Impact of Using Mind Maps to Improve Reading Comprehension Skills of Eighth Grade Students
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| Title: | Impact of Using Mind Maps to Improve Reading Comprehension Skills of Eighth Grade Students |
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| Language: | English |
| Authors: | Mahmoud Alkhazaleh (ORCID |
| Source: | Eurasian Journal of Applied Linguistics. 2024 10(2):262-273. |
| Availability: | Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Cognitive Mapping, Reading Comprehension, Grade 8, Reading Skills, Program Effectiveness, Reading Instruction, Teaching Methods, Foreign Countries |
| Geographic Terms: | Jordan |
| ISSN: | 2149-1135 |
| Abstract: | Mind maps are the most effective tools to improve learners' reading comprehension skills, as learners can detect the relationships and connections between ideas, figures, examples and embedded details through these maps. The present study aimed to identify the impact of using mind maps on improving the reading comprehension of eighth grade students in Arsayfeh, Jordan. An experimental methodology of semiexperimental design was used on a sample of 60 students, studying in the first semester of the academic year (2023/2024), identified through purposive sampling technique. This sample was divided into two equal groups of 30 students each, experimental and control. The experimental group taught reading comprehension through mind maps techniques, while the control group was taught through using conventional teaching methods. A test of 30 items for assessing students' reading comprehension skills was developed. A significant difference between the control and experimental groups in terms of the means scores was found, in favor of the experimental group. The study recommends using mind maps in the process of teaching reading comprehension skills in the Arabic language to eighth grade students. For their effective use, training courses for 8th grade teachers about mind maps should be conducted. Studies may also be carried out addressing the impact of using mind maps with targeting other grades and variables, such as listening, speaking, and writing skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475109 |
| Database: | ERIC |
| Abstract: | Mind maps are the most effective tools to improve learners' reading comprehension skills, as learners can detect the relationships and connections between ideas, figures, examples and embedded details through these maps. The present study aimed to identify the impact of using mind maps on improving the reading comprehension of eighth grade students in Arsayfeh, Jordan. An experimental methodology of semiexperimental design was used on a sample of 60 students, studying in the first semester of the academic year (2023/2024), identified through purposive sampling technique. This sample was divided into two equal groups of 30 students each, experimental and control. The experimental group taught reading comprehension through mind maps techniques, while the control group was taught through using conventional teaching methods. A test of 30 items for assessing students' reading comprehension skills was developed. A significant difference between the control and experimental groups in terms of the means scores was found, in favor of the experimental group. The study recommends using mind maps in the process of teaching reading comprehension skills in the Arabic language to eighth grade students. For their effective use, training courses for 8th grade teachers about mind maps should be conducted. Studies may also be carried out addressing the impact of using mind maps with targeting other grades and variables, such as listening, speaking, and writing skills. |
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| ISSN: | 2149-1135 |
