Dupan, Alyssa Gem L. BAP-3A

DUPAN, ALYSSA GEM L.
BAP-3A
CRITIQUE PAPER ON SCHOLARLY RESEARCH ON MIND MAPS IN LEARNING

BY MENTALLY RETARDED CHILDREN
Article Evaluation
Problem
This research is a quasi-experimental study designed to assess if the development of

mind-maps support memory performances better than the development of respective texts and if
the memory performances of the participants differ when they belong to different class levels.
The problem was clearly stated and is researchable by comparing the results from the
experimental group with a control group. The significance of this study was stated many times,
making it more clear and understandable to the readers and possible future researchers who
wants to do a research related to this study.
Review of Literature
The review is comprehensive and important to the mentioned research questions and
outline of the intervention. The researchers refer to past studies related to the topic, mostly
essential sources, to legitimize and support the contents of their study. A study mentioned that
students with learning hindrances draw far less on techniques for the extraction and handling of
data, the association of activities, self-administration, and self-regulation and also, self-review.
Therefore, the researchers developed this study in relation to mentally retarded children in order
for them to study easier and with support. The review ended with the explanation of the
relationship between the data presented and the reason behind why that data is chosen to be
focused on.
Hypothesis
The researchers list two different research questions which will be focused on the
comparison of the effects of the development of mind-maps and the development of respective
text. Another focus will be on the comparison of performances based on different class levels of
the participants. The hypothesis is testable by assessing the results from the four tests conducted
in both the experimental group and control group.
Participants
There were 19 groups of participants from the grade 7 level of a special school. They
were divided into the experimental group and control group. The participants were not chosen
randomly that was why the experiment became a quasi-experiment. The demographics and
background information of the subjects were not stated and I think it would be better if the
percentages of the similarities and differences are shown to know if there were other variables
affecting the results of the study.
Instruments
The participants were given four tests to measure their memory using the assigned
strategy. The main test was followed by three post-tests at interval or one, three and six weeks. I
think that the length of intervals for the post-tests were quite long. The content of the tests were
not briefly discussed so were left to wonder what was the coverage of the tests. A U-test was
used to check the raw data of the individual experimental and control groups.
Procedure
The students in the experimental group were first given a background information about
mind-mapping method to help them summarize in that way for the next lessons. The topic
chosen was all about “Light” in the subject Physics. The reason why this topic and subject was
chosen was not stated. I think that the subject matter and the specific topic had an effect on the
results. The students in the control group were asked to summarize their knowledge about the
topic in text form, while the students in the experimental group were asked to make mind-maps.
And then, the participants were given four sets of tests. A main test was given first, and then
followed by three post-tests given in the intervals of one, three and six weeks. The length of
intervals was quite long and might have affected the results from the participants. With that long
amount of time, the participants might have reviewed about the topic several times since we
can’t control that. The average (A) and the standard variance (SV) for the individual groups and
tests were then calculated with the points reached.
Results and Conclusions
The results were exhibited clearly and particularly address every research questions. Each
theory was tested. The average (A) and the standard deviation (SV) from the results in the four
tests were exhibited and sorted out in organized tables. Students of the experimental group
worked more persuaded and more persistently and there were lesser behavioral issues amid
work. They achieved better results in 22 of 32 tests than the ones in the control groups. Well-
structured knowledge lead to positive emotional condition, which eventually lead to a more
focused student, and better memory performance. The researchers didn’t mention any
recommendations for future studies similar to this one but a lot needs to be studied more, for
example, the time intervals between the post-tests, the background information and
demographics of the participants, and the data from the four tests need to be stated.

Dupan, Alyssa Gem L. BAP-3A

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DUPAN, ALYSSA GEM L.

CRITIQUE PAPER ON SCHOLARLY RESEARCH ON MIND MAPS IN LEARNING

This research is a quasi-experimental study designed to assess if the development of

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