NGHE AN DEPARTMENT OF EDUCATION AND TRAININGTEACHING EXPERIENCE TOPIC: “USING MIND MAP TO HELP GRADE 12 th STUDENTS DEVELOP READING COMPREHENSION SKILLS IN THE NEW FORMAT TEST AND IMPROV
Reasons for choosing a topic
Reading comprehension skills are crucial for grade 12 students, particularly when preparing for high school graduation exams Success in these exams demands not only an understanding of the text but also the ability to analyze, synthesize, and evaluate information Unfortunately, many students struggle with reading comprehension due to inadequate learning methods, limited vocabulary, and challenges in identifying the main idea of passages These obstacles often result in poor test performance, negatively impacting overall exam scores.
Mind maps are effective visual tools that assist students in organizing and connecting information logically, enhancing their ability to access and retain text content By breaking down lengthy passages into key ideas, supporting details, and essential vocabulary, mind maps significantly improve reading comprehension and memorization This approach not only boosts reading skills but also fosters critical thinking and analytical abilities, which are crucial for achieving high scores on high school graduation exams.
Utilizing mind maps in education encourages active learning, allowing students to summarize content, establish connections between concepts, and visualize relationships among information This approach not only alleviates stress during reading comprehension tests but also enhances overall learning efficiency.
This study highlights the critical role of reading comprehension skills in the curriculum and their impact on graduation exam outcomes It emphasizes the advantages of utilizing mind maps to enhance reading comprehension for grade 12 students By implementing the initiative of using mind maps, students can develop their reading comprehension skills and improve their preparation for high school graduation exams, ultimately leading to better academic performance.
Purpose of the study
This study investigates the effectiveness of mind maps in enhancing reading comprehension skills among grade 12 students, particularly in preparation for high school graduation exams It focuses on how mind maps assist students in organizing information, identifying key ideas, and improving vocabulary and concept retention Additionally, the research examines whether using mind maps boosts students' interest and confidence during reading comprehension tests By analyzing the impact of this method, the study aims to provide practical recommendations for integrating mind maps into reading instruction, ultimately improving exam preparation quality and student learning outcomes.
Scope of study
This study investigates the effectiveness of mind maps as a learning aid for grade 12 students preparing for the high school graduation exam, where reading comprehension skills are crucial Conducted at Thai Hoa High School, the research evaluates students with varying English proficiency levels to assess how mind maps enhance information retention compared to traditional methods Additionally, the study examines the impact of mind maps on students' confidence and initiative in reading comprehension, ultimately determining their suitability for improving preparation quality for the graduation exam.
Subjects of study
This project investigates Grade 12 students preparing for their high school graduation exam, particularly those struggling with English reading comprehension It analyzes the effectiveness of using mind maps to enhance reading skills and assesses students' attitudes, interest levels, and confidence in this method compared to traditional learning approaches Additionally, the study incorporates English teachers' perspectives on the applicability and effectiveness of mind maps in teaching reading comprehension, aiming to propose strategies that improve students' revision quality and exam outcomes.
Research Methods
Use questionnaires to gather students' and teachers' opinions on using mind maps in reading comprehension.
2 Observation Directly observe students' learning process using mind methods maps to assess participation and comprehension ability.
Organize reading comprehension lessons with and without the use of mind maps to compare the effectiveness of this method in improving students' reading comprehension skills.
Analyze data collected from surveys, observations, and experiments to evaluate the impact of mind maps on students' reading comprehension skills.
New features of teaching experience innovation
This teaching experience innovatively integrates mind maps into reading comprehension instruction for grade 12 students, particularly for high school graduation exam preparation Unlike traditional rote memorization and linear note-taking, this method encourages visual organization and synthesis of information, helping students identify question types, summarize key ideas, and categorize vocabulary It fosters logical thinking, improves retention, and enhances test-taking strategies Additionally, combining mind mapping with technology tools like MindMeister and Canva creates a modern, student-centered learning model that boosts engagement, self-study skills, and academic outcomes, especially for those struggling with reading comprehension.
MAIN CONTENT 1 Theoretical basis
Definition of mindmap
A Mind Map is a visual tool designed to logically and scientifically organize information Developed by Tony Buzan in the 1970s, it enhances memorization, thinking, and creativity By utilizing images, colors, lines, and keywords, mind maps effectively illustrate the relationships between ideas, allowing learners to visualize and systematically arrange information.
A mind map begins with a central idea and expands into large branches that represent related topics These branches can further divide into smaller ones, showcasing additional details or ideas This structured format aids learners in quickly understanding information and improves their capacity to connect thoughts, retain knowledge, and apply what they have learned more effectively.
Mind maps offer a more dynamic and intuitive approach to organizing information compared to traditional list-based note-taking, facilitating a more systematic and creative learning experience By visually structuring knowledge, mind maps enable learners to engage more actively with the material, leading to improved information retention and application As a result, mind maps have been widely adopted across various fields, particularly in education, to enhance knowledge acquisition and boost skills such as reading comprehension, writing, and memorization.
Method of creating a mind map
Creating a mind map is a versatile process that can be accomplished either manually or with the help of online tools To effectively construct a mind map, it is essential for learners to adhere to fundamental steps that enhance memory retention and promote systems thinking.
