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Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
The effectiveness of Using Mind Mapping on Tenth Grade
Students' Immediate Achievement and Retention of Electric
Energy Concepts
Ali Khaled BAWANEH 1
1 Assistant Professor - Deanship of Academic Developmen - Imam Abdulrahman Bin Faisal University
P.O. Box 10674, Dammam 31443, Eastern Province, Saudi Arabia
Received: 27.03.2018 Revised: 02.12.2018 Accepted: 16.01.2019
The original language of article is English (v.16, n.1, March 2019, pp. 123-137, doi: 10.12973/tused.10270a)
Reference: Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students' immediate
achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123-138.
ABSTRACT
The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the
Conventional Teaching Method on tenth graders’ immediate achievement and retention of electric energy
concepts in Jordan. Participants (N= 111 students; M= 52, F= 59) were randomly selected from Bani
Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54)
and other group was assigned to the Conventional Teaching Method (n= 57). A multiple-choice physics
concept test and open-ended questions were developed and used. The results showed that the Mind Maps
Teaching Method was more effective than the Conventional Teaching Method in immediate achievement
and retention of electric energy concepts. There was a significant difference for students’ gender on
immediate achievement but not on retention. The findings recommended that curriculum developers and
textbook authors should consider the characteristics of brain parts and their information process in any
curriculum design and textbook development. Mind mapping should not be separated from any
pedagogical practice in physics instruction..
Keywords: Teaching and learning, Mind Mapping, , Immediate Achievement, Retention, Electric Energy
Concepts
INTRODUCTION
Since the dawn of history, science has been largely contributed to the progress of nations.
A long time ago, developed nations have become aware of this issue. They have been
preoccupied with teaching sciences, utilizing efficient ways to trigger students' interest and
motivation, and stimulating the thinking frameworks for both teachers and students (Ambo
Saidi & Al Balushi, 2009).
Despite all the efforts deployed, locally and universally, to promote the teaching and
learning process, the results of the international study TIMSS (2011) pointed out Jordanian
Corresponding author e-mail: akbawaneh@iau.edu.sa © ISSN:1304-6020
TÜRK FEN EĞİTİMİ DERGİSİ
Yıl, 16 Sayı 1, Mart 2019
Journal of
TURKISH SCIENCE EDUCATION
Volume 16, Issue 1, March 2019
http://www.tused.org
Journal of Turkish Science Education. 16(1), 123-137
124
students were failing to pass the standards at all the levels of competency and they had low
achievement at high thinking levels. The findings mentioned above signify that Jordanian
students in the field of science had acquired the necessary knowledge of some facts and
concepts about data represented in linear figures, charts, and shapes; however, they were lack
of procedural knowledge (Samida and Grice, 2014). These results also corroborated the
findings of PISA (2009) whereby Jordanians' rate in the three highest levels of performance
did not surpass 5% (OECD, 2012). In fact, this does not correspond with what the world
witnessed about the increasing demands of highly competitive competencies (Samida and
Grice, 2014).
In an attempt to explain Jordanian students' weaknesses, the TIMSS (2011) findings
demonstrated the existence of some flaws in the programs' applications bad teaching practices
and activities, and inappropriate evaluation methods. The results also indicated that Jordanian
teachers did not consider students' needs and differences. Results also showed that teachers'
practices were ineffective for improving students' competences. In addition, teachers did not
care about diversifying activities. The activities that they used were still grounded on
theoretical knowledge, transmissive approaches, inculcating grammar, and triggering its
storage (Samida and Grice, 2014).
The TIMSS report (2011) stressed the importance of focusing on the teaching methods
that make students the center of the pedagogic process and animate activities that correspond
to students’ needs and stimulate students’ high thinking levels. To concretize these
recommendations, this study strives to activate the teaching theories and methods that
emphasize not only knowledge processing but also knowledge usage and long retention in
everyday life as well.
Among the teaching theory that is based on the brain and its processing information
mechanisms. Since research studies point to the existence of a distinction between the right
and left-brain hemispheres, scientists are searching for teaching methods that associate both
of them to heighten the competence of the brain, to exploit brain’s capacity and to make use
of its benefits in various fields such as creative mind mapping, acquisition, and thinking
(Awajan, 2013). Henceforth the idea of Buzan came to exploit mind mapping through an
intrinsic linkage of the two hemispheres of the mind to enhance learners' acquisition and
creation through the association of words, numbers, and colors (Buzan, 1995).
