89

89-124

1 2

1 2

27 29

-

-

t

1.

2.

2014.07.222015.05.162015.05.31

90

3.

4.

91

The Impact of Applying Mind Mapping As

Part of Linguistic Teaching Method on the

Enhancement of Reading Comprehension

and Creativity of 5th Grade Elementary

School Students Cheng, Yung-Hsun1 Wang, Chia-Hui2

1Institue of MediaGames Design, Chienkuo Technology University

2Minsheng Elementary School, Changhua City Taiwan

Abstract The purpose of this study is to find out the influence of using Mind

Mapping as part of linguistic teaching method on the fifth grade students

reading comprehension ability and creativity. This study adopted the

method of quasi-experimental research. Students from two fifth grade

classes of an elementary school were selected for this study. They were

divided into experimental and control groups, with 27 students in

experiment group and 29 students in control group, respectively. The

experimental group received the Mind Mapping teaching and learning,

whereas the control group received conventional narrative teaching. The

study lasted for eighteen weeks. Before and after the experiment, all

students took Williams Creativity Assessment Packet Test as well as

Chinese Elementary School Student Reading Comprehension test. The

study data points were analyzed using descriptive statistics, paired-sample t

test, common variables, and Pearsons relative differential analysis to verify

some of the study assumptions. The major findings of this study were

92

summarized as follows:

1. The Mind Mapping method had significant influence on Chinese reading

comprehension skill of 5th grade students.

2. The Mind Mapping method showed no significant influence on creative

tendency of 5th grade students.

3. The Mind Mapping method had significant influence on creative thinking

of 5th grade students.

4. A correlation between Chinese reading comprehension ability and

creative thinking ability does exist among experimental group students

when Mind Mapping method were introduced and practiced.

KEY WORDS: Mind Mapping, linguistic teaching method, reading

comprehension, creativity

93

(2012) PISA

(2008)

Porter(1996)

( &

2005)

GOOGLE

(

2002)(2007)

(Lubart, Georgsdottir & Besanon,

2009; Prabhu et al., 2008; Runco, 1996)

(2000)

2003

(Republic of Creativity, ROC)

94

(2011; 2004)

(

2012)

(2012)

(2009)

1.

2.

3.

((Mind Mapping) (Tony Buzan) 1970

1974 Use Your Head

(Mind Mapping)

(2003)

()

(2003)

(2003)

95

()

(

2011)

()()

()

: 12 : (1)

(12) (2)(36) (3)(12) (4)(

36 ) (5)( 36 ) (6)( 36 ) (7): 12

: 4

(40 )(10 )

12 13 50

150 50

(2009)

10%(soma)(dendrites)

(axon)

()

96

(&2009)

(2009) Buzan(2003)

:()()()

()()()

(

2012)

(Lau, 2006;

Samuelstuen & Braten, 2005)Pressley (1989)

(&2011)

Osborn(1983)

(2002)

(Komarik & Brutenicova, 2003; Garaigordobil, 2006) (

& 2008)(2011)

97

Stark(2001)(person)

(Donnelly, 1994;

Feldhusen, 1995; Runco, 1996; Runco & Walberg, 1998; Sternberg &

Lubert, 1996)Kokotovich(2008)

Null hypotheses

(CAP)(Creativity Assessment

Packet)

2-1:

2-2:

:

(CAP)(Creativity Assessment Packet)

3-1:

3-2:

3-3:

98

1.(CAP)

2.

1. (Mind Map)

1.(CAP)

2.

2.

1.(CAP)

2.

1. 2. 3. 4.

(Quasi-experimental Design)

(Mind Map) 16 11

27 17 12 29

(1)(2)(3)(4)

(5) 2

(CAP)

(CAP)

1 2

1

O 1 X1 O 2

O 3 X2 O 4

X1X2

O 1O 3 O 2 O 4

2

(Mind Map)

1.

99

1. 2. 3. 4. 5. 6.

2. 3. 4. 5. 6.

1994

Williams(CAP)

1.

(1)

A. .878 .992

B. .438.679.05

.489.810.05

C. .454

.872.401.780

.765.877

(2)

A.

.261 .396.05

100

B.

.682.806.05

C..183.756;

.502.588.001

1.

(2003)

20063

2.

