Meta-analysis of the effectiveness of concept mapping instruction on cognitive, meta-cognitive and emotional indexes of academic achievement

The purpose of this research was performing of meta-analysis on research that had proceed to investigate the effect of concept mapping instruction on academic achievement indexes (cognitive, meta cognitive and emotional) by empirical and semi-empirical methods. The meta-analysis performed on 28 researches that of these researches obtained 90 effect sizes. These researches have printed at periodicals and journals such as SID, Noormags, Magiran and Sivilica. After the checking of entrance and exit criterions, the quantitative findings of the selected research analyzed by CMA 2 and SPSS softwares. The meta-analysis resultsshowed concept mapping instruction has significant and positive effect on the academic achievement indexes of learners and obtained combined effect size ./72 that according to Cohen criterion is a large effect size. The results also showed constructing concept maps by own learners has larger effect size than researcher-made concept maps. with regard to obtained effect size, it is suggested to education authorities to actualize the instruction of concept mapping in the classes of universities and schools for increasing learners academic achievement