Effectiveness Of Mind Mapping Research Articles

Effect of Mind Mapping with Artificial Intelligence for High Alert Medications on Novice Nurses′ Performance at Neonatal Intensive Care Unit

Effect of Mind Mapping with Artificial Intelligence for High Alert Medications on Novice Nurses′ Performance at Neonatal Intensive Care Unit

Mind mapping to enhance critical thinking skills in respiratory therapy education.

The objective of this study was to investigate the use of mind maps as an active teaching strategy to enhance critical thinking skills (CTSs) among respiratory therapy (RT) students in Saudi Arabia. A total of 86 participants from two RT programs in Saudi Arabian Universities, King Saud bin Abdulaziz University for Health Sciences and The Batterjie Medical College, were randomly assigned to either the mind map group (MMG) or the standard note-taking group (SNTG). With the quasi-experimental design and quantitative method, mean comparisons were made between the groups using an independent t-test. There was no significant change between the pre-SNTG and post-SNTG as measured by the health sciences reasoning test (HSRT) after 15 weeks of standard note-taking (SNT). However, it showed the difference between the pre-MMG and post-MMG (P = .02) as measured by the HSRT after 15 weeks of intervention. There was also a significant change between the post-MMG and SNTG (P = .04) as measured by the HSRT, where the MMG had higher scores. However, the study had limitations, which conceded to the failure of participants in the test and the subjectivity of respondents where they were excluded from the study; also, for generalizability of the result, the study should have been taken beyond Riyadh and Jeddah. Prior to this study, the effectiveness of mind mapping (MM) in the respiratory discipline has not yet been explored. It found that mind mapping was effective at improving CTS, while SNT was not, as measured by pre- and post-test HSRT scores. This was the first investigation into MM's impact on CTS within respiratory therapy education.

Effectiveness of Mind mapping in Science Teaching among 8th grade Students

Mind mapping is an innovative technique that is used to make contact among ideas by using main words that give directions to the human mind. Mind mapping facilitates the teaching-learning process for knowledge construction. This experimental study was conducted to examine the effect of mind-mapping activities on students’ learning, academic achievement, and retention of knowledge. The study was carried out on the subject of science at the elementary level. The objectives of the study were to find out the effect of mind mapping activities on students learning in science at the elementary level at different levels of the cognitive domain of Bloom's taxonomy (knowledge, comprehension, application, and analyses). Grade 8 students of a public school located in a district of Punjab were taken as samples through a random sampling technique. The mind mapping method was used to teach students. The Pre-test-Post test Equivalent-Groups Design was selected. Two-month lesson planning was used for mind-mapping activities to teach the eighth graders. Two groups were made, one as an experimental and the other as the control group. Data analysis was carried out through SPSS 21. A T-test was used to compare both groups’ performance. The findings of the study indicated that the experimental group participants achieved statistically significant and higher gains than students in the control group. The results from mind-mapping activities revealed that the mind-mapping technique has a positive impact on students' learning.

Effects of Mind Mapping And Visual Imagery Instruction Strategies on Senior Secondary Schools Students’ Scientific Attitude to Mechanics in Ekiti State of Nigeria

The study examined the effects of visual imagery and mind mapping strategies on physics students’ scientific attitude to mechanics in Ekiti state, Nigeria. The study adopted 3 X 1 pretest-posttest control group quasi experimental research design. Eight senior secondary schools were be purposively selected for the experimental groups, while four schools were purposively selected for the control group. This made a total of twelve schools that were selected from twelve local government areas across all the three senatorial districts of Ekiti state for the study. A total number of two hundred and forty six physics students from the selected schools were used. The instrument that the researcher used for the study was self-designed instruments titled: Students’ Scientific Attitude to Mechanics. The data collected were analysed using descriptive statistics (mean, standard deviation) as well as inferential statistics such as Analysis of Covariate (ANCOVA) which was used to determine the significant mean and interaction effects to the variables of the study. Estimated Marginal Mean (EMM) was used to determine the performance of each group. Bonferroni pair wise and Scheffe Post-hoc analyses were also employed to trace the source of observed significance among the groups. The finding of the study revealed that there was significant effect of treatment on students’ scientific attitude to mechanics. The result further showed that those exposed to visual imagery had the highest scientific attitude mean score, closely followed by those exposed to mind mapping while those taught with conventional method of teaching had the least. Also, the finding of the study showed that there was significant main effect of gender on students’ scientific attitude to mechanics. Similarly, the finding showed that there was significant interaction effect of treatment and gender on students’ scientific attitude. Based on these findings, it was therefore recommended that mind mapping and visual imagery instructional strategies should be used in improving students’ scientific attitude.

