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The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing with a Writing E-Portfolio

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Title: The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing with a Writing E-Portfolio
Language: English
Authors: Melissa Mustika (ORCID 0000-0003-4163-9321), Charles Y. C. Yeh, Hercy N. H. Cheng, Calvin C. Y. Liao (ORCID 0000-0001-5088-0753), Tak-Wai Chan
Source: Journal of Computer Assisted Learning. 2025 41(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Concept Mapping, Prewriting, Writing (Composition), Narration, Creative Writing, Electronic Publishing, Portfolios (Background Materials), Elementary School Students, Grade 3, Writing Skills, Writing Evaluation, Cooperative Learning, Revision (Written Composition)
DOI: 10.1111/jcal.70006
ISSN: 0266-4909
1365-2729
Abstract: Background Study: The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third-grade elementary students' descriptive narrative creative writing within technology-enhanced learning environments. The use of digital tools, such as writing e-portfolios, has not been extensively explored in this age group, especially concerning their impact on continuous assessment and collaborative learning. Objectives: This study aims to investigate the effectiveness of mind maps as a prewriting activity in improving third-grade students' writing performance. It seeks to measure enhancements in writing fluency, flexibility, originality, elaboration, and sensitivity. Additionally, the study evaluates the role of writing e-portfolios in supporting continuous assessment and collaborative learning among students. Methods: Design: The study employed a quasi-experimental design with two groups: an experimental group using mind maps and a control group. Instruments: Data collection instruments included pre- and post-tests to assess writing performance, semi-structured interview guides for qualitative data, and a digital platform for writing e-portfolios. Data collection: Quantitative data were gathered through standardised writing assessments, while qualitative insights were collected via interviews and analysis of student writing e-portfolio entries. Data analysis: Quantitative data were analysed using MANOVA and MANCOVA to identify differences between groups and to control for covariates. Linear regression analyses were conducted to determine the specific contributions of mind maps at different writing stages. Qualitative data were analysed to understand student's perspective on how mind map activities by using the Writing for Tomorrow system benefits their writing. Results: The results demonstrated significant improvements in the experimental group's writing performance across all measured categories, including fluency, flexibility, originality, elaboration, and sensitivity. The analysis highlighted the substantial benefits of mind maps, particularly during the drafting and revision stages. The study also found that the use of writing e-portfolios provided valuable support for continuous assessment and facilitated collaborative learning among students. Conclusions: The findings suggest that incorporating mind maps as a prewriting activity can significantly enhance the descriptive narrative creative writing skills of third-grade students. Moreover, the use of writing e-portfolios contributes positively by offering a platform for continuous assessment and collaboration. This research underscores the importance of integrating visual and digital tools into elementary education to foster improved writing outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464379
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: EJ1464379
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Data: The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing with a Writing E-Portfolio
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  Data: <searchLink fieldCode="AR" term="%22Melissa+Mustika%22">Melissa Mustika</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4163-9321">0000-0003-4163-9321</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+Y%2E+C%2E+Yeh%22">Charles Y. C. Yeh</searchLink><br /><searchLink fieldCode="AR" term="%22Hercy+N%2E+H%2E+Cheng%22">Hercy N. H. Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Calvin+C%2E+Y%2E+Liao%22">Calvin C. Y. Liao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5088-0753">0000-0001-5088-0753</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tak-Wai+Chan%22">Tak-Wai Chan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Prewriting%22">Prewriting</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Writing%22">Creative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.70006
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background Study: The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third-grade elementary students' descriptive narrative creative writing within technology-enhanced learning environments. The use of digital tools, such as writing e-portfolios, has not been extensively explored in this age group, especially concerning their impact on continuous assessment and collaborative learning. Objectives: This study aims to investigate the effectiveness of mind maps as a prewriting activity in improving third-grade students' writing performance. It seeks to measure enhancements in writing fluency, flexibility, originality, elaboration, and sensitivity. Additionally, the study evaluates the role of writing e-portfolios in supporting continuous assessment and collaborative learning among students. Methods: Design: The study employed a quasi-experimental design with two groups: an experimental group using mind maps and a control group. Instruments: Data collection instruments included pre- and post-tests to assess writing performance, semi-structured interview guides for qualitative data, and a digital platform for writing e-portfolios. Data collection: Quantitative data were gathered through standardised writing assessments, while qualitative insights were collected via interviews and analysis of student writing e-portfolio entries. Data analysis: Quantitative data were analysed using MANOVA and MANCOVA to identify differences between groups and to control for covariates. Linear regression analyses were conducted to determine the specific contributions of mind maps at different writing stages. Qualitative data were analysed to understand student's perspective on how mind map activities by using the Writing for Tomorrow system benefits their writing. Results: The results demonstrated significant improvements in the experimental group's writing performance across all measured categories, including fluency, flexibility, originality, elaboration, and sensitivity. The analysis highlighted the substantial benefits of mind maps, particularly during the drafting and revision stages. The study also found that the use of writing e-portfolios provided valuable support for continuous assessment and facilitated collaborative learning among students. Conclusions: The findings suggest that incorporating mind maps as a prewriting activity can significantly enhance the descriptive narrative creative writing skills of third-grade students. Moreover, the use of writing e-portfolios contributes positively by offering a platform for continuous assessment and collaboration. This research underscores the importance of integrating visual and digital tools into elementary education to foster improved writing outcomes.
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  Data: 2025
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  Label: Accession Number
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1464379
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.70006
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Prewriting
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Narration
        Type: general
      – SubjectFull: Creative Writing
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Revision (Written Composition)
        Type: general
    Titles:
      – TitleFull: The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing with a Writing E-Portfolio
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            NameFull: Hercy N. H. Cheng
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            NameFull: Calvin C. Y. Liao
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            NameFull: Tak-Wai Chan
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              Y: 2025
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