Mind mapping is a diagram that combines both scheme and writing. Mind mapping allows
the teacher and students set out to organize a written form to make it easy for the mind to
recall and retrieve information (Buzan, 1995). According to Wandersee (1987) the diagram
facilitates for students the construction and organization of concepts. Similarly, Buzan (2002)
considers diagrams as the easiest way to enable the mind to receive and retrieve information
through linking the right hemisphere with the left hemisphere. Therefore, diagrams are able to
strengthen the memory more than ten times.
We consider mind mapping as a technique relies on a chart on a particular topic in one
page in an organized, sequential and artistic way. In mind mapping, words are substituted
with brief and nice graphs that are easy to remember and resemble the functioning of the
human brain. Mind mapping relies on drawing a diagram or chart that corresponds with the
way the mind processes information. The main idea ramifies from the center to the branches
based on a specific taxonomy. Buzan (2007) compares mind mapping to city maps. The
center of mind mapping resembles the center of a city. The main roads ramify from the city
center represent the main ideas in the thinking operation and the secondary roads represent the
secondary ideas. (Figure 1) represents a simple scheme of mind mapping:
125
Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
https://www.google.com.sa/search?q=mind+map&safe=active&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP8fOduNv
TAhVnBcAKHd_oAYwffQ_AUICigB&biw=1600&bih=752#imgrc=ztc3xDPlsw54-M:&spf=142
Many studies (e.g. Ambo Saidi & Al Balushi, 2009 ; Awajan, 2013; Buzan, 2002)
interpreted the use of mind mapping to the following reasons:
1. Guiding learners to the highest level of concentration
2. Transforming written data into organized forms to be easy to assimilate
3. Transforming verbal communication into diagrams, symbols, and images
4. Supporting learners to organize their ideas and information in an artistic visual manner
to respond to scientific data and consolidate interaction among them
5. Involving learners in building mind mapping visually and mentally in an attractive
way
6. Taking learners' differences into account
7. Getting learners out of conventional routines of traditional methods
8. Triggering learners' motivation towards learning
9. Presenting data in an interesting and fascinating way
10. Operating and activating the brain parts
11. Providing learners with a generic view of the topic.
Mınd Mappıng Characterıstıcs
Mind Maps are characterized by their easiness for learning and applying. They provide
learners with an organized and miniaturized content, and facilitate the flexibility of adding
new information easily. They encourage invention, creation, and self-expression (Buzan,
1974). They also share the use of colors and texture in that they initiate from a center and then
ramify the lines. They correspondingly use lines, symbols, additional words and imaginative
charts (Buzan, 2002).
Steps of Buıldıng Mınd Maps
The process of building a Mind Map goes through several steps. Initially, a map title is placed
in the center (preferably a large business newspaper is used for that), then the related
headings, and then subheadings are placed. The headers and sub-headings are written in
italics. To make the mind map attractive, it is better to provide images, symbols, graphics and
Journal of Turkish Science Education. 16(1), 123-137
126
color. Computer mapping can be elaborated through specialized software such as Mind
Mappers (Ambo Saidi & Al Balushi, 2009).
STUDY PROBLEM and QUESTIONS
Educators set up great efforts to adopt modern teaching methods that seek to maximize the
role of learners and make learners the core of the educational process in the classroom.
However, what is prevailing in the classroom is to provide the content of knowledge in a
direct lecture, dialogue or sterile discussion where the teacher plays the key role and the
learner plays the role of a negative passive recipient (Mestre, 2001). In addition, conventional
methods do not pay attention to the differences among students. On the basis of all students
have the same learning capacities (McCarthy, 1990; Kolb, 1984).
Although education in Jordan has undergone major developments since 1988, we often
find that science teaching in classroom is still carried out through direct lectures. This, of
course, negatively affects students' achievement in science including physics. The results of
international studies in science such as TIMSS: Samida, and Grice (2014) and PISA:
Watanabe, and Ischinger, (2009) pointed out this problem. They showed that Jordan ranked
the 28th in the world in science achievement and the third in the Arab world according to the
PISA study (2009). It is worth mentioning that the Jordanian students' achievement in science
was only 449 points; i.e., below 500 points as the level required by researchers. The results of
TIMSS (2011) indicated a significant decline in the performance of Jordanian students with
an average performance of 475, 482 and 449 points for the years 2003, 2007 and 2009
respectively. The international average for the same years was 474, 500 and 500
consecutively (Samida and Grace, 2014). This mirrored the impact of teachers are still
adhering to the conventional teaching methods and students’ unwillingness to change (OECD,
2012).
