Enhancing English Achievement and Long-Term Retention Through Concept Mapping: A Multi-Site Longitudinal Study of Secondary Students in Keralam, India

Abstract

Persistent gaps in secondary English education in Keralam are linked to teacher-centred practices that limit active engagement with literary texts. This study examined whether structured concept mapping (COM) improves English achievement, attitudes, and retention compared to conventional instruction (CON) and whether the effects vary by school location. Participants included 160 Class IX students from two government schools in Malappuram District, India (rural Vettilappara and urban Areekode) assigned by class to COM or CON (80 each) and 40 secondary English teachers. Over seven weeks, COM students engaged in a five-step concept mapping process, while CON students received lecture–discussion instruction. We measured achievement using a validated English Language Achievement Test (ELAT) at baseline, post-test, and 3- and 6-month follow-up. Baseline ELAT scores were comparable. COM students achieved significantly higher post-test scores than CON students (37.35 vs. 31.43; p<.001), with advantages sustained at 3 and 6 months post-intervention. The COM also demonstrated superior retention of learning gains. COM students reported more positive attitudes, and the teachers’ attitudes improved following orientation. The findings suggest that concept mapping enhances durable literary comprehension in rural and urban settings.