RAJIV GANDHI UNIVERSITY OFHEALTH SCIENCE, BANGALORE, KARNATAKA.
ANNEXURE-II
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
Name of the candidate and address(in block letters) / MS.NEHA MARIA JOY
SAHYADRI COLLEGE OF NURSING,SAHYADRI CAMPUS,
ADYAR,
MANGALORE
Name of the Institution / SAHYADRI COLLEGE OF NURSING, SAHYADRI CAMPUS,
ADYAR,
MANGALORE
Course of Study and Subject / M. Sc. NURSING,
OBSTETRICS AND GYNAECOLOGICAL NURSING
Date of Admission to the course / 4 JULY2011
5. / Title of the Topic
EFFECTIVENESS OF MIND MAPPING Vs LECTURE METHOD ON LEARNING REGARDING PHYSIOLOGICAL CHANGES DURING PREGNANCY AMONG NURSING STUDENTS IN SELECTED COLLEGES,MANGALORE.
6 / Brief resume of the intended work
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. Lecture method is the oldest teaching method given by philosophy of idealism. It refers to the teaching procedure involved in clarification or explanation of the students of some major idea. Teacher is more active and students are passive but he also uses. It is used to motivate, clarify,expand and review the information.Mind mapping 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.
6.1 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.
Mind mapping is a learning technique which uses a non-linear approach to learning that forces the learner to think and explore concepts using visuospatial relationships flowing from a central theme to peripheral branches which can be inter- related.
A considerable body of research indicates the effectiveness of using mind maps in facilitating meaningful learning in science, psychology, social studies, computer science, research methods and teacher education by elementary, secondary, undergraduate and graduate students.
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.1
Prior studies on the use of mind mapping in science, psychology, and other areas have shown positive effects on students’ achievement, attitudes, knowledge, retention and recall. The lecture method is a traditional method which helps the students to relate the changes occur in each systems, which is difficult to memorize in a sequential manner. Review of literature found that both lecture and mind mapping are effective in improving the knowledge of the students. So the investigator wants to find out which method is effective on learning regarding physiological changes during pregnancy among nursing students.
6.2 Review of literature
A study was conducted at King Saudh University,Riyadh,SaudiArabia,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.2
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A study was conducted at UK using mind maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning. Subject pool was limited to 14 students. Objective of the study was to present a review of the literature and survey results of student satisfaction after using the mind map learning technique. Results showed that although, 10 out of 14 agreed that the mind map learning technique enabled them to better organize/integrate material presented in the course, while only 2 disagreed. The final 2 students responded neutrally. However, these 2 students did agree the technique enabled them to recognize areas in which further study was necessary for them to adequately master the course material.3
A study was conducted on Mind-mapped care plans, a remarkable alternative to traditional nursing care plans at Colorado, USA. It was conducted among Baccaleurate Nursing Students. Thestudy described mind mapping, infusion of mind-mapped care plans into the curriculum, the teaching/learning process of mapped care plans, and the positive outcomes of mind mapping nursing care plans. Results showed that joining mind mapping with care planning forces connections, engages whole brain thinking, and stimulates creativity.4
An exploratory study was conducted at US on effective teaching methods for large classes. A total of 109 students,82% female and 18% male ,were selected for the study. A repeated measures ANOVA procedure was used to explore differences in the students’ mean scores between the pretests and posttests for each of the teaching methods examined in the study .The results indicated highly significant differences between the teaching methods (F=37.54, p<.001). Multiple comparisons revealed that student performance improved under the lecture method as compared to the lecture/discussion (p=.010) and team project methods (p<.0001).Overall, the findings of this study suggest that faculty teaching large classes should attempt to include constructive, active teaching methods in their courses whenever possible.5
A study was conducted at University of Karachi, Pakistan, regarding effective teaching methods at higher education level. Two hundred and twenty undergraduate students studying in 11 Departments of Faculty of Arts were interviewed about their perceptions of best and effective teaching methods and the reason for that. They were asked to rate different methods of teaching used by their teachers on a scale of 1- 5, one being the least important and 5 being the most important teaching method. The results of the study were compiled and analyzed by percentage method and 72% of students rated lecture method as the best teaching method. 6
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. The unit “Bacteria” was chosen for this study. 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.7
A quasi experimental study was conducted at San Fransisco to examine the comprehension, summarization and remembering skills of the 5th grade students on whom the mind mapping technique and traditional teaching methods were applied , with the pre-test and post-test control group. Although almost no difference was found between the pre-test points of the experiment group (n=20) and the control group (n=20), there was a meaningful difference in favour of the experiment group in the post-test. Consequently, in this study the mind mapping technique proved to be effective in comprehension, summarization and remembering skills of the students.8
6.3 Statement of the problem
Effectiveness of Mind Mapping Vs Lecture Method on Learning regarding Physiological Changes During Pregnancy among Nursing Students in selected Colleges, Mangalore.
6.4Objectives of the study
The objectives of the study are :
- To assess the level of learning regarding physiological changes during pregnancy among nursing students before administering teaching using mind mapping and lecture method.
- To determine the effectiveness of mind mapping on learning regarding physiological changes during pregnancy among nursing students
- To determine the effectiveness of lecture method on learning regarding physiological changes during pregnancy among nursing students.
- To compare the effectiveness of mind mapping and lecture method on learning regarding physiological changes during pregnancy among nursing students
- To find an association between the pre-test level of learning regarding physiological changes during pregnancy among nursing students with their selected demographic variables.