The TIMSS (2011) report stresses the necessity of focusing on efficient teaching methods
and learning opportunities that are consistent with the activation of the mind to investigate
research and solve problems (Samida and Grace, 2014). It also underlies the credence that
teaching strategies based on mind theories and their processing of knowledge and scientific
concepts warrant an efficient learning (Cuthbert, 2005; Bawaneh .et al., 2012). In light of
these recommendations, this study planned to use the mind mapping as a teaching method to
enhance students’ immediate achievement and retention.
Mind Maps provide learners with a clear picture about the content and facilitate adding
new information in a simple way, either horizontally or vertically. Mind mapping encourages
innovation, creativity and concentration (Buzan, 2002). It engages students in organizing
information in an artistic way. Mind mapping enables students to interact with the scientific
material in a way that this interaction operates and activates all the brain parts (Awajan, 2013;
Buzan, 2002).
The current study was designed to examine the effectiveness of the mind mapping method
in the immediate achievement and retention of the tenth-grade students of physics knowledge.
RESEARCH QUESTIONS
This study aimed to answer the following questions:
1. Is the use of the mind mapping teaching method more effective than the conventional
way in the immediate achievement and retention of the tenth-grade students of physics
concepts?
2. Do immediate achievement and retention of the tenth-grade students vary according to
the gender of the student?
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Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
LITERATURE REVIEW
Several studies have confirmed the effectiveness of mind maps in science education.
Akinoglu and Zeynep (2007) emphasized the importance of mind maps in improving students'
academic achievement and understanding concepts. Likewise, the study of Waqad (2009)
pointed out the differences of statistical significance in favor of mind mapping compared to
the traditional method in the performance of students of Biology at all levels of Bloom
taxonomy (understanding, application, analysis, and synthesis). Similarly, Al-Fawri (2010)
revealed positive impacts of mind mapping on the achievement of students in the tenth grade
of Basic School in social sciences at all levels of knowledge. In the same vein, Ambo Saidi
and Al Balushi (2009) confirmed that mind mapping helped students to retain information for
a long time because the brain handles images more easily than written materials in processing,
storage and recall. Images naturally abridge many details of the drawn scene in two
directions: (1) they require for their elaboration the use of symbols and images to express
different concepts, and (2) they are in themselves single images that the brain works to
maintain them as wholes where the focus becomes higher even after a long time.
The study of Harkirat, Makarimi, and Anderson (2010) emphasized the importance of
using mind mapping in teaching and enhancing students' mental perceptions. Mind mapping
also enables to translate information and ideas in an organized, coherent and comprehensive
manner. The study also showed that students could retrieve information and concepts more
quickly and systematically than students who followed the conventional method. This was
confirmed by Ackerman, Beier, and Boyle (2002) who demonstrated the efficient role of
mind mapping in students' assimilation, application of dispensed concepts and information
and long-life learning retention.
Al-Otaibi’s (2016) study aimed at identifying the effectiveness of Non-Hierarchal
electronic mind maps in developing the skills of visual thinking among primary-stage female
learners in science course. The study consisted of two groups. The experimental group was
instructed in the non-hierarchal electronic mind maps strategy, whereas the control group was
taught in the traditional method of teaching. A pre- and post-visual thinking skill test was
conducted. (if same test: The visual skill test was employed as pre test and post test.) The
study concluded that differences of statistical indication (at indication level < 0.01) between
students’ average grades in both the experimental group and control group on the visual
thinking skill test existed in favor of the experimental group.
In the same context, Balım’s (2013) study aimed to investigate the impact of using mind
maps and concept maps on students’ learning of concepts in science courses. 51 students
participated in this study, which used a quasi-experimental research design with pre-test/post-
test control groups. The study was carried out in the sixth-grade science course unit of ‘Light
and Sound’ in a primary school with two experimental groups and one control group. The first
experimental group used technology-assisted mind mapping, the second experimental group
used technology-assisted concept mapping, and the control group used traditional classroom
instruction. After the intervention in the experimental groups, concept tests and open-ended
questions related to the unit were used as post-tests for all groups?. According to the data
obtained from concept tests, all groups’ understanding of concepts was equivalent.
Significantly, students in the second experimental group (technology assisted concept
mapping) reported positive opinions stating that learning through concept maps was useful
and engaging.
