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

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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.

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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.

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Correspondence to Hsueh-Chih Chen.

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Appendix A

Loki, the mythological hero, was waiting for his brother, Thor. He had waited for quite a while and did not see his brother, so decided to look for him. He left a note on the board [northwest] to his brother saying he went to save polar bears. [The Chinese word for “polar” sounds like Arctic in English, and was used here to indicate Arctic Ocean.] Then, he saw Haha’s grandson [Haha is a famous TV comedian and “Haha’s grandson” in Chinese sounds like Hudson] dancing in front of the lectern [north]. Then, he saw a labrador [Labrador Peninsula] trying to attack him. He felt it was hard to breathe, so he went to the window (east) and tried to inhale lots of oxygen. [The sound of the Chinese phrase “inhaling lots of oxygen” is similar to the Chinese version of Atlantic Ocean.] To defend himself from the attack of the Labrador, Loki went to the back door to ride an Apache helicopter to expel the dog. After that, Loki used ink to write a message on the board to let his brother know the dog was gone. While he was waiting, he went to the [southwest] of the classroom, where there was wool carpet that was very flat. [The sentence “The wool carpet became very flat” contains the sounds of Pacific Ocean in Chinese.] He was sitting on the carpet and waiting for his brother. When Thor came, they went to a big flat platform [Great Plains] with Mary [a classmate who sat in the center of the classroom].

Appendix B

See Figs. 3 and 4.

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figure 3

Pre-test fill-in-the-blank map quiz on North America

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figure 4

Post-test fill-in-the-blank map quiz on North America

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Liao, YH., Kung, WC. & Chen, HC. Testing the effectiveness of creative map mnemonic strategies in a geography class. Instr Sci 47, 589–608 (2019).

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