The Effects of Mind Mapping Strategies on the Development of Writing Skills of Selected Form Three Students
Education is one of the most powerful mechanisms for developing intellectual prowness. Because the research in brain growth, development and functioning is exemplifying our understanding of the neuro-sciences. In order to nourish students with healthy learning strategies, this research is based...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/316/1/549549_T_FPP_2004_10.pdf |
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| Summary: | Education is one of the most powerful mechanisms for developing
intellectual prowness. Because the research in brain growth,
development and functioning is exemplifying our understanding of the
neuro-sciences. In order to nourish students with healthy learning
strategies, this research is based on a technique that will prove to
enhance students’ thinking and writing skills. This study intends to
expose students to the approaches and methods of using mind maps
and brainstorming strategies in developing their mental capacities. The
research design used in this study was a nonrandomised control
group; pretest-posttest quasi-experimental design on to groups of
hetrogenous form three Malay students selected based on their form
two final year examination academic performance on two classes of
students (25 students in the control group and 25 students in the
experimental group). The instruments used were pretest composition
questions and post-test composition questions, direct observations and
in-depth interviews. The data and results collected were analysed using
the SPSS for percentage, mean, standard deviation, t-tests and
repeated- measures analysis of variance. The finding showed that there
was no significant difference in the mean scores in the pretest between
the two groups of subjects administered in the first semester of 2002
after the teaching of composition in the normal method. However, there
was a significant difference in the mean scores in the experimental
group as compared to the control group in the post-test admistered in
the second semester of 2002 after the treatment. The findings also
showed that the subjects in the experimental group responded more
positively to the technique of mindmapping and brainstorming. This
study concluded that the teaching method, mindmapping and
brainstorming strategies during the prewriting stage had a positive and
consistent effect on this group of from three students’ composition
writing skills immediately after treatment as compared to the control
group with the normal classroom teaching method |
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