A Study of Effect of Mind Mapping on Reading Comprehension of Students in Junior High School

• Main Authors: Chao-Chin Chen, 陳昭智
• Other Authors: Jyh-Jong Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/41339573755316328491

碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 102 === This study aims at exploring the effect of mind mapping on Chinese reading comprehension. A quasi-experimental design, nonequivalent pretest-posttest control group was used for the study. The subjects were 55 eighth-grade public junior high school students who participated in this project for 12 weeks. The experimental curriculum which included the mind-mapping strategy, reading comprehension strategies, narrative texts, on-line tests and discussion was adopted to analyze junior high school students’ reading habits, comprehension process, immediate effect, retaining and transferring. In addition to discussing the students’ overall performance, this study also aims to compare the effects of practicing mind mapping on students of different genders and achievement. The findings were as follows: 1. The performance of mind mapping has significant effects on students’ reading habits, especially on male students, low-level and mid-level students. 2. Female students’ mind-mapping drawing ability is superior to male students’. Besides, High-level students’ mind-mapping drawing ability is superior to low-level students’. The mind-mapping ability is closely related to the three reading comprehension process. 3. The effect of mind-mapping strategy on junior high school students’ reading comprehension process was non-significant. However, there was significant difference in female students’ performance on retrieving information and interpreting texts. In addition, there was significant difference in the mid-level students’ post-test performance. 4. There was no significant difference in the reading comprehension instant effect. 5. There was no significant difference in retaining. However, the mind-mapping drawing ability is closely related to reading comprehension retaining, especially on female students, high-level and low-level students. 6. There was no significant difference in reading comprehension transferring. Pedagogical implications: 1. School authorities should offer LMS (Learning Management System) and computer equipment for the teachers and students. Arranging time for reading courses in order to help students practice reading comprehension strategies and develop reading habits. 2. When practicing mind-mapping curriculum, it’s better to offer students more sufficient time to learn mind-mapping drawing so as to strengthen the abilities of applying images and colors. Further studies could be conducted to investigate the effect of practicing different mind-mapping drawing tools, hand-drawing tools or computer-drawing tools, on students’ reading comprehension. 3. When using mind map as a reading scaffold, teachers are advised to consider students’ abilities so as to decide on the amount of the content. 4. It’s recommended that multiple assessments are adopted in order to understand the effects of mind mapping on different reading comprehension process and retaining. 5. It’s recommended to analyze the qualitative data so as to understand students’ difficulties when learning mind mapping and offer them appropriate help.