Effectiveness of mind mapping as compared to didactic lectures for teaching anatomy among first-year medical students - A randomized control study

Several methods have been suggested to encourage greater student participation during lectures. Mind mapping is a learning tool that uses pictorial representations of concepts and their relationships. The objectives of this study were to compare the knowledge acquisition in anatomy and perceptions between didactic lectures and mind mapping among first year students at a medical college in India. First year undergraduate medical students (n=60 in one batch and n=149 in the next batch) were randomly divided into two groups which received either the mind-mapping intervention or a didactic lecture. Eight topics were covered in such a manner. After each topic, the groups crossed over and received the alternate intervention. Each intervention was followed by a ten-item single-best-response multiple-choice knowledge test. The perceptions of students were obtained using a questionnaire which had both quantitative and qualitative components. The data were summarized using means and standard deviations. Group differences were estimated using the independent sample T test. The mean scores on the multiple-choice-questions (MCQ) test were significantly higher after mind-mapping compared to didactic lectures in seven out of eight sessions. The perceptions of the students about mind mapping were largely positive, especially in relation to integration and interest. One drawback mentioned about the mind-mapping method was that it was relatively time-consuming. Mind mapping resulted in significantly greater knowledge acquisition as compared to didactic lectures, and was well received by the students. It has the potential to be used more widely in anatomy education.

فعالية الخرائط الذهنية في تعليم النحو في المدرسة الثانوية

This research aims to reveal the implementation of nahwu learning by using mind mapping and the effectiveness of mind mapping in nahwu learning. This research is a quantitative research that uses a quasi-experimental method. The data collection techniques used are tests, interviews, and observations. In analyzing the data, the researcher used the t-test formula. After processing and analyzing the data, the researcher got the results of t-count 3,796 and t-table 2,371 and 1,667, which means t-count is bigger than t-table. Then H0 is rejected and Ha is accepted. From these results it can be concluded that the use of mind mapping in nahwu learning is effective. This shows that the use of mind mapping can be applied in nahwu learning.

Effect of Mind Mapping on the Tenth Graders’ System Thinking on Trophic Structure Topic

Students’ inability to understand the concept of science holistically has been identified in several studies on students’ difficulty to understand the relationship between levels of organization of life. It is because of the reduced teaching and learning process in Biology in which the actual learning topics are taught separately without the attempt to connect the various topics. This study was aimed at reporting the thinking skills of high school students after being exposed to learning activities involving mind mapping note-taking on water cycle topics. It is a Quasi-Experimental study with a Nonequivalent Control Group Design and simple Random Sampling. The data were collected by means of essay test and questionnaire. For homogeneous and normally distributed data, the result of paired t-test showed a significant difference in the data (0.795). Furthermore, for not normally distributed data, they were analyzed using the Mann-Whitney test. The average of test results was 69.47 for the experimental class and 66.12 for the control class.

Mind Mapping Strategy in Improving Students’ Writing Skill in Politeknik Unggul LP3M Medan

Abstract: The research objectives are to find out the differences in writing skills between students who write essays with mind mapping, and the conventional and the effectiveness of mind mapping in improving student’s writing skills in the 2nd semester of the Accounting study program at Politeknik Unggul LP3M. The research applied Pretest-Posttest Control Group Design. Two out of three classes of the population were selected as the research sample randomly namely class AK-AP2A/21 as the control group, and class AK-AP2B/21 as the experimental group. The research instrument used was an essay writing assessment sheet. The validity of the research instrument was content validity and the reliability was calculated by using Cronbach’s Alpha internal consistency technique. The research results show a significant difference in writing essays between students in the experimental group and the control group. The t-test calculation indicates it for the independent sample in the form of a t-count score that is greater than the t-table score (tc=5.506 tt= 1.990) at a 5% level of significance with 70 df. The other research result shows writing essays using mind mapping is more effective than the conventional one. It is indicated by the results of the t-test for paired samples show that the t-score (tc) is 14,636 with 35 df. The t-count score is consulted with the t-table value at a 5% significance level with 35 df. The t-table score (tt) at a 5% significance level with 35 df is 2.031. It shows that the t-count score is greater than the t-table score (tc =14,636 tt = 2,031)

