How Mind Mapping course improves the learning performance--a case study in Nantou Community Adult School

• Main Authors: Ying-ta Chen, 陳盈達
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/p9nmd2

碩士 === 朝陽科技大學 === 企業管理系碩士班 === 92 === How Mind Mapping course improves the learning performance — a case study in Nantou Community Adult School Summary This research is to explore the results of mind mapping training session through analysis and evaluation of the learning performance data. By using questionnaire before and after the sessions, and by monitoring practice works during the sessions, this research collects all the relevant feedback from students to evaluate their growth of learning, and to determine if and how background differential factors, such as sex, age, academic level, occupation and average income, cause any significant difference. Anyone who is interested in the field of mind mapping and multi-enlightenment education might find this research paper a useful reference. The subjects of this research are 40 students who participate in the Mind Mapping course in Nantou Community Adult School sponsored by Nantou County Government. The Mind Mapping Course is scheduled to include a 12- week session, which takes once a week, three hours each time, and make a total 36 training hours. The principle methods employed in this research involve questionnaires and individual interviews. Two professional and well-experienced researchers also join to analyze and make assessment of the works done by the students. This research reached the following conclusions: 1. Background differential factors do result in performance differences. Academic level differences affect learning capability, speech skills and problem solution ability. Monthly income difference affects planning and executive ability. The other factors, however, show no significant differences in affecting the learning growth. 2. Top five on the performance improvement evaluation list are the following in order: executive ability, career planning, logical thinking, creativity and concentration. The last five are communication, coordination, learning capability, problem solution ability and motivation ability. 3. The overall learning curve show that progresses made in all different learning units are consistent, except no change in the second stage of Title Focus Presentation unit, slight decline in the second stage of Association Skill unit, and no change in the second stage of Color Employment unit. 4. The evaluation system introduced to measure the performance and growth of mind mapping training session is one of the most significant contributions this research has accomplished. Any student of mind mapping could be benefited by it.