The experimental Mind Maps group showed a significantly greater reduction in lack of attention than the control group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The between-group comparison of LAS modification favored the experimental group over the control group, with a calculated T value (2.487) greater than the tabulated one (2.120) at α = 0.05 and df = 39. → Bulquees Ismail Abdul Majid Daghistan 2016 q2 i? The mean difference between the groups' pre-post change scores was (3.170), which the author attributes to Mind Maps organizing pupils' ideas and attracting attention. → Bulquees Ismail Abdul Majid Daghistan 2016 (2)

Evidence¶

Bulquees Ismail Abdul Majid Daghistan 2016¶

Bulquees Ismail Abdul Majid Daghistan. (2016). Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children. International Education Studies, 9(4). https://doi.org/10.5539/ies.v9n4p245

q2 · i? · causal · r1

Between-group comparison of LAS modification scores for the experimental (23) and control (17) groups, reported in Table 4. The calculated T value exceeded the tabulated value at α = 0.05 with df = 39.

"with a calculated T value (2.487) which is greater than the tabulated one (2.120) at (α = 0.05) and df= 39, as shown in Table 4."

Bulquees Ismail Abdul Majid Daghistan 2016 (2)¶

Bulquees Ismail Abdul Majid Daghistan. (2016). Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children. International Education Studies, 9(4). https://doi.org/10.5539/ies.v9n4p245

q2 · i? · causal · r1

The article's results statement on the direction of the between-group difference: the experimental group's attention deficiency modification mean score was higher than the control group's, with a mean difference between them of (3.170).

"Results indicated a difference between attention deficiency modification mean score for experimental group and that for control group, where experimental group mean score was higher."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• Control-group children taught by the traditional method also showed a small but statistically significant pre-to-post change in lack of attention scores — related
• Kindergarten children taught Arabic with Mind Maps showed a statistically significant pre-to-post reduction in lack of attention scores over four months — related