Enhancing reading comprehension through digital mind mapping: A quasi-experimental study with fourth-grade primary students
Authors
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Esat DoğruOrdu University, Institute of Social Science, Ordu, Türkiye
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Süleyman Erkam SulakOrdu University, Faculty of Education, Ordu, Türkiye
DOI:
10.58583/EM.4.1.2Keywords:
Reading comprehension, Digital mind map, Comprehension processes, Primary educationAbstract
Reading comprehension is a complex cognitive process that involves analyzing, making sense of, and interpreting a text. Developing this skill from the primary school level is essential for both academic success and lifelong learning. In literature, the effects of various instructional strategies on reading comprehension have been extensively examined. In this context, digital mind maps have emerged in recent years as one of the most prominent innovative techniques. The purpose of this study is to investigate the effect of digital mind maps on the reading comprehension skills of 4th-grade primary school students. The study was conducted with 28 students attending a public school in the province of Ordu during the 2022–2023 academic year. The experimental group consisted of 15 students, while the control group included 13 students. A quasi-experimental design with a pre-test–post-test control group model was employed. Two different types of reading comprehension tests were used as data collection tools. The findings revealed that digital mind maps had a significantly positive effect on students’ development of reading comprehension abilities. The results provide strong evidence that digital mind maps can be effectively utilized to enhance instructional efficiency across various subject areas.
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