Using Mind Mapping as a Metalearning Strategy: Studying Preadolescents’ Evolution in Text-Learning Strategies and Performance

• In Event: Strategies to Improve Metacognition

Abstract

This study examined the effectiveness of two instructional approaches of mind mapping used as a meta-learning strategy to stimulate fifth- and sixth-graders’ evolution in covert and overt text-learning strategies and recall performance (n=644). A randomized quasi-experimental repeated measures design was set up with two experimental conditions and one control condition. Experimental condition students followed a 10-week teacher-delivered instructional treatment, working with either researcher-provided or student-generated mind maps. Multilevel piecewise growth analysis showed the greatest gains from pre- to posttest and sustained effects from post- to retention test in overt text-learning strategy use for students in the researcher –provided condition. The findings have direct implications for both research and practice.

Authors

• Emmelien Merchie, Ghent University

• Hilde Van Keer, Ghent University