Recently, Hariyadi, Corebima, and Ibrahim’s (2018) study aimed to measure the benefit
of summarizing and questioning in the Reading-Questioning-Answering Learning Model
integrated with mind mapping on the genetic learning outcomes. This study was a
correlational research that analyzed via multiple regressions. Mind mapping, summarizing
Journal of Turkish Science Education. 16(1), 123-137
128
and questioning positioned as predictors, and genetic learning outcomes positioned as a
criterion. The research results showed a strong correlation (97.4%) between mind mapping,
summarizing, and questioning in the learning outcomes. The value of the relative contribution
of each predictor (questioning, mind mapping, and summarizing) was 58.74%, 39.76%, and
1.50% respectively. The value of the effective contribution of questioning, mind mapping,
and summarizing was 57.21%, 38.73%, and 1.46% respectively. Thus, the contribution of
questioning was higher than that of mind mapping and summarizing on the genetic learning
outcomes.
Nevertheless, Wickramasinghe and his colleagues (2007) did not find significant
statistical differences between the use of mind mapping and the conventional method for
medical students at the University of Colombo in Sri Lanka even though students who studied
under mind mapping suggested that it was a useful way to summarize and remember
information. This result was somewhat consistent with those of Farrand, Hussain, and
Hennessy’s (2002) study that targeted first and second-year medical students. Their findings
revealed that many students, especially males, who studied under mind mapping, did not
prefer it at all, and were more reluctant to adopt it. This was supported by their diminished
motivation for learning compared with the students who studied in the traditional way.
IMPORTANCE OF THE STUDY
The importance of this study is to try to improve Jordanian students' achievement in
physics by employing an innovative teaching method based on a strong theoretical framework
that seeks to activate the brain to its maximum potential. This study also attempts to inform
the Ministry of Education stakeholders –educators, planners, curriculum designers and
supervisors about these results. Thus, stakeholders can consider the study results in the
design of curricula and textbooks for various stages, and holding workshops to train teachers
and educators in mind mapping mechanisms. The training can aid teachers to use these
mechanisms appropriately in the classroom. The relevance of the study also resides in its
attempt to use mental maps not only for students' evaluation but also for their training to use
them properly in studying various subjects.
OPERATIONAL DEFINITIONS
A mind map: is a structured planning that includes a central concept from which ramifies the
main ideas to embrace information from the most comprehensive to the least comprehensive.
A mind map contains pictures, symbols, and drawings. In this study, mind maps of the power
unit (target content) were designed and arbitrated.
Immediate Achievement: The progress made in achieving the objectives of a dispensed
content in physics entitled "Electrical Power Unit" by tenth-grade students during the
academic year 2015-2016. Immediate achievement was measured by a score obtained by
students in the achievement test. Achievement test was prepared by the researcher and
provided, after the completion of the teaching of the course directly.
Retention: The extent to which a student acquired and retained concepts, knowledge, and
skills during his study of the subject of electrical energy after being subjected to planned
educational experiences. It was measured by a score obtained by students in the achievement
test prepared by the researcher and the provider after two months from the completion of
teaching the prescribed course.
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Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
LIMITATIONS OF THE STUDY
1. This study was limited to the tenth-grade students of Bani Kenana Brigade Schools in
Jordan.
2. The study was conducted in the second semester of the academic year 2016/2017.
3. The study was limited to the subject of electrical energy in the tenth-grade course approved
by the Jordan Ministry of Education.
4. Validity and consistency of the study tools (the designed scientific subject and the
achievement tests).
METHODS
The population of this study comprised all 10th-grade students (male and female) enrolled
in Bani Kenanah educational directorate from Irbid Governorate in the 2016/2017 academic
year. In order to implement this study in a naturalistic school setting, existing intact classes
were used (Obiedat, Kayed, and Adass, 2016).
The population of this study is representative of almost all the existing social classes in
Jordan, in terms of gender, age, nationality and native language. Students come from different
towns within the Bani Kenanah Education Directorate. They are in the age group ranging
from 15.5–16.5 years. Students are also homogenous in terms of their nationality, mother
tongue (Arabic), exposure to English as a foreign language, and educational system and
cultural background. Students in the selected schools were from an approximately equivalent
socio-economic status as defined by the Ministry of Education of Jordan.
a) Sample
Four schools including 10th grade students participated in the experiment during the
2016/2017 academic year. Classes were randomly selected from each school. In total 111
students participated to the study. Table 1 shows participants' distribution according to the
teaching methods and schools.
