Kindergarten children taught Arabic with Mind Maps showed a statistically significant pre-to-post reduction in lack of attention scores over four months¶

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

Subclaims¶

q2 i? The experimental group's pre-post difference on the Lack of Attention Scale was statistically significant, with a calculated T value greater than the tabulated value at α = 0.05. → Bulquees Ismail Abdul Majid Daghistan 2016

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

Pre-post comparison on the LAS for the 23-child experimental group taught Arabic grammar with Mind Maps over four months at AlRae'd Kindergarten. The mean difference was (3.6250) with SD (6.32314), and the article reports a statistically significant difference between pre and post test scores.

"The difference mean scores of pre-post tests of LAS was (3.6250) for the experimental group, with SD (6.32314), and T.value of (3.8580) which was greater than the tabulated value (2.365), at ( α = 0.05)."

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
• The experimental Mind Maps group showed a significantly greater reduction in lack of attention than the control group — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related