부산대학교 도서관

This study was to examine the influences of mind map strategies integrated into an accounting class on accounting learning motivation and learning achievement for vocational high school students. Using a quasi-experimental design, the study involved 72 fourteen-graders randomly assigned into the experimental and control groups. The former adopted a mind map teaching, a diagram used to visually organize information in a hierarchical structure, while the latter followed the traditional teaching. Before and after the experiment, all participants took the questionnaires of Accounting Learning Motivation as well as Achievement Test. Through data collected from students' responses and records, some impact results carried out by a one-way analysis of covariance (ANCOVA) indicated that the experimental group has outperformed the control group on dependent variables. Advantages of the mind map over the traditional model focused on visualized constructs and categorized ideas using a central keyword or idea. It included more access allowing students realize relationships among pieces of the whole, which appeared with positive effects on their accounting learning motivation and learning achievement, especially for low-achieved students' learning outcomes. Finally, several recommendations and suggestions were provided for further implementation as well as for forthcoming studies.