To create an effective mind map, start by identifying the central topic, which serves as the core focus of the diagram, typically positioned at the center of the page or screen From this central idea, draw large branches that represent key aspects or related concepts These branches can be further elaborated with smaller branches, providing additional details or specific examples, thereby enhancing the clarity and accessibility of the content.
Creating an effective mind map involves using concise keywords, illustrations, and colors to enhance information retention and recognition The integration of text, symbols, and colors not only makes the diagram more intuitive and engaging but also fosters creative thinking and strengthens the connections between ideas This approach facilitates logical knowledge review and organization for learners.
Learners can enhance their mind mapping experience by utilizing online software and applications like MindMeister, XMind, Canva, and SimpleMind, which enable the creation of professional diagrams quickly These tools offer customizable colors and layouts, along with easy editing options, providing greater flexibility in organizing and presenting information effectively.
In summary, mind mapping is an easy yet powerful tool for enhancing learning and productivity When utilized effectively, mind maps enable learners to organize information systematically, fostering improved logical reasoning, creativity, and memory retention skills.
Scientific and legal basis of the project
The study explores the effectiveness of mind maps in enhancing reading comprehension skills among grade 12 students, grounded in modern teaching methods and educational regulations Research indicates that mind maps serve as a powerful tool for memorizing and organizing information, aligning with Piaget's cognitive theory, which emphasizes the importance of structuring information into thought patterns By visualizing information, mind maps facilitate connections between ideas and boost memory retention Additionally, Buzan's research highlights that incorporating images, colors, and visual associations in learning not only stimulates the brain but also fosters creative thinking and enhances memory efficiency.
The article emphasizes the importance of integrating scientific principles with legal frameworks in education, particularly referencing the Education Law 2019, which mandates the development of students' self-learning, creative thinking, and problem-solving skills This aligns seamlessly with the objectives of mind mapping, a technique designed to enhance students' knowledge acquisition and logical thinking capabilities.
Resolution No 29-NQ/TW, dated April 11, 2013, highlights the need for innovative teaching methods to enhance the quality and capabilities of learners The use of mind maps in teaching reading comprehension significantly improves students' knowledge retention and develops their skills in analyzing and synthesizing information, aligning with the goals of educational reform.
Circular No 32/2018/TT-BGDDT from the Ministry of Education and Training emphasizes the enhancement of modern teaching methods, particularly through the integration of technology and visual techniques to boost learning effectiveness Mind maps, known for their adaptability and support for visual thinking, align perfectly with this educational approach.
The topic is grounded in scientific research on cognition and memory, and it aligns with Vietnam's educational policies By applying this method to enhance reading comprehension skills, the learning quality of grade 12 students will significantly improve, particularly during their revision for the high school graduation exam.
Practical basis
Thai Hoa High School is well-equipped to implement mind maps for enhancing reading comprehension skills, thanks to its experienced English teachers who are committed to innovative teaching methods The faculty actively employs various teaching strategies and recognizes the importance of visual aids, providing a solid foundation for integrating mind maps as an effective tool to boost students' reading comprehension abilities.
Grade 12 students possess a solid foundation in reading comprehension skills and are well-acquainted with the exercises included in their curriculum and high school graduation exams They actively engage in their learning, particularly during exam preparation Additionally, many students have utilized mind maps in subjects like Literature, History, and Geography, which facilitates their application of this technique in English.
The school's well-equipped facilities, including classrooms with tables, projectors, computers, and internet access, play a crucial role in implementing effective teaching methods These resources enable teachers to guide students in using mind maps intuitively Furthermore, the integration of information technology in education encourages students to utilize mind-mapping software like MindMeister, XMind, and Canva, enhancing their learning experience.
Applying mind maps for teaching reading comprehension at Thai Hoa High School presents challenges despite its benefits Many teachers are hesitant to adopt this method due to its limited use in English instruction, fearing it may require excessive time for implementation amidst a packed curriculum and exam preparation pressures Additionally, some educators remain attached to traditional teaching approaches that emphasize direct text analysis over guiding students in organizing information through mind mapping.
Not all students can effectively utilize mind maps, as some are accustomed to traditional note-taking and memorization rather than organizing information visually For those with limited visual thinking skills, creating a mind map may pose challenges rather than serve as a helpful learning tool.
Some students face challenges in utilizing mind mapping software, particularly those who lack regular access to computers or smartphones This disparity can lead to inconsistent application of mind maps in the learning process across the classroom.
Students preparing for high school graduation exams often prioritize homework and practice over exploring new learning methods Therefore, it is essential for teachers to provide targeted guidance, highlighting the advantages of using mind maps to enhance reading comprehension and knowledge retention.
Despite the challenges in implementing the mind mapping method, its benefits, along with support from educators, schools, and technology, make it a valuable tool for enhancing reading comprehension skills in grade 12 students, ultimately aiding their preparation for the high school graduation exam.
2.3 The current situation of student 12 when doing reading comprehension in the high school graduation exam
Reading comprehension remains a major challenge for grade 12 students during high school graduation exams Many struggle to understand the main content, identify key ideas, and answer questions accurately Analysis from tests and surveys at Thai Hoa High School reveals that most students spend excessive time reading and comprehending texts, which results in poor time management during the exam and negatively impacts their overall performance.
Many students struggle with limited vocabulary, particularly in academic contexts, which can lead to misunderstandings of reading comprehension passages This limitation often results in incorrect assumptions about meanings and a lack of grasp on the overall content Furthermore, the absence of effective reading strategies, such as identifying key terms or employing skimming and scanning techniques, hinders their ability to extract information efficiently.
