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Research suggests that the use of concept maps enhances learning transfer and retention. This paper presents a case study on the use of a hybrid concept/mind mapping online strategy (E-mapping) to develop critical reading skills in first year Egyptian students enrolled at the American University in Cairo. Seventy students participated in the study...
Context in source publication
Context 1
... approach called upon their synthesis skills and challenged them to present a coherent overall picture of the topic at hand. Figure 7 is a computerized rendition of a student's pencil and paper concept map in an in-class exam question. They were asked what they knew about the DNA molecule and its connection to broader topics. ...
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Citations
... Wizualne sposoby efektywnej nauki pomagają dzieciom i dorosłym w ustrukturalizowaniu treści, w uzyskaniu większej kontroli nad zapisywanymi zagadnieniami i krytycznym myśleniem czy kreatywnością [15,19,20]. Dodatkowo metody wizualne stały się przydatnym narzędziem dla nauczycieli oceniających stopień zrozumienia zagadnień opracowywanych przez uczniów [16,21]. Do niedawna techniki wizualne były wykorzystywane w celu wzmacniania umiejętności szkolnych, obecnie coraz częściej używa się ich w psychoedukacji czy (psycho)terapii [19,22,23]. ...
Cel pracy
Celem pilotażowego badania eksperymentalnego była ocena wpływu 25 interwencji metapoznawczych na umiejętność planowania u dzieci z ADHD.
Metoda
W eksperymencie uczestniczyło 45 dzieci z ADHD o typie mieszanym, w wieku 7-12 lat (M = 10,41; SD = 1,42), wraz z rodzicem. Dzieci zostały losowo przydzielone do jednej z trzech grup, określających rodzaj zastosowanej techniki metakognitywnej w treningu: grupa Mapa Myśli, grupa Notatka Rysunkowa, grupa kontrolna. Następnie brały udział w 25 tematycznych treningach. Pomiar był wykonywany na początku i na końcu treningów za pomocą narzędzi: Kwestionariusz Conners 3, Test Mapy Parku.
Wyniki
Stwierdzono istotne różnice w nasileniu średnich wyników dla zmiennej planowanie między pierwszym a drugim pomiarem (M1 = 6,13; SD1 = 0,35; M2 = 5,67; SD2 = 0,82) w grupie kontrolnej oraz nieistotne różnice w natężeniu średnich wyników dla tej zmiennej w grupach Mapa Myśli i Notatka Rysunkowa. Wynik uzyskany w zakresie siły efektu dla wyniku istotnego jest wysoki (rc = 0,53).
Wnioski
U dzieci, które nie uczestniczyły w treningu, wynik uległ pogorszeniu, a w grupach eksperymentalnych wyniki były bez zmian.
... Reviewing the literature tackling the problem of critical reading skills for Egyptian students revealed that many students in different educational stages suffer from weaknesses in critical reading skills in the preparatory stage (Badawy, 2018;El-Mistikawy, 2016), secondary stage (Abu Zeid, 2017;Bahagat, 2015;El-Maleh, 2006), as well as at the college level (Ahmed, 2012; Barakat, 2018;Ellozy & Mostafa, 2010;El-Sakka, 2011;Gharib, 2012;Makhyoun, 2008). Accordingly, adaptive e-learning has five main features including content, presentation, navigation, assessment, and feedback that help to enhance critical reading knowledge and skills. ...
... In light of the importance of having critical reading skills for EFL students, several researchers both from within and outside Indonesia have attempted to raise the issue. The research findings reveal significant roles of critical reading skill on students' critical thinking and their academic success (Par, 2018;Sultan, et al., 2018;Alqatanani, 2017;Karabay, 2015;Khodary & AbdAllah, 2014;Zin & Eng, 2014;Tsai, et al., 2013;Camp & Camp, 2013;Ellozy & Mostafa, 2010;Tomasek, 2009). So far the researchers have concerned, there is no study concerning the development of Critical Reading Test. ...
This study aims at developing a critical reading test for Indonesian EFL students. This (R & D) project is intended to assess students' progress and is supposed to offer accurate and trustworthy results. The subjects were twenty students from the English Language and Literature Department at Brawijaya University who took part in the try out stage. The test items' difficulty indices ranged from 0.26 to 0.89. The reliability coefficient for the KR-20 was determined to be 0.95, indicating that this multiple-choice critical reading comprehension test is valid and reliable. Despite of the fact that the Critical Reading test is declared valid and reliable, the students’ score taking the Critical Reading test during the try out is less satisfactory. This might be caused by limited number of students taking the try out or problems dealing with teaching and learning process of critical reading in the classroom causing students’ inability to do the test well. Future researchers are suggested to address this issue by either involving more participants during the try out to get the reasons underlying students lack of ability in doing critical reading test.
... Considering the importance of having critical reading skills for EFL students, the topic of developing of the students' critical reading always has a prominent place among the researchers and educators. Numerous studies have been conducted to investigate the students' critical reading ability in English language teaching (ELT) (Sultan, et al., 2017;Alqatanani, 2017;Karabay, 2015;Zin, Eng, & Rafik-Galea, 2014;Hong & Zhiyuan, 2014;Karadag, 2014;Khodary & Abdallah, 2014;Tsai, et al., 2013;Camp & Camp, 2013;Ellozy & Mostafa, 2010;Tomasek, 2009;Icmez, 2009;Lisa, 2008;and Kobayashi, 2007). All of the studies reveal significant roles of critical reading ability on students' success in academic study and its powerful effect on students' critical thinking. ...