The Effect of Mind Mapping on Cognitive Achievement and Critical Thinking skills of Nursing Students

The Effect of Mind Mapping on Cognitive Achievement and Critical Thinking skills of Nursing Students

The Effect of Mind Mapping on Cognitive Achievement and Critical Thinking skills of Nursing Students

The Effect of Mind Mapping on Cognitive Achievement and Critical Thinking skills of Nursing Students

The Effect of Mind Mapping toward Creative Thinking and Learning Outcomes of Pre-Service Elementary School Teacher

The Effect of Mind Mapping toward Creative Thinking and Learning Outcomes of Pre-Service Elementary School Teacher

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Effects of Mind Mapping Combined with Microvideo Explanation on Disease Perception Control and Nursing Cooperation during Membrane Induction Therapy in Patients with Infectious Nonunion after Tibial Trauma.

Objective To study the effects of mind mapping combined with microvideo explanation on disease perception control and nursing cooperation during membrane induction therapy in patients with infectious nonunion after tibial trauma. Methods 30 patients with infectious nonunion after tibial trauma treated in the hospital between March 2018 and March 2022 were selected as the research subjects, and the patients were divided into a control group (n = 15) and an observation group (n = 15) by the random number table method. During membrane induction therapy, the control group adopted a routine nursing method while the observation group was given a nursing method of mind mapping combined with microvideo explanation. The disease perception control, nursing cooperation, and self-care ability of the two groups of patients were compared. Results After nursing, the scores of aspects of “life impact (3.87 ± 0.92),” “duration (3.20 ± 1.01),” and “emotions (3.93 ± 0.59)” of the Brief Illness Perception Questionnaire (B-IPQ) in the observation group were lower than those in the control group (5.27 ± 0.88, 4.67 ± 1.05, and 4.93 ± 0.80, respectively) (P < 0.05) while the scores of “self-control (6.80 ± 1.21)” and “disease awareness (7.27 ± 0.70)” were higher than those in the control group (5.00 ± 1.07 and 5.93 ± 0.70, respectively) (P < 0.05). There was no significant difference in the total compliance rate between the two groups (P > 0.05). After nursing, the scores of dimensions and the total score of the Exercise of Self-Care Agency Scale (ESCA) were increased in the two groups, and the scores were higher in the observation group than those in the control group (P < 0.05). Conclusion Mind mapping combined with microvideo explanation can improve the disease perception control during membrane induction therapy in patients with infectious nonunion after tibial trauma, improve the self-care ability, and facilitate the smooth progress of treatment.

The Effect of Mind-Mapping on the Memorization and Acquisition of Immunology Concepts in the Secondary School

The majority of students do not want to learn with traditional methods and practices; they have found it difficult to recall knowledge presented in the classroom. Teaching and learning practices in secondary school do not facilitate the success of all students who have few opportunities to develop a good understanding and memorization of scientific concepts. In fact, teachers and researchers have the opportunity to identify and research alternatives to traditional practices. The aim of the current study is to highlight the impact of using mind-mapping on the memorization and acquisition of immunology concepts in secondary school and to evaluate its effectiveness as a teaching-learning practice. We assigned a quiz to 40 secondary school students in order to measure their memorization and acquisition, and used five mind-maps regarding the immunology concepts in the teaching process for the experimental group. We analyzed all the student’s scores obtained in the quiz, and we found that the experimental group had a good understanding and memorization regarding immunology concepts and had more success than the control group in the quiz. However, we found that mind-mapping has a more important impact on the memorization and acquisition of immunology concepts in secondary school.

