Post-test scores for knowledge, understanding and application were significantly higher in the mind-mapping group than the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group outperformed the control group on all three post-test objectives. → D. Hallen 2015

Evidence¶

D. Hallen 2015¶

D. Hallen, N. Sangeetha. (2015). Effectiveness of Mind Mapping in English Teaching Among VIII Standard Students. i-manager's Journal of English Language Teaching, Vol. 5, No. 1, January-March. https://eric.ed.gov/?id=EJ1068370

q2 · i? · causal · r1

Post-test comparison in the two-group experiment; Table 3 reports means of 3.83 vs 4.70 (knowledge, t = 2.718), 4.40 vs 5.80 (understanding, t = 3.937) and 4.23 vs 5.50 (application, t = 3.614), all "Significant" at the 5% level.

"Here, the calculated 't' value is greater than the table value. Therefore, we reject the null hypothesis. Thus, there is a significant difference between the post-test scores of control & experimental group students in attainment of knowledge, understanding and application objectives."

Discussion¶

Related Claims¶

• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — related
• 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