This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.
... In a study conducted with elementary school teachers [13], teachers agreed that using mind maps in education would stimulate students' creativity, enhance learning and memorization, and serve as a tool to assess students' degree of comprehension for the topics being taught. Moreover, Ellozy and Mostafa [14] studied the feasibility of using a hybrid concept comprising mind mapping strategies among first-year students at the American University in Cairo and found that their technique enhanced students' critical-thinking and reading comprehension skills, ability to engage in visualization, and imagination during learning and communicating ideas. Further, it was useful as an assessment tool for teachers to evaluate students' systematic thinking [14]. ...
... Moreover, Ellozy and Mostafa [14] studied the feasibility of using a hybrid concept comprising mind mapping strategies among first-year students at the American University in Cairo and found that their technique enhanced students' critical-thinking and reading comprehension skills, ability to engage in visualization, and imagination during learning and communicating ideas. Further, it was useful as an assessment tool for teachers to evaluate students' systematic thinking [14]. Wu and Wu [15] showed that using mind mapping in medical education improved nursing students' critical-thinking abilities and stimulated their eagerness to learn during their internship. ...
Background
In Saudi Arabia, the sudden shift from conventional (in-person) to online education due to the coronavirus disease 2019 (COVID-19) pandemic affected teaching and assessment methods. This research aimed to assess the effectiveness of mind maps in this regard, measure students’ reactions to certain educational environment-related changes caused by the pandemic, and identify skills that students perceived they gained through mind mapping.
Methods
This study employed a non-intervention (cross sectional) design. Participants were King Abdulaziz University students from two medical physics courses (second and fourth level). Data were collected twice (after the first and last mind mapping assignments), and responses were analyzed using a paired t-test. Overall student results were compared against overall student performance in the previous term using chi-squares test hypothesis testing. The data were collected and analyzed using SPSS software.
Results
The results of the paired t-test showed no significant differences between students’ mean satisfaction in both surveys. Nevertheless, students’ responses revealed their satisfaction with using mind maps. Moreover, students believed that they gained skills like organizing and planning, decision making, and critical thinking from the mind map assignments. The chi-squares test (Chi-square = 4.29 < $${x}_{\mathrm{0.05,4}}^{2}$$ x 0.05 , 4 2 = 9.48 and p -value = 0.36 > 0.05) showed no differences in students’ grade distribution between the two terms of 2020 (pre- and post-COVID-19 pandemic) despite the change in assessment style post-pandemic commencement.
Conclusions
Mind mapping can be adapted as an online teaching and assessment method. Additionally, student support and education institution-level effective communication can reduce stress during challenging times.
... This is in line with the opinion of (Balim, 2013) which states that the mind maps are visualization tools and they are very helpful for students in remembering information in the learning process. Other researchers reported that mind maps can develop students' critical thinking skills (Ellozy & Mostafa, 2010;Rezapour-Nasrabad, 2019;Fitria, Floriasti, Djohan, & Sittiprapaporn, 2020) and creative thinking skills (Miranti & Wilujeng, 2018). Students become more responsive and more motivated in the mind maps learning environment (Wilson, Copeland-Solas, & Guthrie-Dixon, 2016). ...
A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.
... This is in line with the opinion of (Balim, 2013) which states that the mind maps are visualization tools and they are very helpful for students in remembering information in the learning process. Other researchers reported that mind maps can develop students' critical thinking skills (Ellozy & Mostafa, 2010;Rezapour-Nasrabad, 2019;Fitria, Floriasti, Djohan, & Sittiprapaporn, 2020) and creative thinking skills (Miranti & Wilujeng, 2018). Students become more responsive and more motivated in the mind maps learning environment (Wilson, Copeland-Solas, & Guthrie-Dixon, 2016). ...
A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.
... Mind42 is a free online program for novice PC users to create a simple yet understandable mind map. The advantages of this program include a user-friendly interface, the possibility of group work, the presence of an integrated image search via Google, the ability to take notes, and compatibility with similar programs (Ellozy, Mostafa, 2010). ...
The purpose of the article is to identify the information services for creating mind maps in the process of linguistic training of future philologists at the seminars. A comparative analysis of the most used software products for creating mind maps was carried out based on an expert survey. The results of this analysis made it possible to choose a software product using mind maps. The results of the pedagogical experiment confirmed the assumption that mind maps are an effective means of mastering the knowledge of future philologists at the seminars. The use of mind maps in the processes of understanding information in the classroom affects the activity of students' listening, makes it possible to systematize information through personal understanding and structuring, and promotes effective memorization. The next areas of scientific research on the presented problem are the analysis of the effectiveness of mind maps in the independent work of students.
... Based on statistically, the results is significant difference between the mean scores of control and experiment group in the reading comprehension post-test in favor of the experiment group [8]. The electronic mind map a significant effect in improving English grammar in the first middle school in Jeddah, Saudi Arabia [9]. E-mapping is a potentially powerful assessment tool. ...
... Similar to the ideas of Sabbah (2015), the process of electronic mind mapping was full of fun and enjoyment when the students exchanged ideas and felt a sense of success when they saw their organized images that they created. The results are in the line with the study of Ellozy and Monstafa (2010) which investigated undergraduate students critical reading skills, and the results showed that electronic mind mapping created three significantly influenced on students' satisfaction and perceived learning which were: insightful visual data, analytical skills, and active discussion among course participants presented in electronic mind mapping environment. ...