Many students rely on memorizing sentence patterns and using mechanical methods for tests rather than grasping the core meaning of the text This approach leads to confusion when tackling inference questions or those that require an understanding of the overall message Specifically, students struggle with questions that ask for detailed information or the contextual meaning of words, often taking excessive time and frequently answering incorrectly due to their inability to connect information within the paragraph.
Time pressure during exams often causes students to rush through the questions, resulting in missed information and emotionally-driven answer choices Additionally, students with a solid grammar foundation but lacking in reading comprehension practice struggle with complex texts that require synthesis of information.
In conclusion, while grade 12 students are accustomed to reading comprehension tasks in their high school graduation exams, they still face significant challenges related to vocabulary, reading skills, and test-taking strategies This highlights the urgent need for effective support methods to enhance their reading comprehension Mind maps emerge as a valuable tool for organizing information, fostering systematic thinking, and ultimately improving reading comprehension outcomes.
Below are the results of the 2025 reading comprehension test survey before I took the initiative.
Table 1 Test transcripts of students in grades 12K (Experimental Class) and 12M (Control Class) before impact: (PRE-TEST APPENDIX 1) Class Number of students
SL TL SL TL SL TL SL TL
Survey data from transcripts of students in grades 12K (experimental class) and 12M (control class) indicated that overall reading comprehension skills were lacking, with a considerable percentage of students scoring at average or weak levels.
In class 12K, out of 40 students, only 5% are at a reasonable level, while 20% achieve a reasonable standard A significant 50% are at an average level, and 25% are classified as weak Similarly, class 12M shows comparable results, with 5% of students performing well, 20% at a reasonable level, 52.5% at an average level, and 22.5% in the weak category These statistics indicate that the majority of students in both classes are performing below average, with a notably low percentage of students achieving good results.
Applied solution to solve the problem
To enhance the reading comprehension skills of grade 12 students at Thai Hoa High School in light of the 2025 high school graduation exam format, specific measures involving the use of mind maps have been implemented.
3.1 Use mind maps to classify reading comprehension questions according to the exam format a Method of application
The 2025 high school graduation exam features two reading comprehension tests comprising 18 questions categorized by different knowledge areas To assist students in effectively identifying and addressing these questions, teachers recommend the use of mind maps to organize and classify common reading comprehension queries.
The mind map focuses on "Types of reading comprehension questions in the high school graduation exam," branching into two main categories that correspond to the different reading comprehension tests.
Branch 1: Reading comprehension of eight sentences
Each branch will continue to be classified into specific groups of questions with corresponding test strategies. b Application Steps
Step 1: Introduce the types of reading comprehension questions in the exam Teachers help students identify 10 common types of questions in reading comprehension:
Questions to fill in the appropriate sentences in the paragraph
Students are asked to identify each type of question in the sample test to familiarise themselves with the exam format.
Step 2: Develop an overview mind map
Students and teachers create a general mind map in which:
Branch 1: Reading comprehension of eight sentences o Inquiry Questions o Proximate vocabulary questions o Antonyms Vocabulary Questions o Questions about reference words o Questions about paraphrasing o TRUE/NOT TRUE QUESTIONS o Segmented information questions
Branch 2 focuses on reading comprehension, featuring ten sentences designed to enhance understanding It includes questions that require filling in appropriate sentences within a paragraph, as well as proximate vocabulary inquiries Additionally, the section addresses reference words and poses inquiry questions to deepen comprehension A main idea question is included, along with antonym vocabulary questions and true/false statements Furthermore, it offers paraphrasing questions and inference questions to encourage critical thinking and analysis.
Each sub-branch will describe identifying the question and a specific test-taking strategy.
Step 3: Practice building a personal mind map
Students must design their mind maps and rearrange the types of questions according to their understanding while ensuring sufficient content.
Step 4: Apply the mind map to the actual reading comprehension
Students use mind maps to determine the type of questions in reading comprehension.
Apply the right test-taking strategy to find the correct answer.
Teachers organize discussions for students to share how they analyzed and did the test.
Step 5: Adjust and improve the mind map
Students add notes, illustrations, or homework tips to the mind map.
Adjust the presentation of the diagram to suit the individual learning method better.
Utilizing mind maps enables students to categorize reading comprehension questions based on the 2025 exam format, facilitating the development of effective test-taking strategies Consistent practice not only enhances students' speed and accuracy during tests but also contributes to improved scores on their high school graduation exams.
Example of applying a mind map to reading comprehension:
Read the following passage about energy sources and mark the letter A,
B, C or D on your answer street to indicate the best answer to the following questions from 23 to 30
Renewable energy sources such as solar, wind, and hydroelectric power are increasingly popular globally In contrast to finite fossil fuels that emit harmful pollutants, renewable energy offers a clean and sustainable alternative.
Renewable energy sources, such as solar power, wind energy, and hydroelectric power, are becoming increasingly vital for meeting global energy demands Solar power utilizes photovoltaic cells to capture sunlight, while wind energy converts the kinetic energy of wind through turbines Additionally, hydroelectric power generates electricity from flowing water, typically via dams Experts predict that these renewable energy sources could fulfill a substantial share of the world's energy requirements in the coming decades.
