Control-group children taught by the traditional method also showed a small but statistically significant pre-to-post change in lack of attention scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The control group's pre-post LAS mean difference was (.3300) with a calculated T value greater than the tabulated one at α = 0.05, which the author calls a slight difference. → Bulquees Ismail Abdul Majid Daghistan 2016

Evidence¶

Bulquees Ismail Abdul Majid Daghistan 2016¶

Bulquees Ismail Abdul Majid Daghistan. (2016). Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children. International Education Studies, 9(4). https://doi.org/10.5539/ies.v9n4p245

q2 · i? · causal · r1

Pre-post LAS comparison for the 17-child control group taught by the traditional method. The article reports the (.3300) mean difference as a slight difference between pre and post test, attributed to the teacher's role and the traditional method used.

"Results showed that the mean difference between the pre and post tests for control group children was (.3300), with (SD = 2.26323), and calculated T. value was (4.61) which is greater than the tabulated one (2.20) at ( α = 0.05) level, and df = (16) as shown in Table 3."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• Kindergarten children taught Arabic with Mind Maps showed a statistically significant pre-to-post reduction in lack of attention scores over four months — related
• The experimental Mind Maps group showed a significantly greater reduction in lack of attention than the control group — related
• The control group instructed through the traditional method showed no statistically significant improvement in writing from pre-test to post-test — related