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3.1 Research Questions...................... 17

3.2 Research Subjects........................17

3.3 Instruments......................17

Chapter Ⅳ Result and Discussion..................................34

4.1 The effect of mind map on students’ grammar scores.......................34

4.2 The effect of mind map on students’ interest in English grammar review........39

Chapter V Conclusion.................................. 51

5.1 Major findings..............................51

5.2 Implications of the Research......................52

Chapter Ⅳ Result and Discussion

4.1 The effect of mind map on students’ grammar scores

To verify mind map review mode is more effective to improve students’ grammarscores in grammar test than the traditional mode, the pretest and posttest wereconducted in the two classes. 80 students from both the control class and theexperimental class take the pretest. Each student is required to finish a grammar testpaper. The scores have been recorded and processed through software SPSS 22.0. Theanalysis results are listed as follows.

The above table 4.1 is the independent samples T test result in the pretest. Table4.1 shows that students in class one is not significantly different from students incontrol class on grammar scores in the pretest (t(58) =0.486, p>0.05). Inspections ofthe means of the two classes unfolds that the average score of students inexperimental class (77.275) has no significant differences from the average score ofcontrol class (76.100). The difference between the means is 1.175 point in a 100-pointtest.

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Chapter V Conclusion

5.1 Major findings

In this study, grammar tests, questionnaire and interview are used to explore theeffect of mind map based on English grammar review. Three major findings areachieved after the experiment.

Firstly, the application of mind map in grammar review has a positive impact onstudents’ grammar scores. After the implementation of mind map review, the averagescore of the experimental class is higher than that of the control class. Althoughthere’s no remarkable and significant differences that have been found in experimentalsubjects’ grammar scores in a short time period, but comparing with the control class,we can find that the mean value of the experimental class increases after theexperiment, while the value of its standard deviation goes down. It indicates that thegrammar score of the experimental class is better and more stable than the controlclass. This result proves the conclusion of Li Junhua (2007), Lu Yao (2019) and WangYu zhe (2019) et al. That is to say, the review method based on mind map can improvelearners' understanding and memory of grammar knowledge, and ultimately improvetheir grammar score。

Secondly, mind map can improve students’ interest in grammar review. Throughthe analysis of questionnaire and interview, we can see that English grammar classbased on mind map is more popular than traditional grammar class to some extent,which can improve students' interest in grammar review. The students reorganize andmemorize the grammar本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。