Individual, Family, and Community Education ETDs

Publication Date

Fall 11-10-2020

Abstract

The objective of this quasi-experimental study was to assess whether instructor-prepared mind maps increased knowledge, exam scores and final grades in undergraduate students enrolled in an introductory human nutrition course. Two sections of the same class (one intervention, one control) were taught by the same student instructor/investigator. Mind maps were posted online for the intervention class following each chapter lecture. Students tracked their study methods, including whether they used the mind maps. Exam scores and final grades were analyzed and compared for differences in learning and course performance between groups. There were no statistically significant differences in exam scores or final grades between the groups, indicating mind maps did not impact knowledge and performance. Small sample size necessitates caution when interpreting the results. Despite no statistically significant positive impacts, student perceptions about the maps were generally positive. Therefore, the use of mind maps in human nutrition education warrants further study.

Keywords

Instructor-prepared, mind maps, exams scores, final grades

Document Type

Thesis

Language

English

Level of Degree

Masters

Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Diana Gonzales-Pacheco, DCN RDN

Second Committee Member

Kathryn E. Coakley, PhD RDN

Third Committee Member

Kirsten D. Bennett, PhD RDN

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