A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students' self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests.
#Blank templates for mind mapping free elementary education how to#
But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students' self-efficacy in creativity is a long-lasting challenge. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. Additionally, student support and education institution-level effective communication can reduce stress during challenging times.Ĭreativity is an important 21st Century skill that enhances students' ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. Mind mapping can be adapted as an online teaching and assessment method. The chi-squares test (Chi-square = 4.29 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.
Moreover, students believed that they gained skills like organizing and planning, decision making, and critical thinking from the mind map assignments. Nevertheless, students’ responses revealed their satisfaction with using mind maps. The results of the paired t-test showed no significant differences between students’ mean satisfaction in both surveys. The data were collected and analyzed using SPSS software. Overall student results were compared against overall student performance in the previous term using chi-squares test hypothesis testing. Data were collected twice (after the first and last mind mapping assignments), and responses were analyzed using a paired t-test. Participants were King Abdulaziz University students from two medical physics courses (second and fourth level). This study employed a non-intervention (cross sectional) design. 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. 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.
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