Both the mind map group and the control group improved significantly on maths and science skills over the 10 weeks¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon tests showed significant pre-to-post gains in the experiment group on both sub-scales, favouring the post-test. → Polat 2017 q2 i? Wilcoxon tests also showed significant pre-to-post gains in the control group on both sub-scales, favouring the post-test. → Polat 2017 (2)

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

Wilcoxon signed-rank analysis of the 15 mind map children's pre- and post-test scores; the article reports "z= 3.424 p<.01" for Maths Skills and "z= 3.214 p<.01" for Science Skills, with mean ranks favouring the post-test. No effect size is printed.

"Table 2 shows that there was a meaningful difference between the scores obtained by the children in the experiment group on the sub-scales of the MRPS Maths Skills (z= 3.424 p<.01) and Science Skills (z= 3.214 p<.01) before and after the study."

Polat 2017 (2)¶

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

Wilcoxon analysis of the 15 control children's scores after the regular 2013 pre-school curriculum activities; printed statistics are "z= 3.413 p<.01" (Maths) and "z= 2.746 p<.01" (Science), favouring the post-test. No effect size is printed.

"The results of Table 3 show that there was a meaningful difference between the pre-study and post-study scores obtained on the MRPS sub-scales of Maths Skills (z= 3.413 p<.01) and Science Skills (z= 2.746 p<.01) by the children who solely did the activities presented in the daily syllabi prepared in line with the 2013 pre-school education curriculum."

Discussion¶

Related Claims¶

• Children aged 48-60 months who worked with mind maps for 10 weeks achieved better maths skills post-test scores than children who did not — related
• Children who worked with mind maps achieved better science skills post-test scores than children who did not — related
• The experimental group's achievement scores improved significantly from pre-test to post-test after instruction with e-Mind Maps — related
• Both ABSL and traditionally taught groups showed statistically significant pre-test to post-test achievement gains in probability — related