Mind Mapping Technique in Enhancing the Learning of Grade 9 Students in Atoms

Abstract

INTRODUCTION

The "how" of teaching is now being given much significance in the educational setting. Teachers must learn different effective teaching techniques and strategies. They must know different practices or techniques that can stimulate students to enhance and enrich their learning experience. One of the techniques that teachers can employ is mind mapping. This technique is used in scientific community as tool for representing knowledge, using both knowledge and creativity that signifies academic achievement. In this study, the mind map was tested if it could enhance the learning of grade 9 students in the lessons of Atoms in Chemistry.

METHODS

Descriptive and experimental methods by applying pre-test -post-test control group design were utilized. The respondents consisted of sixty grade 9 students as well as twenty science teachers from different public high school in Mauban, Quezon. The selected students were grouped into two as control and experimental groups. The basis of grouping is their pre-test scores and previous grade in Science. The experimental group was given the treatment by using mind-mapping technique while the other group was subjected to conventional method in teaching science. Both groups were post tested and the experimental group and twenty science teachers were requested to answer the acceptability questionnaire of mind-mapping technique.

RESULTS

The profile of the experimental and control group in Science grade and pre-test scores have no significant difference. It signifies that the entrance knowledge of the respondents is the same. The post-test mean scores of the control and experimental group were 27.50 and 30.07 with a difference of 2.57. To determine the significant difference of posttest scores of control and experimental groups, a t -value of 2.48 was obtained. It was found out that mind-mapping has a significant effect in enhancing the learning of students. Therefore, the hypothesis is rejected at 0.05 level of significance. The mind-mapping technique as a whole received an overall weighted mean from the students and teachers of 3.64 with a descriptive rating of strongly acceptable. Both students and teachers strongly accept the mind-mapping technique as teaching tool in chemistry.

DISCUSSIONS

The result indicates that the mind-mapping technique is an effective tool in teaching atoms and it is commendable among students and science teachers. Science teachers, to enhance students learning, can use it. Other mind maps can also be developed for other disciplines to facilitate learning and develop a more holistic student.