(1)

A.40

Cronbach.74

B.72.95

(p.01).54

1.01.01.0.70(p.01)

C..87 ~ .98 (P

101

T

.71

T

.61 .60

C..25 ~ .50

(p.01)

.69~ .77 (p.01).64

~ .76(p.01)

.64 ~ .764097.5%

-

()

3

3

(n27) (n29)

M SD M SD M SD M SD

6.11 1.553 6.96 1.911 6.28 1.791 5.83 2.054

5.96 1.911 6.11 1.528 5.97 1.210 5.48 2.148

5.15 2.265 5.19 2.076 4.41 1.637 4.72 1.750

4.41 2.024 5.00 2.019 4.90 1.819 4.97 1.636

5.30 2.216 5.67 1.981 4.76 1.883 4.59 2.096

102

26.93 7.082 28.93 6.621 26.31 5.491 25.59 7.557

4

1()

4 t

(n27) (n29)

M SD t p M SD t p

6.96 1.911 5.337*** .000 5.83 2.054 2.170* .039

6.11 1.528 3.780*** .001 5.48 2.148 1.210 .236

5.19 2.076 .463 .647 4.72 1.750 -.849 .403

5.00 2.019 .000 1.000 4.97 1.636 -.113 .910

5.67 1.981 1.749 .092 4.59 2.096 -1.063 .297

28.93 6.621 18.776 *** .000 25.59 7.557 14.670*** .000

* p

103

5.96 1.911

-.518 .609 6.11 1.528

5.15 2.265

-.077 .939 5.19 2.076

4.41 2.024

-1.126 .271 5.00 2.019

5.30 2.216

-1.109 .278 5.67 1.981

26.93 7.082

-2.272* .032 28.93 6.621

* p

104

p.05

(

)()

8

()(

)()

F5.144p.027

F7.472**p.008

8

F p 21.433 1 21.433 7.472 ** .008 5.547 1 5.547 2.069 .156 0.512 1 0.512 0.159 .691 0.224 1 0.224 0.068 .795 8.616 1 8.616 2.860 .097

109.928 1 109.928 5.144* .027

* p < .05 ** p < .01

()

(2003)

10

5()

6

(M7.017)(M5.777)t

105

(t=-2.928** )(5)

(2011)

()()()()

(2012)(2011)

(2012)

(2-1) ()

-

9

9 -

(n27) (n29)

M SD M SD M SD M SD

26.00 2.855 25.30 2.998 27.07 2.685 26.62 3.519

29.41 3.388 28.89 4.886 30.31 3.547 30.52 3.897

26.37 4.198 24.70 4.232 26.14 3.067 25.93 3.751

28.93 2.868 28.56 3.344 27.21 2.969 27.72 3.022

110.70 10.454 107.44 12.909 110.72 9.126 110.79 11.770

10 -t

(n27)

M SD t p

26.00 2.855

1.162 .256 25.30 2.998

29.41 3.388

0.774 .446 28.89 4.886

26.37 4.198

3.469 .002* 24.70 4.232

106

28.93 2.868

0.608 .548 28.56 3.344

110.70 10.454

2.279 .031* 107.44 12.909

* p

107

12 -

25.684 26.26

29.307 30.128

24.614 26.015

28.05 28.195

107.455 110.783

13

p.05

()(

)

p

108

14 -

F p

9.271 1 9.271 .934 .338

27.428 1 27.428 3.194 .080

.272 1 .272 .036 .850

154.914 1 154.914 2.553 .116

* P

109

7.5

7.544118.028

7.5118

15

Xo ()

XD + ()

XD - ()

28.451 118.028 7.544

118

118

7.5

()

1.2.3.

4. (1995)

-118

7.5

7.544118.028

7.5118

7.544

118.028

2-1

(2007)

()()()()

110

( 2-2) ()

16

16

16

(n27) (n29)

M SD M SD M SD M SD

8.33 3.563 11.74 .712 10.69 1.692 10.41 2.009

16.63 7.806 24.56 5.693 19.72 4.913 19.83 4.993

5.63 2.290 7.93 1.207 6.97 1.592 6.90 1.780

10.00 5.498 14.22 4.388 11.34 3.773 10.07 3.891

10.52 4.586 14.59 6.302 9.38 3.156 9.59 3.670

11.78 5.323 15.48 3.446 13.55 5.026 12.59 3.737

62.89 26.276 88.52 16.409 71.66 14.948 69.38 15.211

t171817

18

111

17 t

(n27)

M SD t p

8.33 3.563

-5.390** .000 11.74 .712

16.63 7.806

-5.573** .000 24.56 5.693

5.63 2.290

-5.758** .000 7.93 1.207

10.00 5.498

-5.329** .000 14.22 4.388

10.52 4.586

-4.400** .000 14.59 6.302

11.78 5.323

-4.186** .000 15.64 5.323

62.89 26.276

-6.097** .000 88.52 16.409

* p < .05 **p < .01

(One-way ANCOVA)

