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ERIC Number: EJ1095251
Record Type: Journal
Publication Date: 2016-Mar
Pages: 36
Abstractor: As Provided
ISSN: ISSN-0013-5984
Stimulating Graphical Summarization in Late Elementary Education: The Relationship between Two Instructional Mind-Map Approaches and Student Characteristics
Merchie, Emmelien; Van Keer, Hilde
Elementary School Journal, v116 n3 p487-522 Mar 2016
This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two experimental conditions and one control condition. Students in the experimental conditions followed a 10-week teacher-delivered instructional treatment working with either researcher-provided or student-generated mind maps. Multilevel piecewise growth analysis was used to examine differences between classes and between students within classes, as well as the growth in students' graphical summarization skills and its relationship with class-level (i.e., instructional approach) and student-level (i.e., gender, grade, home language, and achievement level) characteristics. Results show the greatest overall gains for students in the student-generated mind-map condition as to the quality of their informative text traces and graphical design. However, no significant differences between the experimental conditions were found as to the quality of the graphical content. Only for gender and grade were significant interaction effects with the instructional approach found.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A