Please use this identifier to cite or link to this item:
The Effects of Applying Mind Mapping to Instruction on Technical School Students’ Learning Attitude and Academic Effectiveness in Taoyuan
This research adopted a quasi-experimental research design, which aimed to integrate professional english vocabulary teaching courses to understand its impact on students' professional english vocabulary ability and learning attitude with Mind Mapping Method. A total of 96 second-year students in two classes in a higher vocational e-commerce department in Taoyuan City were used as the research objects. and the experimental groups were divided into an experimental groups and a control group. The students in the experimental group accept the teaching of Mind Mapping into professional english vocabulary, and the students in the control group use the Didactic Teaching to compare with the experimental group; The two groups of students conduct a professional english vocabulary course every week, and the teaching experiment is conducted for a total of six weeks. The data are analyzed statistically by descriptive statistics and covariate analysis, and supplemented by qualitative interviews to gain a deeper understanding of the students' views. The results of the research are summarized as follows: (1) The students who received the Mind Mapping Method scored significantly better in the post-test scores of the professional english vocabulary by「Professional E nglish Vocabulary Proficiency International Certification Evaluation System」, which proved that the Mind Mapping Method really had its own effectiveness. However, it may not be significant due to insufficient teaching hours and insufficient student samples.Especially for the test results of the experimental group's pre-test and post-test scores that depend on the sample t test, it is found that the five parts of the score are all significant, indicating that the experimental group students through the mental map into professional english vocabulary learning effectiveness is significant, and all the tests The effect values are all above 14, indicating that this Teaching Method has a certain effect on the learning effect. (2) As for the post-test feedback score on the「Learning Attitude Scale」,students who accepted the Mind Mapping Method are better than those who accepted the Didactic Teaching Method. Especially on the「Learning Method」 structure, students who accepted the Mind Mapping Method are significantly better than those who followed the Didactic Teaching Method.(3) Most of the students have a positive attitude towards the use of Mind Mapping and are willing to learn.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.