Renewable energy offers significant environmental benefits by generating minimal greenhouse gas emissions, a major contributor to climate change Additionally, ongoing technological advancements are enhancing the efficiency and affordability of renewable energy systems Despite these advantages, challenges remain in the transition to renewable energy sources.
For instance, solar and wind energy depend on weather conditions, meaning that energy production can be inconsistent Also, the initial setup costs for renewable energy infrastructures can be high.
Governments globally are promoting the shift to renewable energy through incentives and research funding Leading countries such as Germany and Denmark generate a significant share of their electricity from renewable sources This transition is crucial for minimizing carbon emissions and ensuring long-term sustainability.
Question 23: Which is NOT mentioned as a renewable energy source?
Question 24: The word "finite" in paragraph 1 is OPPOSITE in meaning to
Question 25: The word "it" in paragraph 3 refers to
C Fossil Fuels D Greenhouse Gas Emissions
Question 26: The word "long term" in paragraph 2 could best be replaced by
A immediate B short-lived C temporary D extended period
Question 27: Which of the following best paraphrases the underlined sentence in paragraph 3?
A Renewable energy systems can be installed anywhere.
B Renewable energy has the potential to become completely free.
C Technology improvements are making renewable energy cheaper and more effective.
D Renewable energy has no adverse environmental effects.
Question 28: Which of the following is TRUE according to the passage?
A Renewable energy is more harmful than fossil fuels.
B Wind energy depends on weather conditions.
C The cost of setting up renewable energy is low.
D Germany relies mainly on fossil fuels for energy.
Question 29: In which paragraph does the writer explain the role of governments in renewable energy?
Question 30: In which paragraph does the writer mention that renewable energy systems are influenced by weather?
Here's how to apply a mind map to categorize questions and find an answer strategy for reading about Renewable Energy Sources.
- Step 1: Determine the type of question according to the mind map
Based on a mind map that classifies reading comprehension questions, this reading contains the following types of questions:
+ Questions to find detailed information:
Question 23: "Which of the following is NOT mentioned as a renewable energy source?"
Question 28: "Which of the following is TRUE according to the passage?"
Question 29: "In which paragraph does the writer explain the role of governments in renewable energy?"
Question 30: "In which paragraph does the writer mention that renewable energy systems are influenced by weather?"
+ Proximate and antonymous vocabulary questions:
Question 24: "The word 'finite' in paragraph 1 is OPPOSITE in meaning to ."
Question 26: "The word 'long term' in paragraph 2 could best be replaced by ."
Question 25: "The word 'it' in paragraph 3 refers to ."
Question 27: "Which of the following best paraphrases the underlined sentence in paragraph 3?"
- Step 2: Apply the test-taking strategy according to each type of question
After determining the type of question, students use the appropriate strategies from the mind map:
Identify the main keywords in the question (renewable energy source, role of governments, weather conditions, TRUE information).
Look for keywords in the reading and read the informative sentence carefully. Compare with the answer to find the correct answer.
An example applied to reading:
Question 23: Find the list of renewable energy sources in the article (solar, wind, hydroelectric) and find that biomass energy is not mentioned.
Question 29: Find the passage about the role of governments (Governments worldwide support ), and identify paragraph 4.
Question 30: Find the paragraph about the influence of weather (solar and wind energy depend on weather conditions), and identify paragraph 3.
Proximate and Antonymic Vocabulary Questions
Read the sentence containing the word to guess the meaning.
Rely on the context to guess the word's meaning (if there is a conjunction such as unlike, however, meaning that, pay attention to the opposite or complementary meaning).
Try replacing the word in the sentence with the answers to check for the correct meaning.
An example applied to reading:
Question 24: finite means "limited", as opposed to "renewable" → The correct answer is C.
Question 26: Long-term can be replaced by extended period → The correct answer is D.
Find the word to reference (it).
Read the sentence before and after to identify the noun to be replaced.
Check if the noun matches the meaning of the sentence.
An example applied to reading:
Question 25: it appears in paragraph 3, replacing a singular noun related to energy The most appropriate word is renewable energy → The correct answer is A.
Read the original sentence and identify the main idea.
Read the answers and look for sentences that mean the same thing but use different words.
Avoid choosing answers with information that is irrelevant or inconsistent with the original idea.
An example applied to reading:
Question 27: The original sentence says that technology makes renewable energy cheaper and more efficient The correct answer is C (Technology improvements are making renewable energy cheaper and more effective).
- Step 3: Apply a personal mind map
After doing the test, students can redraw their mind map in the following way: Main Branch: Types of reading comprehension questions
Question 23 → Identify keywords in the article
Question 28 → Comparing the information in the lesson with the answer
Question 29 → Find the passage related to the role of the government
Question 30 → Find the passage about the effects of the weather
Branch 2: Proximity/Antonyms Vocabulary Questions
Question 24 → Find synonyms/antonyms of finite
Question 26 → Find synonyms for long term
Question 25 → Identify the noun it replaces
Branch 4: The question of paraphrasing
Question 27 → Compare the answers with the original meaning of the sentence in the lesson
Figure 1: Mind map of types of questions
- Step 4: Evaluate and improve the mind map
After practicing with many reading comprehension exercises, students can add illustrations, tips for doing tests, and common mistakes to their mind maps.
Teachers can ask students to share their mind maps with their peers to learn and improve together.