Table 1: Participants' Distribution by Teaching Methods, and Schools
Group
School
Number
Experimental
M
Ezzreet Basic School for Boys
22
F
Sahem Secondary School for Girls
32
Total
2
54
Control
M
Harima Secondary School for Boys
30
F
Abulougass Basic School for Girls
27
Total
2
57
Total
4
111
Classes were selected based on who was enrolled in each school without any
discriminating factor. All students in the defined population has an equal and independent
chance of being selected (Gay & Airasian, 2003). The four schools were also randomly
selected from all the schools including the tenth grade where physics was taught in
heterogeneous classes with no grouping or ability tracking. Four teachers (2 male and 2
female assistant researchers) taught one class. All teachers had major in physics. In addition
all of the teachers had similar teaching experiences. All of them had a minimum of four years
of teaching experience under the Jordanian Ministry of Education and had taught
heterogeneous classes. The teachers and the education supervisor who helped researchers
(assistant researchers) in the experimental groups were exposed to three days (two hours a
day) of training on Mind Mapping.
Journal of Turkish Science Education. 16(1), 123-137
130
b) Study Design
A quasi-experimental design was employed with two types of teaching methods: Mind
Mapping for the experimental group and the conventional one for the control group. The
dependent variables were the Immediate Achievement and Retention of Electric Energy
Concepts.
c) Study instrumentation
This study employed two research tools for investigation:
(1) The teachers’ guide to the mind mapping teaching method: The researcher redesigned
the content of the scheduled "electrical energy unit". The teachers’ guide was based on
the book of the tenth grade Basic School which was approved by the Jordanian
Ministry of Education for the 2016/2017 academic year. Thus, the guide was
compatible with the mind mapping method and the lesson implementation
mechanisms. Teachers in the experimental group were provided with a copy of this
guide after being validated by a panel of seven experts. Experts were teachers,
educational supervisors, and university professors; two of them holding Ph. D. in
Education, science teaching methods and Physics; three are holding MA degrees in
Education, science teaching methods and Physics; and two of them holding a bachelor
in physics and a high diploma in science teaching methods. Most of the
recommendations and feedback approved by more than half of the Experts board were
taken into consideration.
(2) The achievement test: An achievement test was designed (Appendix I) based on the
specification table for the content of the target unit (Electrical Energy) from the tenth-
grade physics textbook approved by the Ministry of Education in Jordan for the
2016/2017 academic year. The test aimed at measuring students' immediate
achievement and retention among the 10th grade students in Jordan. The test consisted
of two parts. The first part contains 20 multiple-choice questions; and the second part
includes two open-ended questions. Open-ended questions were designed to enable
students to provide their answers using mind mapping. A panel of seven experts of the
teachers’ guide referee team validated the achievement test.
Four multiple-choice questions from the first draft (it was 24 items) based on the
experts’ recommendations and implemented open-ended questions to make them clear
and straightforward. The researcher also applied the test to a random sample of 35
tenth-grade students, calculated the reliability factor through Cronbach Alpha equation
and reached (0.78). This result is considered acceptable for scientific research
purposes (Al-Kellani and Al-Shraifeen, 2011).
IMPLEMENTATION OF THE ACTUAL STUDY
After ensuring the validity and reliability of the study instruments, identifying a study
population and a study sample was the next step. The researcher considered the following
aspects:
a) Training for Teachers
The study sample was divided into two groups: the experimental group and the control
group. The experimental group was tested with the mind mapping and the control group was
tested with the conventional teaching method. Prior to the practical implementation of the
study, the selected teachers were exposed to a two-day training workshop carried out for four
hours per day with a total number of eight training hours. At the end of the first training day,
the researcher asked one volunteer teacher to present any lesson for the actual study during
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Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
the second day of the training workshop. Teacher chose the lessons from the booklets
provided by the researcher. A group discussion for both teacher-teacher, researcher-
educational, and supervisor-teacher were carried out in order to get feedback about Mind
mapping. The training was held in coordination with Bani Kenanah Provincial Directorate of
Education. The purpose of this training is to enable each sample teacher to master the
treatment teaching method of mind mapping. The teachers were informed that they would be
part of an experiment in which new instructional methods would be tested. Teachers worked
with the new methods and learned how to use them with their students. In the present study,
the focus was on the “Electrical Energy Unit”. Regular classroom visits were scheduled by
the researcher in coordination with the Directorate of Education, school administrations, and
teachers to follow up on the actual implementation of the study in the classroom.
