The effect of concept mapping–based instruction on the enhancement of bloom’s cognitive levels and academic motivation among students of the school of public health
5 affiliations
- 1Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Science, Kerman, Iran
- 2Department of Health Education and Promotion, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
- 3Department of Health Education and Promotion, School of Public Health, Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman University of Medical Sciences, Kerman, Iran
- 4Modeling in Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
- 5Department of Public Health, School of Health, Jiroft University of Medical Sciences, Jiroft, Iran
Abstract
Background: Concept mapping is an active learning strategy that may promote meaningful learning and higher-order cognitive development. This study aimed to evaluate the effect of concept mapping-based instruction on Bloom’s cognitive levels and academic motivation among undergraduate public health students.
Methods: This one-group pretest-posttest quasi-experimental study was conducted among 62 undergraduate students at Kerman University of Medical Sciences, Iran, in 2025. Educational content in Lessons was delivered using concept mapping over 15 weeks. Bloom’s cognitive domains and academic motivation were assessed using researcher-developed questionnaire. Paired t-test and Pearson’s correlation were used for analysis.
Results: Significant positive correlations were observed between all Bloom’s domains and academic motivation (P < 0.001). Following the intervention, significant improvements were found in Knowledge (P = 0.005), Comprehension (P < 0.001), Analysis (P = 0.008), Synthesis (P = 0.001), Evaluation (P < 0.001), and Academic Motivation (P = 0.042). However, the Application domain did not show a significant increase (P = 0.077).
Conclusion: Concept mapping-based instruction significantly enhanced multiple Bloom’s cognitive levels and academic motivation among public health students. The lack of improvement in the application domain suggests that developing practical skills may require complementary strategies. Further controlled studies are needed to confirm these preliminary findings.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12889-026-28586-5.
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BibTeX
@article{tabatabaei2026effect,
title = {{The effect of concept mapping–based instruction on the enhancement of bloom’s cognitive levels and academic motivation among students of the school of public health}},
author = {Seyed Vahid Ahmadi Tabatabaei and Somayeh Alizadeh Hotkani and Ehsan Movahed and Maryam Saber and Saiedeh Haji-Maghsoudi and Reza Pournarani},
journal = {BMC Public Health},
year = {2026},
month = jul,
doi = {10.1186/s12889-026-28586-5},
url = {https://doi.org/10.1186/s12889-026-28586-5},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - JOUR
TI - The effect of concept mapping–based instruction on the enhancement of bloom’s cognitive levels and academic motivation among students of the school of public health
AU - Seyed Vahid Ahmadi Tabatabaei
AU - Somayeh Alizadeh Hotkani
AU - Ehsan Movahed
AU - Maryam Saber
AU - Saiedeh Haji-Maghsoudi
AU - Reza Pournarani
PY - 2026
DA - 2026/07/17
JO - BMC Public Health
DO - 10.1186/s12889-026-28586-5
UR - https://doi.org/10.1186/s12889-026-28586-5
AB - Background: Concept mapping is an active learning strategy that may promote meaningful learning and higher-order cognitive development. This study aimed to evaluate the effect of concept mapping-based instruction on Bloom’s cognitive levels and academic motivation among undergraduate public health students. Methods: This one-group pretest-posttest quasi-experimental study was conducted among 62 undergraduate students at Kerman University of Medical Sciences, Iran, in 2025. Educational content in Lessons was delivered using concept mapping over 15 weeks. Bloom’s cognitive domains and academic motivation were assessed using researcher-developed questionnaire. Paired t-test and Pearson’s correlation were used for analysis. Results: Significant positive correlations were observed between all Bloom’s domains and academic motivation (P < 0.001). Following the intervention, significant improvements were found in Knowledge (P = 0.005), Comprehension (P < 0.001), Analysis (P = 0.008), Synthesis (P = 0.001), Evaluation (P < 0.001), and Academic Motivation (P = 0.042). However, the Application domain did not show a significant increase (P = 0.077). Conclusion: Concept mapping-based instruction significantly enhanced multiple Bloom’s cognitive levels and academic motivation among public health students. The lack of improvement in the application domain suggests that developing practical skills may require complementary strategies. Further controlled studies are needed to confirm these preliminary findings. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12889-026-28586-5.
SN - 1471-2458
ER -