Does Mind Mapping Technique Improve Cohesion and Coherence in Composition Writing? An Experimental Study

Muhammad Naqeeb Ul Khalil Shaheen, Nazir Haider Shah, Hajira Naqeeb

The purpose of this study was to compare the effectiveness of teaching technique based on mind mapping to improve cohesion and coherence in tenth grade students’ composition writing. The study used a pre-test and post-test control group design. Sixty (60) junior high school students (30 boys and 30 girls) from two schools were randomly selected. The students in the control group were guided by traditional teaching technique, and the students in the experimental group were guided by mind mapping technique. A Subject Achievement Test (SAT) was used before and after treatment as pre and post tests to collect numerical data. Both inferential and descriptive statistics techniques were used to analyse the data. It was found that in terms of students’ SAT, there was a significant difference in the average post-test scores between the experimental group and the control group. In addition, gender has a great influence on students’ composition writing. It was concluded that in terms of students’ achievements in composition writing, mind mapping technique was more effective than traditional technique. The research may pave the way for future researchers.

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