The effect of using electronic mind maps on ninth-graders' reading comprehension was medium in size¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 The calculated effect size for the electronic mind map treatment was medium (η² = 0.1267; Δ = 0.751). → 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 · causal · r1

Effect-size analysis accompanying the same ANCOVA of posttest scores in the quasi-experimental study. The article reports η² = 0.1267 and Δ = 0.751, which it classifies as "medium" per Kailani and Shraifeen (2011), noting the value is close to the significant-effect threshold.

"As for the size of the effect, the value of ( η2) was calculated and it was (0.1267). This value reflected that the power of the relationship was medium based on the total variance of the independent variable of the sample when the IMindMap was used. The Delta value ( Δ) was (0.751)."

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 — possibly the same claim (merge candidate)