Effect of types of mind maps on writing performance across various learning styles and genders: a case study at IAIN Palangka Raya / Aisyah Hafshah Saffura El-Muslimah ... [et al.]

This research measured the interaction effect among learning styles, gender, and types of mind maps on writing performance at IAIN Palangka Raya, Indonesia. The design applied a posttest quasi-experiment using a 3x2x2 analysis of variance. The study involved EFL participants comprising three groups based on learning styles (x1): auditory, visual, kinaesthetic; gender (x2): male and female; model of mind map (x3): digital mind map/DMM and paper mind map/PMM. The total participants were 30 L2 learners. Result revealed that a significant interaction among learning styles (x1), gender (x2), and types of mind map (x3) exists on the learners’ writing performance at the MS 129.14, F(2.30)=3.64, p=0.04. However, no interaction effect between learning styles and gender F(2.29)=0,21, p=0.81, eta 0.02; between learning styles and types of mind map F(2.29)=0.85, p=0.44, eta 0.09; between gender and types of mind map F(1.29)=0.49, p=0.49, eta 0.03 on writing performance. The main effect also confirmed that a significant difference exists on the effect of learning styles at F(2.29)=33.65, p=0.00, eta 0.79; gender at F(1.29)=4.91, p=0.04, eta 0.32; and types of mind maps at F(1.29)=16.83, p=0.00, eta 0.48 on the learners’ writing performance. The study provided a new insight on teaching writing using mind map technique.