Claims

Children who worked with mind maps achieved better science skills post-test scores than children who did not

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · 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.

q2 i? After the 10-week intervention, the experiment group outperformed the control group on the MRPS Science Skills sub-scale. → Polat 2017

Evidence

Polat 2017

Polat, O., Yavuz, E., A. & Tunc, A., B., O. (2017). The effect of using mind maps on the development of mathematics and science skills. Cypriot Journal of Educational Science. 12(5), 32-45. https://eric.ed.gov/?id=EJ1140786

q2 · i? · causal · r1

Mann Whitney-U comparison of post-test Science Skills sub-scale scores between the 15-child mind map group and the 15-child control group in the same quasi-experimental design; the printed statistic is "U= 9.000 p<.01". No effect size is reported.

"There was a meaningful difference between the experiment group and the control group in terms of the MRPS Science Skills sub-scale (U= 9.000 p<.01). When mean rank was taken into consideration, it was understood that children who worked with mind maps had better Science Skills compared to the children who did not."

Discussion

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