Effectiveness:
In this study ,effectiveness refers to the extent to which the mind mapping and lecture method has produced desired effect among third year B.Sc nursing students regarding physiological changes during pregnancy in terms of level of learning as measured by structured questionnaire.
Mind mapping
A Mind Map,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,physiological changes during pregnancy is the central image from which, changes in each system arise as branches.
Lecture method
In this study,lecture method refers to an teaching method in which teacher to the students explains facts and principles of physiological changes that occur during pregnancy in the reproductive,cardiovascular,respiratory,genito-urinary,haematologic,integumentary,nervous,gastro-intestinal systems.
Learning
In this study,learning is the ability to understand,recall and apply the facts or concepts regarding physiological changes during pregnancy as measured by structured questionnaire
Nursing students
In this study,nursing students refers to third year B.Sc nursing students studying in selected college.
6.6 Assumptions
The study assumes that -
- Mind mapping enhances creativity and innovation among students
- Teaching method adapted by the teacher influence the learning
- Study is confined to selected college ,Mangalore.
(All hypotheses will be tested at 0.05 level of significance)
H1 : The mean post test learning score will be significantly higher than the mean pre-test score among third year B.Sc nursing students after the administration of mind mapping.
H2 : The mean post test learning score will be significantly higher the mean pre-test learning score among third year B.Sc nursing students after the administration of lecture method.
H3 : There will be significant difference between mean post test learning score of nursing students after the teaching using mind mapping and lecture method.
H4: There will be significant association between pre-test learning scores and selected demographic variables of third year B.Sc nursing students.
Material and Methods
7.1 Source of data
Data will be collected from third year B.Sc nursing students of selected Nursing Colleges ,Mangalore.
7.1.1 Research approach
The research approach adopted for the study is quantitative research.
7.1.2 Research design : True experimental
Two group Pre-test post-test design
Pre-test / Treatment / Post- test
E1 / O1 / X1 / O2
E2 / O1 / X2 / O2
E1 : Experimental group 1
E2 : Experimental group 2
O1 : Assessment of learning score of physiological changes during pregnancy before the administration of teaching techniques.
O2 : Post test assessment of learning score of physiological changes during pregnancy after teaching techniques.
X1 : Administration of mind mapping on physiological changes during pregnancy.
X2 : : Administration of lecture method on physiological changes during pregnancy.
7.1.3 Settings
Study will be conducted in selected Nursing Colleges ,Mangalore.
7.1.4 Population
Population of the study consists of third year B.Sc Nursing Students studying in selected colleges ,Mangalore.
7.2 METHOD OF DATA COLLECTION
7.2.1 Sampling procedure
Probability simple random sampling –lottery method , will be used to select the subjects.
7.2.2 Sample size
Subjects consists of 60 students studying in selected college,Mangalore. Thirty students in each experimental group.
7.2.3 Inclusion criteria for sampling
Students who –
- are willing to participate in the study.
- are available at the time of data collection.
Students who –
- have previous knowledge on physiological changes during pregnancy.
- Demographic proforma
- Stuctured questionnaire on physiological changes during pregnancy
- Formal administrative permission will be obtained from concerned Institution.
- The nature and purpose of study will be explained to third year B.Sc Nursing Students.
- Informed consent will be obtained from participants
- Assess the learning of the subjects by using structured questionnaire before administering mind mapping and lecture method
- Administer mind mapping to group 1
- Administer lecture method to group 2
- The learning score on physiological changes during pregnancy will be assessed using same structured questionnaire after 7 days
- Formal administrative permission will be obtained from concerned Institution.
- The nature and purpose of study will be explained to third year B.Sc Nursing Students.
- Informed consent will be obtained from participants
- Assess the learning of the subjects by using structured questionnaire before administering mind mapping and lecture method
- Administer mind mapping to group 1
- Administer lecture method to group 2
- The learning score on physiological changes during pregnancy will be assessed using same structured questionnaire after 7 days
- Demographic data will be analyzed using descriptive statistics –percentage,mean,median,standard deviation
- Effect of mind mapping on physiological changes during pregnancy will be analyzed by paired and unpaired ‘t’ test
- Chi-square test will be used to find out association between pre-test learning score and selected demographic variables of third year B,Sc nursing students.
Yes, as a part of the study,mind mapping and lecture method will be administered on third year B.Sc nursing students,which is of Non-invasive type.
7.2.9 Has ethical clearance been obtained from your institution in case of 7.3?
Ethical clearance will be obtained from concerned authorities.
- Formal administrative permission is obtained from concerned authorities.
- Informed written consent is obtained from participants.
- 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
- Al-jarf R. Enhancing freshman student’s writing skill with a mind mapping software.e-learning and software for education ;2009:1-8
- Cain M E. Using mind maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning .Newchurch Community, Warrington ;2002
- Farrand, P, Hussain F, Hennessy E.The efficacy of mind map study technique.Medical education36(5) 2002: 426–31.
- Young L.Paterson BL.Teaching nursing:developing a student-centered learning environment .Lippincott williams and wilkins;2007:46-7
- Dr.Sajjad S. Effective teaching methods at higher education level. University of Karachi,
- 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 & Consumer Sciences Education, Vol. 24, No. 2, USA ; 2006 : 13-20
- Aslan .Comprehension, summarization and remembering skills of the 5th grade students using mind mapping .Science and technology ;2006 :1-5
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