()

19

18 t()

(n29)

M SD t p

10.69 1.692

0.651 .520 10.41 2.009

19.72 4.913

-0.112 .911 19.83 4.993

6.97 1.592 0.223 .825

112

6.90 1.780

11.34 3.773

2.033 .052 10.07 3.891

9.38 3.156

-0.290 .774 9.59 3.670

13.55 5.026

1.428 .164 12.59 3.737

71.66 14.948

0.936 .357 69.38 15.211

* p < .05 **p < .01

19

11.905 10.261

25.155 19.270

8.167 6.672

14.619 9.700

14.157 9.992

15.871 12.224

90.439 67.592

20

p.05

()()

20

F p

113

2.603 1 2.603 1.164 .286

16.684 1 16.684 .718 .401

5.617 1 5.617 3.049 .087

2.257 1 2.257 .218 .643

38.719 1 38.719 2.189 .145 11.392 1 11.392 1.380 .246

375.336 1 375.336 2.224 .142

21

()(

)()

F40.481p

0.00

21

F p

31.746 1 31.746 14.159 *** .000

457.192 1 457.192 19.785 *** .000

27.872 1 27.872 14.565 *** .000

331.222 1 331.222 32.468 *** .000

237.254 1 237.254 13.119 *** .001

180.431 1 180.431 21.695 *** .000

6988.205 1 6988.205 40.481 *** .000

* p < .05 ** p < .01 *** p < .001

()

(word fluency)

(ideational fluency)(associationistic fluency)

(expressional fluency) (2007)18

(M 11.905) (M

114

10.261)20()

()

19

(M25.155)(M19.27)20(

)

()

19

(M8.167)(M6.672)21

()

()

19(M14.619)(M

9.700)21()

()

19

(M14.157)(M9.992)21

()

115

()

19

(M15.871)(M12.224)

21()

2-2

(2011; 2010; 2007)

(3-13-23-3)Pearson

r.20.39

r.40.59r.60.79(

2009)

Pearson

22

116

22

1.00 .240 .081

.240 1.00 .363*

.081 .363* 1.00

* p < .05

22

Pearson(r=.081p > .05)

3-1

Pearson

(r=.240p.05)3-2

Pearson

(r=.363p

117

.236 .058 .100 .161 .151

.195 .279 .120 .217 .247

.140 .031 .018 .142 .087

.263 .147 .125 .046 .170 .303 .204 .114 .212 .240

* p < .05 ** p < .01

() Pearson

24

24

.019 .242 .389* .132 .220 .060 .246 .069 .287 .410* .077 .267 .257 .310 -.014 .377* .304 .238 .281 .379* .404* -.228 .216 .268 .041 .316 -.001 .217

-.033 .345* .415* .148 .326* .235 .363*

* p < .05 ** p < .01

(r=.389p < .05)

(r=.410p < .05)

(r=.377p < .05)(r=.379p

< .05)(

)

(r=.404p < .05)

(r=.345p < .05)

118

(r=.326p < .05)

(r=.415p < .05)

()

Pearson

25

25

-.007 .094 .099 -.040 .117 -.184 .035

.028 -.127 .339* .105 -.131 -.076 -.056

-.096 .046 .082 .021 .062 -.061 .034

-.241 .271 .142 -.009 .396* -.022 .239

-.064 -.020 -.027 .040 -.024 .047 .000

-.118 .089 .168 .028 .137 -.083 .081

* p < .05

25

(r.339p < .05)

(r.396p < .05)

119

-

-

2-1

:()

()()()

()()(2004)

-

120

2-2

Pearson

3-1

Pearson

3-2

121

Pearson

3-3

(1995)

(2006)

(2003):

(2009)

221139-168

(2007)

(2009)SPSS ()

(2002)

(1994):

(1992):

(1999)

57

(2004)

122

(2003) Mind Map

(2011)

1001-22(2011):

(2012)

1-101

(2002)()

(2011)

(2011)

Vol.42, No.2, 93-121

(2003)

(2010)

(2007)

(2012)

374 4

(2010)

(2005)

3097-111

(2004)

(2011)

20112(1)53-78.

(2011)

10(2)91-114

(2007)

123

(2009)

(2003)

(2011)

(2008):

53 (1), 61-85

(2008)

(2011)

(2012)2012

235-263

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