Impact of Concept Mapping on Reflective Thinking among Secondary School Students: Evidence from Bihar, India

Abstract

This study examines the effect of concept mapping on secondary school students’ reflective thinking, highlighting the cognitive processes involved in meaningful learning. Using a quantitative research design, primary data were collected from 105 secondary school students enrolled in government and private schools in the East Champaran district of Bihar, India. Students’ concept-mapping ability and reflective thinking were measured using a structured, standardised questionnaire. The data were analysed via regression techniques to examine the relationship between concept mapping and reflective thinking, as well as differences by gender and school type. The findings reveal a statistically significant positive association between concept mapping and reflective thinking, indicating that higher levels of concept mapping ability are associated with stronger reflective thinking skills. No significant gender differences were observed in reflective thinking outcomes. However, a significant difference was found between school types, with students from private schools demonstrating higher levels of reflective thinking than those from government schools. The results suggest that concept mapping is an effective pedagogical strategy for promoting reflective thinking among secondary school students. The study highlights the importance of reflective teaching practices, particularly in government schools, to reduce disparities in higher-order thinking skills. These findings have important implications for teachers, curriculum planners, and education policymakers seeking to strengthen reflective learning and classroom instruction at the secondary level.