| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 107 === Reading is the basis for students to learn all disciplines. In order to improve the national reading comprehension ability, governments around the world have actively promoted reading in recent years. Mind mapping is a visualized thinking strategy which stimulates students’ creative and enhances their problem-solving skills, tapping into the unlimited potential of the brain.
This study was designed to investigate the effect of using mind mapping instructions on the reading comprehension and attitudes. With a quasi-experimental design, this study examines the reading outcomes of the experimental group before and after the implementation of mind mapping instructions. The control group utilized the traditional approach.
The instruments of this study included PIRLS 2006 sample questions and a questionnaire to probe elementary school students’ reading attitudes. The resulting test scores were analyzed with independent sample t-test, dependent samples t-test and analysis of covariance (ANCOVA). The experimental group students fill out the mind mapping instructions feedback questionnaire to understand students feelings and thoughts.
The results found that mind mapping instructions can significantly enhance third grade students reading comprehension and reading attitude. Most students recognized that mind mapping instructions can increase their confidence and interest in learning. Also, they hold a positive attitude toward teacher using mind mapping instructions. Based on the findings and conclusions, researcher gave advice on mind mapping instructions for future research.
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