Effectiveness of Mind Map on Enhancing the Academic Self Efficacy among B.Sc (Nursing) III year Students in PSG College of Nursing, Coimbatore.
Mr. M. Baskaran1, Dr. Usha Sekar2, Dr. N. Kokilavani3
1PhD Scholar, Assistant Professor, Mental Health (Psychiatric) Nursing Specialty, PSG College of Nursing, Coimbatore, Tamil Nadu
2Associate Professor, Melmaruvathur Adhiparasakthi Institute of Medical Sciences and Research, and
College of Nursing, Melmaruvathur, Kancheepuram District, Tamil Nadu
3Principal, Adhiparasakthi College of Nursing, Melmaruvathur – 603 319, Kancheepuram District
*Corresponding Author Email: baskirathi@gmail.com
ABSTRACT:
Mind map is a powerful tool that teachers can use to enhance learning and create a foundation for learning. It is helpful for visual learners as they are illustrative tools that assist with managing thought, directing learning, and making connections.
Objective:
To evaluate the effectiveness of Mind Map on enhancing the academic self efficacy among nursing students.
Design: Quasi experimental design.
Setting: The study was conducted in PSG College of Nursing, Coimbatore.
Participants: 91 BSc (N) III Year students
Intervention: The Mind map was conducted in 5 sessions. Each session was conducted for one hour. Each session is activity based and participatory in nature. The major techniques that were used to impart information were small group activities, and lectures followed by discussion.
Measurements and tools: The level of knowledge was assessed by The Academic Development Self-Efficacy Inventory (Yuen et al., (2007). Descriptive and inferential statistics were used to analyze the data.
Findings: The findings of the study revealed that Mind map on improved the academic self efficacy among B. Sc (N) III Year students. The improved mean value for academic self efficacy was 7.65 with‘t’ value of 16.65 which showed high statistical significance at p<0.001 level.
Conclusion: The study concluded that there was a significant improvement of Academic Development Self-Efficacy among students in posttest after administration of Mind Map.
Implications: The mental health nurse should attempt to educate the students regarding the Mind Map. It will promote the nursing students to get good marks in their exams.
KEYWORDS:
INTRODUCTION:
"No-one needs Mind Maps; they need what Mind Maps can do for them!"
The 'Laws of Mind Mapping' were originally devised by Tony Buzan when he codified the use of imagery, colour and association and coined the phrase 'Mind Mapping'. A mind map is a graphic organizer in which the major categories radiate from a central image and lesser categories are portrayed as branches of larger branches. It can be used to generate ideas, take notes, develop concepts and ideas, and improve memory.
Mind map is a powerful tool that teachers can use to enhance learning and create a foundation for learning. It is helpful for visual learners as they are illustrative tools that assist with managing thought, directing learning, and making connections. It is a great way to introduce an overall topic, increase student involvement, and get thoughts down quickly. Mind mapping is a skill that cuts across ability levels and encompasses all subject matters.
NEED FOR THE STUDY:
It is very important for teachers to create an environment that engages students in the learning journey and for that teachers and students use a wide array of visual tools in today’s classroom. Often refered to as graphic organizers, visual tool is a term that has been adopted instead to reflect a broader conception of what constitutes graphic representations and their purposes.
A quasi experimental study was conducted at School of Computing and Information Technology, UK, on the concept of mind mapping and the use of mind mapping software to support and improve student academic performance. A total of 119 students participated in the study. Questionnaires were designed and administered to students at the beginning and at the end of the first semester of the academic year2003-2004 .Sixty two percentage of students totally agreed that the concept of mind mapping is easy to understand and use.3
Even though there are reported positive outcomes, there is no published research in nursing education that examines the effect of a metacognitive intervention. Thus, the investigator felt the need to study the effectiveness of mind mapping in the field of nursing education.
REVIEW OF LITERATURE:
A study was conducted at King Saudh University, Riyadh, Saudi Arabia, for enhancing students writing skill with a mind mapping software. Total of 86 students in the age of 17-19 years participated in the study. Control group received traditional in-class instruction and the experimental group received a combinational of in-class traditional and mind maps using a software. Result revealed that students scored higher on the posttest than the pretest (medians = 60% and 24% respectively). Results of the paired T-test revealed a significant difference between the pre and post-test mean scores at the 0.01 level, suggesting that student achievement in the control group significantly improved as a result of traditional in-class writing instruction (T = 15.65; df = 42) and of the experimental group score significantly improved as a result of using the mind mapping software in writing instruction (T = 21.76; df = 42). The study concluded that use of a mind mapping software is a powerful tool for improving student’s ability to generate , visualize and organize ideas.1
A study was conducted at Hong Kong, on the effectiveness of Computer Based Mind Mapping in the Learning of Biology at the Higher Secondary Level to determine the effectiveness of computer-based teaching. Sixty students participated in the study. The experiment design with pre-test and post-test control group was used. The lessons were taught with computer-based mind maps in the experiment group whereas the control group was taught the lesson with the traditional methods. The pre-test successes of the control and experiment groups show that there is not a considerable difference between them. However, a meaningful difference in favour of the experiment group was found in the post-test between the experiment and control group. In this study, the computer-based mind mapping proved to be more effective than traditional method.2
STATEMENT OF THE PROBLEM:
Effectiveness of Mind map on enhancing the academic self efficacy among B.Sc (Nursing) III year students in PSG College of Nursing, Coimbatore.
