The Effect of Using Concept Maps on Improving Writing Skills Among Tenth-Grade Students in Jordan

Abstract

The purpose of this research was to find out if instructing with concept maps improved pupils' writing abilities in Jordanian high schools. Sixty pupils were used in a semi-experimental setup, with half of them receiving mind mapping training and the other half receiving more conventional methods. Students were given a story-writing test both before and after the intervention. The information was analyzed using both descriptive and inferential statistics. A post-intervention writing evaluation revealed a statistically substantial difference between the two groups, with the experimental group scoring better than the control group. Differences between the groups were statistically significant and of modest impact magnitude. Incorporating mind mapping as an educational technique for teaching writing may be an efficient method to enhance student's writing abilities, as suggested by the results of this research. The long-term impacts of mind mapping, its influence on different kinds of writing activities, and the fundamental brain processes involved could all be the subject of future study. The findings of this research lend credence to the claim that mind mapping can be an effective method of enhancing students' capacity for written expression.