Participant teachers were trained explicitly to use this method in teaching about
electricity. They were exposed to the modalities of using the new teaching method and
training their students to use it in learning. The procedures of selecting groups and assigning
group members were explained to the teachers. Finally, the researcher and the teachers had a
meeting for feedback and assessment regarding the application of the teaching method. For
the control group teachers, the researcher asked them to run their classes as usual (without any
intervention in teaching methods) without any guides or information, just used the same
achievement test before starting the Electricity Unit (pre-test) and after finishing the unit
(post-test).
b) Teaching with mind mapping
The researcher carried out the experiment on some teachers whose schools were selected
randomly for the experimental group. These teachers used the mind mapping method during
the Electrical Energy Unit.
Teachers were provided with a teachers’ guide, which was built by the researcher and
validated by a group of experts. The guide runs as follows:
1. The teacher starts the lesson by asking a set of questions as provided in the guide. The
teacher uses the brainstorming method to collect as many ideas and information as possible
(divergence thinking).
2. The teacher leads an effective dialogue and discussion with the students to classify all the
ideas and information collected in the previous stage. These discussions and dialogues
need to be based on the learning outcomes of the content of the lesson (Convergent
thinking).
3. In the first two lessons of the unit, the teacher works on building mind mapping with the
students. The teacher teaches students both the scientific content and how to create mind
maps in a funny and interesting way.
4. In the following lessons, the teacher gives students the opportunity to build mind maps
after the activation of brainstorming and the classification of ideas and information
(convergence thinking). Students individually build mind maps and then to share them with
their groups (Think - Share). At the end, each group presents one agreed-upon mind map,
and the teacher surveys students as a facilitator of learning.
5. In the last two lessons, the teacher divides students into groups, asks them to read the
lesson, and express ideas and information in mind maps. Each group presented the mind
map they had constructed. Finally, the teacher draws a mind map representing the ideas
and information included in the lesson, taking into consideration the maps completed by
the students.
6. During the various lessons, the teacher provides different levels of mind maps in order to
assess students' understanding of subjects and ideas. Sometimes mind maps contain
misconceptions, and students must correct them. Mind maps may also comprise empty
Journal of Turkish Science Education. 16(1), 123-137
132
spaces, and students must fill them up. Students must connect ideas to each other, or must
replace words with images or expressive graphics.
TREATMENT PROCEDURES
In conducting this study, obtaining a Recommendation Letter asking for assistance
from the Jordanian Ministry of Education.
Selecting the sample from the population and assigning participants to the two
teaching methods based on the steps discussed earlier.
Randomly selecting treatment schools in coordination with the Bani Kenanah
Provincial Directorate of Education. Providing training for teachers in treatment
schools on how to implement the instructional booklets.
Prior to the actual practical implementation of the proposed content teaching, an
achievement test was administered as a pre-test for all study sample students. The
achievement test applied two weeks before the actual teaching started.
In the early of April 2017, the actual implementation of the instructional content
(Electricity) was employed. Two teaching methods used in the all-male and female
schools of the study sample. The researcher followed up the teachers by making
regular communication with them either by field visits or by phone.
After completing the teaching of the instructional content to all groups of the study
sample, the achievement test was re-administered as a post-test, (22-26 May 2017).
The SPSS program used to analyze data. Valid statistical analyses were provided.
RESULTS
The purpose of this study was to investigate the effect of Mind Mapping on Immediate
Achievement and Retention among 10th-grade students in Jordan. We took into consideration
students' gender moderate variable as a secondary independent variable. Data were collected
through the analysis of information gathered from the achievement test.
In order to answer the first question “Is the use of the mind mapping teaching method
more effective than the conventional method in the imediate achievement and retention of the
tenth-grade students of physics?”, the descriptive statistics (M, SD) were conducted. The
results are presented in table 2:
Table 2. Means and standard deviations of students’ Immediate Achievement and Retention
of Electric Energy Concepts
N
Mean
SD
Immediate
Achievement
Mind Mapping
54
17.09
1.84
Conventional
57
14.22
2.57
Total
111
15.62
2.65
Retention
Mind Mapping
54
14.09
1.83
Conventional
57
13.03
1.81
Total
111
13.54
1.89
Table 2 presents the overall means and standard deviations of each post-test score
between the groups of teaching methods. The mean scores of the conventional group
133
Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
recorded immediate achievement (M = 14.22, SD = 2.57) and the Mind Mapping group (M
= 17.09, SD = 1.84), with a difference (2.87). The mean scores of the conventional group
recorded retention (M = 13.03, SD = 1.81) and Mind Mapping (M = 14.09, SD = 1.83), with
a difference (1.06). To ascertain the validity of the differences, the researchers performed the
ANOVA analysis. The results are presented in Table 3.
