Testing the effectiveness of creative map mnemonic strategies in a geography class

Yu Hsiu Liao, Wei Chieh Kung, Hsueh Chih Chen

Research output: Contribution to journalArticle

Abstract

This study investigated the effects of creative-map instructional strategies on learning performance, learning motivation, and creativity in a junior high school geography class. A quasi-experimental approach was used to assess the treatment effects among 79 ninth graders, utilizing qualitative data including students’ feedback, and four quantitative instruments: filling-in map quizzes, geography term exams, the Learning Motivation Scale for Primary and Junior High School Students, and the Newly Revised Creative Thinking Tests. Repeated-measures ANCOVA were performed to analyze the correlation coefficients between the experimental and control groups, and indicated that the former group performed better than the latter in learning performance, motivation, and creativity after the intervention. Thus, it can be concluded that creative-map mnemonic strategies can have a positive impact on the learning and retention of place names and locations. Implications for further research and practice are also discussed.

Original languageEnglish
Pages (from-to)589-608
Number of pages20
JournalInstructional Science
Volume47
Issue number5
DOIs
Publication statusPublished - 2019 Oct 1

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Keywords

  • Creativity
  • Geography teaching
  • Learning performance
  • Mnemonics
  • Motivation
  • Place-names and locations

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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