Utilizing mind maps in reading comprehension enables students to organize question types, select suitable test-taking strategies, and enhance their accuracy on tests This approach not only accelerates the testing process but also boosts logical thinking and effective knowledge retention.
3.2 Applying a mind map to summarize the reading content a Method of application
A significant challenge students face in reading comprehension tests is identifying the main idea of a passage and organizing the information logically To assist students in overcoming this hurdle, educators encourage the use of mind maps to effectively summarize the content of each paragraph.
Identify the main idea of each paragraph in the reading.
Take notes of important keywords to aid in the memorization process.
Link information between paragraphs to understand the logical circuit of the reading.
Easier memorization thanks to visual visuals and system presentation. b Steps
- Step 1: Read the article and determine the main idea of each paragraph
The teacher guides students in skimming the reading to get an overview of the content.
Then, students read each paragraph carefully and answer the question:
What is the passage about?
What is the most critical piece of information?
Students record the main idea of each paragraph in short sentences, avoiding taking too long notes.
- Step 2: Develop an overview mind map
Students create a mind map with the central theme as the main content of the reading From there, expand the main branches, each representing a passage in the article.
Write a summary of the paragraph's main idea for each main branch.
Essential keywords in the paragraph.
Examples of illustrations or facts that support the main content.
- Step 3: Students design their personal mind maps
Students design their diagrams using paper, crayons, or mind-mapping software (MindMeister, XMind, Canva).
Creativity is possible, but it needs to be straightforward to understand.
Encourage using colors, symbols, and images to help you remember better.
- Step 4: Apply a mind map to answer reading comprehension questions
When doing the reading comprehension test, students refer to the mind map to find information faster.
Students can immediately look at the corresponding branch for questions about the passage's main idea.
For vocabulary questions, inferences, insights, and diagrams help locate the passage containing the necessary information.
- Step 5: Evaluate and improve the mind map
Students compare their mind maps with their peers to learn how to present more effectively.
Teachers provide feedback and suggest edits or additional information as needed Meanwhile, students have the opportunity to enhance the diagram with updated information or include helpful tips for test preparation after practicing various exam questions.
Using a mind map to summarize reading material enables students to quickly understand key concepts, retain important keywords, and respond to comprehension questions with greater accuracy This approach not only enhances reading comprehension but also fosters systems thinking and practical memory skills among students.
Example of applying a mind map to reading comprehension:
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each question from 31 to 40
Deforestation, the extensive removal of trees from forests, is a critical global environmental issue that disrupts ecological balance Forests are essential for absorbing carbon dioxide, releasing oxygen, and supporting diverse ecosystems Urbanization, agricultural expansion, and logging are major contributors to the annual clearing of vast forested areas, leading to biodiversity loss, climate change, and water cycle disruption Tropical rainforests, which host over half of the world's species, are particularly vulnerable to these detrimental effects.
In response to the deforestation crisis, conservation organizations and governments are implementing initiatives such as stricter logging regulations, promoting sustainable agriculture, and increasing awareness of forest importance Reforestation efforts, which involve planting trees in deforested areas, are gaining momentum to restore damaged ecosystems Additionally, indigenous communities play a crucial role in these conservation projects due to their deep connection to and understanding of the land.
Effectiveness of the applied solution
Table 2 Test transcripts of students in grades 12K and 12M after impact
SL TL SL TL SL TL SL TL
Before the solution was implemented, both Class 12K (experimental group) and Class 12M (control group) faced similar challenges in reading comprehension, with only 5% of students in each class achieving good scores on the pre-test In Class 12K, 50% of students were rated as average and 25% as weak, while Class 12M had 52.5% average and 22.5% weak students These statistics highlight a widespread issue among students, including limited vocabulary, ineffective reading strategies, and difficulty in identifying key ideas, which contributed to poor comprehension and low test scores.
The implementation of the solution led to a notable enhancement in reading comprehension among students, particularly in grade 12K The number of high-achieving students in class 12K rose to 8 (20%), compared to just 2 (5%) in class 12M Additionally, 50% of students in class 12K performed well, totaling 20 students, which is double the 25% (10 students) in class 12M Conversely, the average number of students in class 12K decreased to 25% (10 students), significantly lower than the 52.5% (21 students) in class 12M Furthermore, only 5% (2 students) in class 12K were classified as weak, while class 12M had a much higher percentage of weak students at 17.5% (7 students).
Implementing mind maps and reading comprehension support has been shown to enhance students' test-taking abilities and significantly decrease the number of underperforming students Notably, Grade 12K, which experienced a more comprehensive application of these strategies, has made remarkable progress compared to Grade 12M, indicating a positive effect on overall learning performance.
The initiative's use of mind maps in teaching reading comprehension has yielded significant improvements Initially, students struggled with identifying main ideas, organizing information, and retaining vocabulary during tests However, after implementing mind maps, they can now categorize questions more effectively, retrieve information quickly, and memorize vocabulary by topic, leading to enhanced test performance.
The percentage of students achieving high scores in reading comprehension has risen, while mistakes in vocabulary and reasoning questions have significantly decreased Students are now more engaged in learning vocabulary due to the dynamic and visual presentation of mind maps, moving away from rote memorization Additionally, the time taken to complete tests has improved, enabling students to develop effective strategies for tackling various question types in the high school graduation exam.