Table 3. The Results of ANOVA for the Immediate Achievement and Retention in Electricity
among Teaching Methods
Sum of
Squares
df
Mean
Square
F
Sig.
Immediate
Achievement
Between
Groups
227.536
1
227.536
45.047
.000
Within Groups
550.572
109
5.051
Total
778.108
110
Retention
Between
Groups
31.011
1
31.011
9.325
.003
Within Groups
362.467
109
3.325
Total
393.477
110
Compared to the pre-test scores on Immediate Achievement and Retention in Electricity,
the results showed that the impact of the teaching method on Immediate Achievement was
statistically significant: F = 9.325, p < 0.05. It can be interpreted that teaching methods have
the main effect on students’ Immediate Achievement and Retention in Electricity.
In order to answer the second question: “Do immediate achievement and retention of the
tenth-grade students vary according to the gender of the student?”, the descriptive statistics
(M, SD) were conducted. The results are presented in table 4.
Table 4. Means and standard deviations of students’ Immediate Achievement and Retention
of Electric Energy Concepts and gender
N
Mean
SD
Immediate
Achievement
Male
52
14.94
2.87
Female
59
16.22
2.31
Total
111
15.62
2.65
Retention
Male
52
13.44
1.95
Female
59
13.64
1.84
Total
111
13.54
1.89
Table 4 presents the overall means and standard deviations of each post-test scores based
on students' Immediate Achievement and Retention in Electricity and gender. The mean
scores of the Immediate Achievement reported male (M = 14.94, SD = 2.87) and female (M =
16.22, SD = 2.31) with difference (1.28). The mean scores for the Retention reported male (M
= 13.44, SD = 1.95) and female (M = 13.64, SD = 1.89) with a difference (0.20). The results
of the retention showed that the differences between the means are very small. In other words,
the means of male and female are closer to each other.
In order to verify the differences are statistically significant for students’ gender on
Immediate Achievement and Retention in Electricity, the results can be interpreted. The
results (table 5) showed that there is a statistical difference for students’ gender on Immediate
Journal of Turkish Science Education. 16(1), 123-137
134
Achievement: F = 6.714, p < 0.05 whereas the results showed that there are no statistical
differences for students’ gender on Retention, F = .313, p = .577.
Table 5. The Results of ANOVA for the Immediate Achievement and Retention in Electricity
among students’ gender
Sum of
Squares
df
Mean
Square
F
Sig.
Immediate
Achievement
Between Groups
45.146
1
45.146
6.714
.011
Within Groups
732.963
109
6.724
Total
778.108
110
Retention
Between Groups
1.125
1
1.125
.313
.577
Within Groups
392.352
109
3.600
Total
393.477
110
DISCUSSION
The results of the first question indicated the effectiveness of mind maps on the immediate
achievement and retention of 10th-grade students in electrical energy concepts. This can be
attributed to the fact that mind mapping is based on constructivism theory, which is based on
the effective organization of knowledge and skill building by the learner himself through his
previous experiences and peer work. The student is the core of the educational process and the
teacher is a facilitator and a motivator. Afana and Al-Jaish (2009) confirmed that mind maps
activate both the left and right sides of the brain to retain the overall structure of knowledge
for long period of time. Mind maps also provide an opportunity for students to learn through
dissection and interaction to connect physics concepts with each other, to form new
relationships and to enhance retention. In addition, most learners are visual (65%), and
therefore the formation of structured schemes of thinking is inherent in the human mind.
Mandour (2009) found that students learn better when the concepts are delivered in a visual
way.
Mind maps also organize the relationships, and link between ideas and information. This
makes it easier for students to remember information and ideas for both immediate
achievement and retention (Al-Otaibi, 2016; Hariyadi, Corebima, and Ibrohim, 2018). In the
same context, mind maps allow students to see the whole picture of the subject and increase
the chance to remember ideas and information (Awajan, 2013; Balım, 2013). In addition,
these maps are very rich in images, drawings, and shapes with different and attractive colors.
Thus mind maps produces the best ways to transfer and remember knowledge and
information. 90% of the inputs of the brain originate from the sense of visual sources, where
the brain has an automatic response to the symbols and images that have a significant
influence on recalling ideas and information (Bozan, 2002).
