The effectiveness of using mind mapping strategy in writing achievement and motivation, and reading achievement and motivation

The purpose of this thesis was to explore the effectiveness of using mind mapping in writing achievement and motivation as well as reading achievement and motivation. In addition to these topics, whether students were intrinsically or extrinsically motivated in writing and reading was investigated. Furthermore, the study explored the perceptions of students and instructors as to whether they found using mind mapping strategy effective, if students had intrinsic or extrinsic motivation, and if writing and reading motivation and writing and reading achievement were correlated. The quantitative data were collected through a Writing Motivation Questionnaire (Payne, 2012), a Reading Motivation Questionnaire (Wigfield & Guthrie, 1997) and writing and reading achievement tests. The qualitative data were collected through focus-group semi-structured interviews with 7 volunteer students and written interview questions with 13 volunteer instructors. The study's findings demonstrated the experimental group showed significantly higher results in writing achievement and the experimental group's result was significantly higher in terms of reading achievement. Moreover, mind mapping strategy also showed a positive effect on students' writing motivation and reading motivation. The experimental group showed a significant difference in overall grades and intrinsic motivation. Furthermore, students' intrinsic and extrinsic motivation scores were significantly higher. A correlation was found between writing and reading motivation.