Teacher-Centered Mind Mapping vs Student-Centered Mind Mapping in the Teaching of Accounting at Pre-U Level – An Action Research

摘要

This study is to explore Teacher-Centered Mind Mapping versus Student-Centered Mind Mapping in an accounting class and the correlation between the two different methods of mind mapping with students’ achievement in their tests. A total of 50 students with and without accounting knowledge participated in this study. Both groups were taught for over a period of three months. The findings showed the following: (1) the Teacher-Centered mind mapping revealed a decline in the students’ tests scores, and (2) the Student-Centered mind mapping exhibited significant increase in the students’ test scores.