In a similar vein, Ambo Saidi and Al Balushi (2009), Awajan (2013), Buzan (2002), and
Balım (2013) revealed the following outcomes of the use of Mind Maps:
1. Engaging students to the highest level of concentration.
2. Supporting students to organize ideas and information in an artistic visual manner
to respond to scientific data and to improve interaction.
3. Taking learners' diversity into consideration.
4. Getting learners out of routine because the method is inventive and non-
conventional.
5. Presenting data in an interesting and fascinating way.
These results are consistent with the results of some other studies. Akinoglu, and Yasar
(2007) and Balım (2013) emphasized the importance of mind maps in improving students'
135
Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students'…
academic achievement and understanding concepts. Likewise, the study of Waqad (2009)
pointed out significant differences in favor of mind maps compared to the traditional way in
the performance of students of Biology at all levels of Bloom taxonomy (understanding,
application, analysis, and synthesis). The result was confirmed by Ambo Saidi and Al
Balushi’s (2009) study that mind maps helped students retain information for a long time
because the brain handles images more easily than what written materials do whether in
processing, storage or recall. Images naturally abridge many details of the drawn scene in two
directions: (1) they require for their elaboration the use of symbols and images to express
different concepts, and (2) they are in themselves single images that the brain works to
maintain them as wholes where the focus becomes higher even after a long time.
The study of Harkirat, and his colleagues (2010) emphasized the importance of using
mind mapping in teaching and enhancing students' mental perceptions as well as their ability
to translate information and ideas in an organized, coherent and comprehensive manner. The
study also showed that students could retrieve information and concepts more quickly and
systematically than students who followed the conventional method. This was confirmed by
Ackerman and his colleagues (2002) who demonstrated the role of mind mapping in students'
assimilation, information, application of dispensed concepts and long-life learning retention.
Nevertheless, Wickramasinghe and his colleagues (2007) did not find significant
statistical differences between the use of mind mapping and the conventional method for
medical students at the University of Colombo in Sri Lanka even though students who studied
under mind mapping suggested that it was a useful way to summarize and remember
information. This result was somewhat consistent with the results of Farrand, Hussain, and
Hennessy (2002) study which targeted first and second-year medical students. Their findings
revealed that many students, especially males, who studied under mind mapping, did not
prefer it at all, and were more reluctant to adopt it. This was evidenced by their diminished
motivation for learning compared with the students who studied in the traditional way.
In the same context, the result of the first question was not consistent with that of the Trevino
study (2005). Trevino (2205) aimed at investigating the effect of the use of mind maps in
biology. The results indicated that there were no statistically significant differences between
the mind maps strategy and the traditional method.
Regarding the second question, the results of this study showed that there were
statistically significant differences between males and females in favor of females on
immediate achievement. This result can be explained by the fact that females spend longer
hours in studying than men because of the nature of the Jordanian environment. Females
spend more time at home while males spend most of their time outside home. Thus male
students are less likely to follow their lessons. Although there were no statistically significant
differences between males and females on students’ retention, the female mean was higher
than the male. This can be explained by the fact that the researcher did not inform students of
both sexes about the test, so they did not have the opportunity to review the content. In
addition, the female concentration on immediate achievement in the first stage resulted in
obtaining the highest scores in the test rather than only understanding and applying physics
concepts.
CONCLUSION
The results of this study revealed that the use of mind maps helped students perform
significantly better in immediate achievement and retention of electric energy concepts.
results provided substantial support to mind maps and invited curriculum developers and
textbook authors to take into account the characteristics of brain parts and information
processing through mind maps investment. Educational supervisors and teachers are also
Journal of Turkish Science Education. 16(1), 123-137
136
recommended attending training workshops to use mind maps during physics lessons. In a
nutshell, mind maps provided strong support for improving students' immediate achievement
and retention of physics concepts.
PEDAGOGICAL IMPLICATIONS and RECOMMENDATIONS
Based on the results of this study, curriculum developers and textbook authors are
recommended to implement mind mapping in the curricula they design. Mind mapping should
be employed in instructional, curriculum, and textbook design to improve science learning.
The implementation of mind mapping does not incur any cost. The overwhelming efficiency
makes this method a good candidate for inclusion in pedagogical development. Teachers
should be informed about the usage and importance of mind mapping and they can plan the
instructional activities accordingly. In short, when favorable strategies are used, it is highly
probable that this method may cause a significantly better achievement and retention in
science.
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