Mind Mapping vs Semantic Mapping: Which Technique Gives EFL Learners more Benefits in Reading Comprehension?

Khatimah, Khusnul; Rachman, Dzul

doi:10.21070/jees.v3i2.1498

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Mind maps can stimulate associative and divergent thinking, fully engaging different parts of the brain to work together, thus benefitting the training of resident physicians [12] . Previous studies have reported positive impacts of mind map-based teaching on students' learning outcomes, including improvement in memory recall, reading comprehension, creative and critical thinking abilities, and overall learning performance [13][14][15][16] . In this study, the observation group showed significantly higher scores in the Mini-CEX assessment, theoretical exam results, skill assessments, and overall satisfaction compared to the control group.…”

Section: Discussionmentioning

confidence: 94%

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

Hu,

Xiang,

Lei

et al. 2024

Preprint

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Objective: This study aims to investigate the effectiveness of mind mapping in the standardized training and education of internal medicine resident physicians in nephrology. Methods: Forty trainees undergoing rotations in the Nephrology Department at Chengdu University Affiliated Hospital between January 2021 and December 2023 were randomly assigned to control and observation groups, each comprising 20 trainees. The observation group received mind mapping teaching, while the control group received traditional teaching methods. The clinical thinking training of the two groups was then compared. Results: The observation group outperformed the control group in all aspects of the Mini-CEX assessment, including medical interviews, humanistic care, clinical judgment, communication skills, overall performance, and total score, with statistical significance (P<0.05). However, there were no statistically significant differences between the two groups in the areas of physical examination and organizational effectiveness (P>0.05). Furthermore,the observation group achieved higher scores than the control group in the final theory exam, skill exam results, and satisfaction, with statistically significant differences (P<0.05). Conclusion: Mind mapping not only aids in the consolidation of fundamental memorized knowledge but also enhances clinical thinking skills, thereby playing a pivotal role in assisting resident physicians in establishing a comprehensive knowledge base in nephrology and improving the effectiveness of their training.

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Section: Discussionmentioning

confidence: 94%

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

Hu,

Xiang,

Lei

et al. 2024

Preprint

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“…Despite the unavailability of such above-mentioned studies in literature, there are numerous studies which utilise mind mapping to promote sub-dimensions of school readiness skills in parallel with the finding of the research. These researches can be categorised as follows: the contribution of mind mapping to the science learning of children (Balim, 2013;Evrekli & Balim, 2010;Gagic, Skuban, Radulovic, Stojanovic, & Gajic, 2019;Gomleksiz & Fidan, 2013), the contribution of mind mapping to the learning of social sciences (Parikh, 2016), the contribution of mind mapping to mathematical learning (Brinkmann, 2003;Mardiyah et al, 2018), the contribution of mind mapping to reading skills (Inayah, & Argawati, 2019;Karolina, 2019;Khatimah, & Rachman, 2018), the contribution of mind mapping to writing skills (Dianto & Basuni, 2015;Inayah, & Argawati, 2019;Lastari & Hadi, 2018;Sukma, & Ria, 2018;), the contribution of mind mapping to listening and language development (Koster, Wilt, Kruistum, & Veen, 2017) and the contribution of mind mapping to group studies (Luke, Lloyd, Boyd, & Den Exter, 2014). This study contains similar research findings which indicate that mathematical, science, sound, line, maze, mental-language development and social-emotional development addressed as sub-dimensions of school readiness are supported with mind mapping applications.…”

Section: Discussion Conclusion Recommendationsmentioning

confidence: 99%

“…Besides, numerous skills such as thinking and reasoning, determining possible causes, analysing, caution, memory, coordination, creativity, imagination, reading, writing, visualization, planning and application, and emotions are used simultaneously in mind mapping (Wen-Cheng, Chung-Chieh, & Ying-Chien, 2010). It is seen that studies which target learning with children through the mind mapping method are generally for reading (Inayah, & Argawati, 2019;Karolina, 2019;Khatimah, & Rachman, 2018;) and writing skills (Dianto & Basuni, 2015;Inayah, & Argawati, 2019;Lastari & Hadi, 2018;Sukma & Ria, 2018) in children of older ages. On the other hand, it was found out that mathematical and science skills of children increased with mind mapping applied during the preschool period.…”

Section: Introductionmentioning

confidence: 99%

Mind mapping as a new method that supports readiness for primary school

Polat¹,

Akyol²

2021

Istraživanja u pedagogiji

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In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.

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“…This activity looks effective to activate their thinking before reading. Khatimah and Rachman (2018) state the mind mapping technique can improve students' reading and writing skills because before reading students are asked to do writing exercises. For instance, in the discussion session, they are asked to draw a branch of the initial topic they discuss.…”

Section: Discussionmentioning

confidence: 99%

The Use of Mind Mapping to Teach Reading Comprehension

Saori

2020

JOLLT

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The research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. This study was classified as a quasi experimental research design using two intact classes as an experimental and control group. The experimental group was treated using mind-mapping technique, while the control group was subjected to conventional learning technique. The sample of this study was the first year students of Nabi’ Nubu’ Islamic Senior High School. The instrument of this study employed reading test for students in both groups. The reading tests were distributed in the pre-test and post-test. The data analysis used descriptive and inferential statistic. The data were met the normal and homogeneous data. The result of the study showed that the mean scores of the experimental group (71.76) was higher than the control group (60.24) after treatment was given. Thus, the use of mind mapping has a significant effect towards students’ reading comprehension. It indicated that the technique can be an alternative technique to teach reading comprehension.

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Mind Mapping vs Semantic Mapping: Which Technique Gives EFL Learners more Benefits in Reading Comprehension?

Cited by 4 publications

References 7 publications

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

Mind mapping as a new method that supports readiness for primary school

The Use of Mind Mapping to Teach Reading Comprehension

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