This method fosters systems thinking, enhances self-study skills, and boosts student initiative in knowledge acquisition By utilizing personal mind maps, teachers can efficiently evaluate student comprehension This approach not only improves learning outcomes but also promotes an effective, sustainable, and innovative strategy for teaching reading comprehension.
In conclusion, the implementation of mind maps has significantly enhanced students' reading comprehension skills, as evidenced by the notable differences in outcomes between experimental and control groups This innovative method not only aids in understanding texts and retaining key vocabulary but also fosters effective reading strategies Furthermore, the mind mapping approach promotes independent thinking, visual learning, and heightened motivation, leading to improved academic performance and more self-assured learners.
Survey the urgency and feasibility of proposed solutions
This survey aims to evaluate the urgency and feasibility of using mind mapping as a strategy to improve Grade 12 students' performance in their reading graduation exam It seeks insights from both educators and students on the practicality, effectiveness, and challenges of incorporating mind maps into learning activities The findings will inform the refinement and optimization of this approach, ensuring it effectively aids students in achieving better academic results.
The survey content focuses on 02 main issues:
1 Are the proposed solutions really urgent to the current research problem?
2 Are the proposed solutions feasible to the current research problem?
5.2.2 Survey methods and rating scales
The method used for the survey is Exchange by questionnaire; with a scale of
04 levels (corresponding to scores from 1 to 4):
Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and VeryViable.
- Calculate the average score x according to the software Average
- Survey the urgency and feasibility of the proposed solution
Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking (X) uniquely in the box of the selected option.
Degree Question 1: According to the teacher, is it really necessary to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
Not urgent Less urgent Urgent Very urgent
Question 2: Is it feasible to explore and identify effective techniques to apply mind mapping as a strategy to help
Grade 12 students enhance their reading comprehension skills?
Little feasible Feasible Very feasible
We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option.
Degree Question 1: In your opinion, is it really necessary to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
Not urgent Less urgent Urgent Very urgent
Question 2: In your opinion, is it feasible to apply mind mapping as a strategy to help
Grade 12 students enhance their reading comprehension skills?
Little feasible Feasible Very feasible
1 English teachers of 3 high schools in the district 26
2 10 grade students, at two experimental classes at the work school
5.4 Survey results on the urgency and feasibility of proposed solutions 5.4.1 The urgency of the proposed solution
Assess the urgency of the proposed solution
According to you, is it really urgent to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
Less urgent Urgent Very urgent
In your opinion, is it really urgent Not Less Urgent Very to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills? urgent urgent urgent
Table 3: Calculate average score x by Average software
1 According to you, is it really urgent to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
2 In your opinion, is it really urgent to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
A survey of 26 teachers reveals a strong consensus on the urgency of implementing mind mapping to improve Grade 12 students' reading comprehension skills Notably, 20 teachers rated this strategy as "Very urgent," while 5 deemed it "Urgent," and only 1 teacher considered it "Less urgent," with no responses indicating it as "Not urgent." The average urgency score of 3.73 underscores the critical recognition among educators of the need for mind mapping techniques to aid students in their exam preparation.
The average scores of the four levels are: 0.1 +1.2+ 26 5.3+ 20.4 =3,73
A recent survey of 75 students indicates a strong consensus on the urgent need for mind mapping techniques Notably, 55 students rated the necessity as "Very urgent," while 20 others also recognized its importance.
The survey results reveal that the majority of students perceive mind mapping as a highly urgent tool for improving reading comprehension, with an average urgency score of 3.78 This indicates a strong recognition of its benefits, particularly in preparation for the high school graduation exam.
The average scores of the four levels are: 0.1 +2.2+ 75 20.3+55.4 =3,78
Assess the feasibility of proposed solutions
In your opinion, is it feasible to apply mind mapping as a strategy to help
Grade 12 students enhance their reading comprehension skills?
Little feasible Feasible Very feasible
In your opinion, is it feasible to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
Little feasible Feasible Very feasible
Table 3: Calculate average score x by Average software
1 In your opinion, is it feasible to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
2 In your opinion, is it feasible to apply mind mapping as a strategy to help Grade 12 students enhance their reading comprehension skills?
A survey of 26 teachers reveals a strong endorsement for the use of mind mapping to improve reading comprehension skills among Grade 12 students Out of the respondents, 23 rated the approach as "Very feasible," 2 as "Feasible," and only 1 as "Little feasible," with no teachers deeming it "Not feasible." The average score of 3.84 categorizes the feasibility of this solution as "Very feasible," indicating robust support from educators for integrating mind mapping strategies into their teaching methods.
The average scores of the four levels are: 0.1 +1.2+ 26 2.3+ 23.4 =3,84
A survey conducted with 75 students revealed a strong consensus on the effectiveness of mind mapping strategies Notably, 60 students rated the approach as "Very feasible," while 10 deemed it "Feasible," and only 5 students considered it "Little feasible," with no participants indicating it as unfeasible.
Students view mind mapping as a highly effective method for improving reading comprehension and preparing for the high school graduation exam, as evidenced by an average score of 3.73, indicating a very feasible level.
The average scores of the four levels are: 0.1 +5.2+ 75 10.3+60.4 =3,73
The survey reveals a strong consensus among teachers and students regarding the urgent need and practicality of implementing mind mapping as a strategy to boost reading comprehension skills in Grade 12 students, thereby enhancing their readiness for the high school graduation exam.
