Fifth-grade female students taught an English unit with e-Mind Maps scored significantly higher on the post achievement test than students taught with the traditional teacher-guide method¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The experimental group's post-achievement mean ranks (20.90) were significantly higher than the control group's (10.10), z = -3.362, p = 0.000. → Afaf M. Aljaser 2017

Evidence¶

Afaf M. Aljaser 2017¶

Afaf M. Aljaser. (2017). The Effectiveness of Electronic Mind Maps in Developing Academic Achievement and the Attitude towards Learning English among Primary School Students. International Education Studies, Vol. 10, No. 12. https://doi.org/10.5539/ies.v10n12p80

q2 · i? · causal · r1

Quasi-experiment with 30 fifth-grade female students in two groups of 15; Mann-Whitney test on post-achievement scores. The experimental group's "Mean ranks of the experimental group achieved 20.90 while the control one achieved 10.10", significant at 0.000.

"Mean ranks of the experimental group achieved 20.90 while the control one achieved 10.10. It also shows that the significance level of 0.000 is a statistically significant value at the level of ≤ 0.05."

Discussion¶

Related Claims¶

• The effect size of using e-Mind Maps on fifth-graders' English achievement was high (η² = 0.39) — related
• Teaching ninth-grade English reading texts with electronic mind maps (IMindMap) produced significantly higher reading comprehension posttest scores than the traditional method — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — related
• Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
• Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
• Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — related
• Post-test scores for knowledge, understanding and application were significantly higher in the mind-mapping group than the control group — related
• Undergraduate students taught circular and rotational motion with concept mapping achieved significantly higher post-test scores than students taught with tutorial sheets — related
• Elementary ESL students taught vocabulary with the MPS on an interactive whiteboard achieved significantly higher post-test scores than students taught with a blackboard — related
• Explicit instruction combined with an intentional learning environment produced higher self-reported receptive knowledge of target vocabulary in fifth-grade ESL learners than the same lesson taught by another teacher — related