Abstract:

The purpose of this study, which is based on mixed research model, is to examine the effects of mind mapping on academic achievement, attitudes and retention in teaching English to primary school pupils and to determine the views of English teacher and the students towards the experiment. The research was administered on sixty grade students enrolled at Yücel Elementary School in Elazığ city. Both quantitative and qualitative data were utilized in the study. In quantitative part, pretest-posttest control group was used. In qualitative part of the study interview and observation techniques were used. The study included one experimental and one control group. While mind mapping was used in experimental group, traditional teaching method was used in control group. experimental group. An achievement test, attitude scale, interview and observation forms were utilized in the study as the data collection tool. Validity and reliability of the data collection tools were calculated. The mean score of the achievement test was calculated to be 0.65, KR-20 reliability coefficient was measured to be 0.74. KMO of the scale was calculated to be 0.75, Bartlett's test was measured to be 1053.799. Cronbach's Alpha reliability coefficient was calculated to be 0.82. NVIVO program was used to analyze qualitative data and the results were interpreted. With the study, it was determined that using mind mapping increased students' academic achievement in learning English and affected their attitudes positively. The results of interview and observation proved that mind mapping helped students English better. Keywords: Mind map, traditional teaching method, teaching English, English course, achievement test, attitude scale, observation, interviewing.

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