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Abstract The objective of this study was to determine if a concept map used as an advance organizer can improve the science achievement of eighth‐grade students. Eighty‐two eighth‐grade students in four science classes participated in this study. The experimental group completed the concept map at the beginning of the science unit under the teacher's supervision. At the end of the two‐week unit a science test was administered to the experimental and the control group. The results of a one‐tailed t test indicated that there was a significant difference between the two groups. The effect size is 0.40. It appears that the concept map can provide the classroom teachers with a meaningful and practical structured approach for using advance organizers in their classes.
Willerman et al. (Tue,) studied this question.