CONCLUSIONS AND RECOMMENDATIONS 1 Conclusion
Recommendations
Teachers should adopt innovative teaching methods and utilize learning support tools like mind maps to facilitate intuitive and effective knowledge acquisition for students Combining these strategies with practical activities such as group discussions, guided exercises, and technology enhances students' self-learning capabilities Additionally, it is crucial to monitor and evaluate students' progress at each stage to tailor teaching methods to individual needs.
Schools must enhance teachers' access to professional training programs focused on innovative teaching methods, particularly visual techniques such as mind maps Additionally, organizing professional meetings will allow teachers to share experiences and collaboratively learn about the implementation of new teaching strategies Furthermore, schools should invest in modern facilities and teaching equipment to foster an optimal learning environment for students.
2.3 For the Department of Education and Training
The Department of Education must focus on innovative teaching methods and encourage the use of modern tools to improve education quality By organizing seminars and training on effective strategies like mind mapping, teachers can acquire valuable skills to enhance their teaching Additionally, the Department should develop official guidance documents to ensure consistent implementation of these methods in schools, ultimately benefiting the teaching and learning process in the long run.
1 Ministry of Education and Training (2024) The exam questions illustrate the high school graduation exam in English in 2025 Hanoi.
2 Buzan, T (2006) The Mind Map Book: Unlock your creativity, boost your memory, and change your life BBC Active.
3 Nunan, D (2003) Practical English Language Teaching McGraw-Hill Education.
4 Oxford University Press (2020) Oxford Advanced Learner's Dictionary(10th Edition) Oxford.
Read the following passage about coffee and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each question from 23 to 30
Generation Z, born between the late 1990s and early 2010s, is defined by their deep connection to technology and a strong desire for individuality This generation relies heavily on smartphones, social media, and apps, making online connectivity as essential as in-person interactions Platforms such as Instagram, TikTok, and YouTube serve as vital outlets for self-expression, idea sharing, and community building among Gen Z individuals.
Gen Z is characterized by a strong affinity for technology, coupled with a deep appreciation for creativity and self-expression They actively create and share unique content, including videos, blogs, and artwork This generation is also highly engaged in social issues, participating in online movements that advocate for climate change, mental health, and equality Their commitment to making a positive impact significantly shapes their lifestyle choices, influencing their purchasing decisions and leisure activities.
Gen Z, while immersed in their active online presence, values balance in their lives They engage in various hobbies such as music, sports, and cultural exploration Travel stands out as a favored activity, enabling them to experience the world directly and share these adventures on social media.
The Gen Z lifestyle combines modern technology, creative energy, and a strong focus on personal values They are shaping the future uniquely and excitingly, leaving a mark on the world.
(Adapted from https://www.generation.org)
Question 23: Which of the following is NOT mentioned as a platform used by
Question 24: The word strong in paragraph 1 is OPPOSITE in meaning to _.
Question 25: The word They in paragraph 1 refers to .
Question 26: The word influences in paragraph 2 could best be replaced by
Question 27: Which of the following best paraphrases the underlined sentence in paragraph 2?
A Gen Z actively joins online campaigns to support social and environmental causes
B Gen Z's online activities are limited to sharing personal stories and experiences.
C Many Gen Z individuals raise awareness by meeting face-to-face and online campaigns.
D This generation avoids discussing serious topics like mental health and climate change.
Question 28: Which of the following is TRUE according to the passage?
A Gen Z prefers online communication to face-to-face conversations.
B Social media platforms are not crucial in Gen Z's daily lives.
C Gen Z enjoys creative activities like making videos and writing blogs.
D Sports-related hobbies are less interesting to Gen Z than technology.
Question 29: In which part of the passage does the writer discuss the social values of Gen Z?
A Paragraph 1 B Paragraph 2 C Paragraph 3 D Paragraph 4 Question 30: In which part of the passage does the writer describe Gen Z's connection to hobbies?
Read the following passage about powering and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each question from 31 to
"Southern Forest Land," inspired by Doan Giai's novel, follows An, a young boy who loses his mother during the French colonial era in southern Vietnam After becoming separated from his father, An embarks on a journey through the wild landscapes of the region in search of his family and a sense of belonging A brave and fearless child, he faces numerous challenges along the way During his travels, An is welcomed by compassionate villagers and meets a variety of vibrant characters, including fishermen, hunters, and revolutionaries fighting against colonial oppression.
The film beautifully showcases the southern landscape, featuring dense mangrove forests, winding rivers, and rich wildlife An learns to navigate the wild's challenges, from fishing in expansive rivers to confronting dangerous creatures like snakes and crocodiles The forest serves as both a sanctuary and a source of peril, filled with deep shadows and hidden threats Despite this, it remains a realm of wonder, where An discovers the excitement of nature's mysteries and the warmth of human connections.
In addition to his adventures, An observes the bravery and unity of the southern people, showcasing their rich culture through fishing traditions, cuisine, folklore, and deep connection to the land The film also delves into the theme of resistance, highlighting the community's struggle against the injustices imposed by colonial powers.
In "Southern Forest Land," An's journey is marked by personal growth, resilience, and the discovery of hope and courage amid adversity This compelling narrative highlights themes of survival and the strength of community, capturing the indomitable spirit of southern Vietnam.
(Adapted from https://www.wikipedia.org)
Question 31: Where in paragraph 1 does the following sentence best fit?
"A learns survival skills from the people he meets, adapting to the challenges of the wilderness."
