Assessing the effect of mind maps on students’ writing skills accross self-efficacy levels in Islamic higher education
Year: 2024
Type: article
Abstract: There has been much discussion on which writing technique is more appropriate for EFL classes. This study examined the interaction effect between Mind Map (MM) and self-efficacy (SE) levels on students’ argumentative writing skills at one of the Islamic Institutes in Palangka Raya. The design used a 2x3 analysis of variance to apply a posttest quasiexperiment. The 53 EFL individuals involved in this investigation were classified into two categories according to their writing strategies (x1) and levels of self-efficacy (x2). Two-way ANOVA yielded the following results: first, students' argumentative essay writing skills were significantly impacted by Mind Map, F (2, 47) = 58.06, p = 0.00, partial η2 = 0.71, and by self-efficacy, F (1, 47) = 20.95, p = 0.00, partial η2 = 0.31. Second, there was a statistically significant relationship between MM and SE in terms of students' ability to write argumentative essays, F (2, 47) =4.26, p=0.02. The study revealed that when the SE component was combined with MM, the mind map group performed better than the nonmind map group. The study highlighted a fresh approach to teaching writing through mind map techniques.
Authors: Sabarun, Hesty Widiastuty, Normuslim, Hamdanah, Abdul Qodir, Nursamsu, Mohamed Nor Azhari Azman
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4404799039