OBJECTIVES:
· To assess the academic self efficacy among nursing students.
· To evaluate the effectiveness of Mind Mapping on enhancing the academic self efficacy among nursing students.
· To associate the academic self efficacy among nursing students with selected demographic variables.
OPERATIONAL DEFINITIONS:
Effectiveness:
Refers to enhancing the academic self efficacy among nursing students after administration of Mind mapping.
Mind Mapping:
Refers to the learning method, is an outline in which the major categories radiate from a central image and lesser categories are portrayed as branches of larger branches. In this study, mind map during the examination is the central image from which, changes in each question arise as branches.
Academic Self Efficacy:
Refers to the time management, study and examination skills, learning from friends, educational planning, being a responsible learner.
It will promote the nursing students to get good marks in their exam.
RESEARCH HYPOTHESIS:
H0: There will be no significant difference in the pre and post test level of academic self efficacy among nursing students.
H0: There will be no significant association of the post test level of academic self efficacy with selected demographic variables among nursing students.
Research Design:
One group pre and post test design:
|
Pre test (O1) |
Intervention (X) |
Post test (O2) |
|
Pre assessment of academic self efficacy among nursing students |
Mind mapping |
Post assessment of academic self efficacy among nursing students |
Mind mapping
Dependant Variable:
Academic self efficacy among nursing students
Setting:
The study will be conducted in PSG College of Nursing, Coimbatore.
Population:
The study population comprises of nursing students.
Samples:
B.S c (Nursing) III year students
SAMPLE SIZE:
Sample size of the study is 91 nursing students.
Sampling Technique:
Sampling free technique
Intervention:
The Mind mapping will be conducted in 5 sessions. Each session will be conducted for one hour. Each session is activity based and participatory in nature. The major techniques that would be used to impart information are small group activities, and lectures followed by discussion. The study mainly focuses on time management, study and examination skills, learning from friends, educational planning, and being a responsible learner.
Development and description of the tool:
The tool constructed for this study consists of 2 parts.
Section- A: Demographic variables:
It consists of age in years, sex, type of family, living status of parents, income (rs. per month), medium of instruction, area of residence, no. of siblings, close friends in college and mass media at home.
Section- B: The Academic Development Self-Efficacy Inventory (Yuen et al., (2007):
1. The Academic Development Self-Efficacy Inventory
Subscales:-
A Time Management = TM (items l, 6, 11, 16)
B Study and Examination = SS (items 2, 7, 12, 17)
Skills
C Learning from Friends = LF (items 3, 8, 13, 18)
D Educational Planning = EP (items 4, 9, 14, 19)
E Being a Responsible = RL (items 5, 10, 15, 0).
Learner
Scoring key to assess the various subscales:
£50 Inadequate 51 – 75 Moderately adequate,
>75 Adequate
RESULTS:
Graph 1: Percentage distribution of pretest level of the academic development self-efficacy inventory of students
Graph 2: Percentage distribution of posttest level of the academic development self-efficacy inventory of students
Comparison of pre and posttest Mind Map on enhancing the academic self efficacy among nursing students.
Table 1:Effectiveness of pre and posttest level of academic self efficacy. n = 46
|
Pre test |
Post test |
‘t’ test |
|||
|
Mean |
S.D |
Mean |
S.D |
||
|
Academic self efficacy |
20.2 |
3.67 |
27.85 |
1.94 |
16.65***(S) |
Demographic variable influence by Close friends in college moderately significant association with c2 = 12.47 at p<0.01 level.
IMPLICATIONS:
Nursing practice:
The mental health nurse should attempt to educate the students regarding the Mind Map. It will promote the nursing students to get good marks in their exams.
RECOMMENDATIONS:
The study can be replicated in various settings.
CONCLUSION:
The study concluded that there was a significant improvement of Academic Development Self-Efficacy among students in posttest after administration of Mind Map.
REFERENCE:
1. Al-jarf R. Enhancing freshman student’s writing skill with a mind mapping software. e-learning and software for education ; 2009:1-8
2. Amma, C. Effectiveness of Computer based Mind Maps in The Learning of Biology at the Higher Secondary Level. New Delhi:
ICDE International Conference; 2005 Nov: 19-23.Carpenter JM. Journal of Family and Consumer Sciences Education, Vol. 24, No. 2, USA ; 2006 : 13-20
3. Holland B, Holland L, Davies J. An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance. Learning and Teaching Projects;2003/2004: 89-94
.
Received on 08.08.2014 Modified on 22.08.2014
Accepted on 24.08.2014 © A&V Publication all right reserved
Int. J. Adv. Nur. Management 2(3): July-Sept.,2014; Page 162-165