Testing the effectiveness of creative map mnemonic strategies in a geography class
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.
KeywordsGeography teaching Mnemonics Place-names and locations Learning performance Creativity Motivation
This work was financially supported by the Grant MOST-108-2634-F-002-022 from the Ministry of Science and Technology of Taiwan, and the “Institute for Research Excellence in Learning Sciences” and “Chinese Language and Technology Center” of the National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Compliance with ethical standards
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the National Taiwan Normal University and with the 1964 Helsinki declaration and its later amendments.
Informed consent was obtained from all the parents of the individual participants included in the study.
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