Effects of Mind Mapping-Based Instruction on Student Cognitive Learning Outcomes: A Meta-Analysis

Autor/inn/en	Shi, Yinghui; Yang, Huiyun; Dou, Yi; Zeng, Yong
Titel	Effects of Mind Mapping-Based Instruction on Student Cognitive Learning Outcomes: A Meta-Analysis
Quelle	In: Asia Pacific Education Review, 24 (2023) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shi, Yinghui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09746-9
Schlagwörter	Cognitive Mapping; Educational Strategies; Cognitive Processes; Academic Achievement; Instructional Effectiveness; Control Groups; Conventional Instruction; Instructional Program Divisions; Students; Student Improvement; Science Instruction; Technology Education; Engineering Education; Mathematics Instruction; Visualization; Learning + Suchen Sie Ihr Suchwort? Lehrstrategie; Cognitive process; Kognitiver Prozess; Schulleistung; Unterrichtserfolg; Student; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematics lessons; Mathematikunterricht; Visualisation; Visualisierung; Lernen
Abstract	Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students' learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students' cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01