groups were not statistically significant. Based on the research results، it is suggested that the best way to use concept maps is teacher-generated concept maps with texts.