Teaching ninth-grade English reading texts with electronic mind maps (IMindMap) produced significantly higher reading comprehension posttest scores than the traditional method¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 After controlling for the pretest, the experimental group taught with electronic mind maps scored significantly higher on the reading comprehension posttest than the control group taught by the traditional method. → Mohaidat 2018
Evidence¶
Mohaidat 2018¶
Mohaidat, M. M. T. (2018). The Impact of Electronic Mind Maps on Students' Reading Comprehension. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p32
q3 · i2 · medium effect (η² = 0.1267, Δ = 0.751) · causal · r2
Quasi-experimental study of two ninth-grade sections (30 students each) in two Irbid public schools; experimental group taught three Action Pack 9 texts in the computer lab with IMindMap, control group taught the same texts traditionally, nine periods each. ANCOVA on posttest scores gave F = 9.002, p = 0.004, with posttest means of 19.667 versus 17.233, a difference "in favor of the experimental group". The article reports the effect size as η² = 0.1267 and Δ = 0.751, which it classes as medium.
"The results of the covariance analysis in Table 2 indicated that there was a statistically significant difference (α = 0.05) between the experimental and control groups. After making a comparison between the mean scores, this difference was in favor of the experimental group."
Discussion¶
Related Claims¶
- 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 — related
- The effect of using electronic mind maps on ninth-graders' reading comprehension was medium in size — possibly the same claim (merge candidate)
- 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
- Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
- A computer program based on the ADDIE model produced significantly higher listening comprehension post-test scores than traditional teaching among Jordanian ninth graders — related
- A computer program based on the ADDIE model produced significantly higher reading comprehension post-test scores than traditional teaching among Jordanian ninth graders — related
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