Question 32: The phrase "spirit of solidarity" in paragraph 3 could best be replaced by .
A a sense of danger B a feeling of loneliness
C a strong community bond D A Tradition of Separation
Question 33: "its" in paragraph 2 refers to .
Question 34: According to paragraph 2, which of the following is NOT true about An's journey?
A He faces dangerous animals B He travels with a group of friends.
C He learns several survival skills D Kind villagers guide him.
Question 35: Which of the following best summarizes paragraph 3?
A An's journey teaches him about colonial power struggles.
B An's journey is only about exploring southern landscapes.
C An's journey shows the unity and traditions of southern people.
D An's journey is focused on dangerous animal encounters.
Question 36: The word raw in paragraph 3 is OPPOSITE in meaning to _.
Question 37: Which of the following is TRUE according to the passage?
A An started his journey quickly without any danger.
B The people of the South are united in their struggles.
C An avoids meeting new people during his journey.
D The novel focuses solely on An's family members
Question 38: Which of the following best paraphrases the underlined sentence in paragraph 3?
A The movie explores serving the dominance of colonial power
B Resistance to colonial injustice is a substitute factor in the film.
C The film highlights people's servitude towards colonial injustices
D The film portrays resistance against the injustices of colonial rule.
Question 39: Which of the following can be inferred from the passage?
A The southern landscapes are described as both dangerous and beautiful.
B An cannot adapt to life in the wilderness as he is too fragile.
C During the film, An's journey has no connection to colonial struggles.
D In the end, An can finally gather with his father and other family members. Question 40: Which of the following best summarizes the passage?
A "Southern Forest Land" is a narrative centered on southern Vietnam's natural beauty and wildlife, highlighting its simplicity.
B "Southern Forest Land" follows An's journey through southern Vietnam, highlighting survival, solidarity and resistance during colonial rule.
C "Southern Forest Land" explores the spirit and traditions of the southern
Vietnamese people during a time of prosperity.
D The novel portrays a fantasy world within Vietnam's untouched forests, focusing on the wonder and mystery of nature.
Read the following passage about phobias and mark the letter A, B, C or D on your answer sheet to indicate the best answer to the following questions from
A phobia is an intense fear of a specific object or situation, often disproportionate to the actual threat it poses Individuals with specific phobias, such as claustrophobia, experience heightened anxiety in confined spaces, while those with social phobias become increasingly anxious in social settings as the number of people present grows The more they dwell on their fears, the more intense their anxiety becomes.
Scientists believe there are several reasons why specific phobias develop.
Phobias can stem from genuine threats, such as a child with a bee sting allergy developing a fear of bees due to safety concerns Additionally, traumatic experiences can lead to phobias, with more distressing events resulting in stronger fears For instance, a man who becomes ill after consuming mushrooms may develop fungophobia, an intense fear of fungi.
Children who fear injections may develop a phobia of sharp objects due to the painful associations with needles This specific phobia can vary in intensity, with some children experiencing only mild discomfort, while others find it significantly disrupts their daily lives.
Specific phobias are typically not severe, as individuals may experience minor incidents, like a person with a snake phobia who might flee from a cobra without ever encountering one In contrast, social phobias can have a profound effect, leading individuals to avoid most social interactions and isolate themselves, ultimately diminishing their quality of life.
(Adapted from Explore New Worlds)
Question 23: Which of the following is NOT mentioned as an example of a specific phobia?
A Fear of sharp objects B Fear of snakes
C Fear of confined spaces D Fear of darkness
Question 24: The word manageable in paragraph 3 is OPPOSITE in meaning to .
Question 25: The word that arises in paragraph 2 could be best replaced by
A disappear B result in C emerge D increase Question 26: The word this in paragraph 3 refers to _.
A fear of injections B association with pain
C phobia of sharp objects D intensity of fear
Question 27: Which of the following is TRUE according to the passage?
A Phobias always cause serious and significant problems in daily life.
B Phobias of physical objects are less dangerous than social phobias.
C All phobias arise from traumatic experiences during childhood years.
D Social phobias rarely have any substantial effect on the quality of life
Question 28: In which paragraph does the writer discuss the different levels of severity in specific phobias?
A Paragraph 1 B Paragraph 2 C Paragraph 3 D Paragraph 4 Question 29: In which paragraph does the writer mention a relationship between past experiences and phobias?
A Paragraph 1 B Paragraph 2 C Paragraph 3 D Paragraph 4 Question 30: Which of the following best paraphrases the underlined sentence in paragraph 1?
A People with claustrophobia are likely to feel much less fear and anxiety when they are in open and unrestricted spaces.
B People with claustrophobia tend to experience increasing fear as the spaces they occupy become more minor or more restricted.
C Fear associated with claustrophobia becomes significantly weaker when the spaces people are in are increasingly confined or restricted.
D Claustrophobia makes people feel anxious and frightened no matter how big or small the spaces they occupy might be.
Read the following passage about an experiment and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each question from
Dr Melissa Bateson, a psychologist from Newcastle University, conducted a secret experiment to influence her colleagues' behavior regarding payment for hot drinks She initially displayed a large picture of flowers, which she later replaced with an image of human eyes The results revealed that teachers paid nearly three times more for their drinks when the eyes were present Dr Bateson concluded that humans are instinctively responsive to the presence of eyes, even in pictures, and suggested that such imagery could be utilized to help reduce crime.