THE EFFECT OF MIND MAPPING TO STUDENTS’ ABILITY IN READING COMPREHENSION AT THE EIGHTH GRADE STUDENTS OF SMP SWASTA AL-MUKMIN

The students of the eighth grade at SMP Swasta Al-Mukmin had difficulty in understanding the text which caused them could not find the main essence of the text. Thus, this research was conducted to know the effect of mind mapping on students’ ability in reading comprehension. This research was conducted using a quantitative quasi experimental design. The sample was divided into two groups, namely experimental group and control group which consisted of 35 students for each. This research used pre-test and post-test in the form of reading comprehension test as the research instrument. The research result concluded that the students who were taught by mind mapping had a better reading comprehension. The data analysis showed the pre-test mean score of experimental group was 55.4 while the control group was 54.5 and the score was increased after applying mind mapping. The post-test mean score of experimental group was 77.7 and 69.5 for control group. The value of mean score of both groups was calculated using T-test. It was obtained the value of T-count was 3.96 while T-table was 1.66 under the degree of freedom 68 and the degree of significance 5%. Since T-count value was higher than T-table value, the hypotheses were proved. Therefore, it is stated that Ha (alternative hypothesis) was accepted and Ho (null hypothesis) was rejected. Based on this research result, it is suggested that the English teachers apply the mind mapping technique since this technique is one of many ways teachers can apply to enhance students reading comprehension of texts easily and efficiently.

Effect of Mind Map Using on Improving Nurses' Performance Regarding Infection Control at Surgical Departments

Effect of Mind Map Using on Improving Nurses' Performance Regarding Infection Control at Surgical Departments

Practice Study of Mind Map in PBL Teaching of Ophthalmology for Five-Year Clinical Medical Undergraduates

Objective: To explore the feasibility and effect of mind map in PBL teaching of ophthalmology for five-year clinical medical undergraduates. Methods: Forty five-year clinical undergraduates who studied in the Second Clinical Medical College of Inner Mongolia University for Nationalities from February 2021 to July 2021 were randomly divided into PBL combined with mind mapping group and PBL teaching group. Among them, 20 medical students applied the combination of mind mapping and PBL teaching method, and the other 20 medical students applied PBL teaching method to learn the theoretical knowledge and practical teaching of ophthalmology. The differences between the two groups were compared through questionnaire feedback, theoretical examination, practical examination and medical record writing. Results: The experimental group was better than the control group in theoretical scores and clinical skills, and there was no statistical difference in medical record writing scores. The experimental group and the control group were superior to the control group in self-learning ability, learning efficiency, memory and understanding ability. There was no statistical difference between the experimental group and the control group in clinical skills, clinical thinking, problem-solving ability, learning interest, team cooperation ability, and doctor-patient communication. Conclusion: the application of mind map in five-year undergraduate clinical medical ophthalmology PBL teaching can significantly improve the five-year undergraduate medical students' self-learning ability, learning efficiency, memory and understanding ability, which is worthy of promotion.

The effectiveness of mind mapping as a learning strategy in promoting information retrieval among II MBBS students

The effectiveness of mind mapping as a learning strategy in promoting information retrieval among II MBBS students

Effect of Mind Mapping on Creative Thinking of Children in Scratch Visual Programming Education

Scratch, a kind of visual programming software, has been widely used in instruction for primary school children. Scratch constructs a digital world for children to design, develop, and create coursework in which their creative thinking is fostered. Different instructional methods have been designed and implemented to stimulate children’s creative thinking skills through their coursework. This study investigated whether scaffolding construction with mind mapping promoted children’s creative thinking in a Scratch course. Two groups of 84 fifth-grade pupils participated in the study. The experimental group of 44 students adopted the scaffolding construction with mind mapping in the Scratch course, while the control group of 40 students did not use the mind mapping method. The Torrance Tests of Creative Thinking-Figural (TTCT-F) and Torrance Creative Personality Self-Report Scale were used three times over the 16-week learning period. The results show that learning in the Scratch course promoted the children’s creative thinking. The difference between the two groups indicates that mind mapping was beneficial to improve the children’s creative thinking.