Effects of mind mapping strategy and gender on students' Basic Science achievement in Eleme Local Government Area of Rivers State

Abstract

This study investigated the effect of mind mapping strategy on students' achievement in Basic Science in Eleme Local Government Area of Rivers state. It also found the moderating effect of gender on students' Basic Science achievement within the experimental setting. The study adopted a non-equivalent quasi-experimental design involving the pretest, posttest and a control group. Intact classes comprising 212 Junior Secondary School students from Onne town in Eleme Local Government Area of Rivers State were purposively selected for the study. Two instruments: Mind Mapping Instructional Lesson Plan and Basic Science Achievement Test (r=.83) were developed and used for the study which lasted 8 weeks. Descriptive statistics and Analysis of Covariance were employed in analyzing data. The findings of the study indicated that a significant effect of mind map strategy on students' Basic Science achievement resulted (F (1,211) = 32.38, P<.05, ƞ 2 = 0.14) with the experimental group performing better (x =72.33) than the control (x =62.78). The moderating effect of gender on the dependent variable was not significant but it interacted with instructional mode to produce significant effect on the dependent measure (F (1,211) = 9.88; p<.05; ƞ 2 =.05). Mind mapping strategy improved students' achievement in Basic Science and was particularly helpful in encouraging female students. The study recommended that teachers' capacity should be built for adoption of Mind Mapping strategy for stimulation of students' science learning and enhanced performance in Basic Science.

Full text

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Ogunleye, B. O. and Ojekwu, I. N. (2019). Effects of mind mapping strategy and gender on
students’ Basic Science achievement in Eleme Local Government Area of Rivers State,
Nigeria. Journal of Education, 12, 193-204.
EFFECTS OF MIND MAPPING STRATEGY AND GENDER ON STUDENTS’
BASIC SCIENCE ACHIEVEMENT IN ELEME LOCAL GOVERNMENT AREA OF
RIVERS STATE, NIGERIA
Bamikole O. Ogunleye
ORCID ID: 0000-0002-0025-2828
National Open University of Nigeria
bogunleye@noun.edu.ng
&
Ifeoma Ngozichukwu Ojekwu
ORCID ID: 0000-0002-3158-5801
National Open University of Nigeria
ifeomaong@yahoo.com
Abstract
This study         
achievement in Basic Science in Eleme Local Government Area of Rivers

achievement within the experimental setting. The study adopted a non-
equivalent quasi-experimental design involving the pretest, posttest and a
control group. Intact classes comprising 212 Junior Secondary School
students from Onne town in Eleme Local Government Area of Rivers State
were purposively selected for the study. Two instruments: Mind Mapping
Instructional Lesson Plan and Basic Science Achievement Test (r=.83) were
developed and used for the study which lasted 8 weeks. Descriptive statistics
and Analysis of Covariance were employed in analyzing data. The findings of

Basic Science achievement resulted (F(1,211) 2 = 0.14) with
the experimental group performing better (
=72.33) than the control
(
=62.78). The moderating effect of gender on the dependent variable was not
significant but it interacted with instructional mode to produce significant
effect on the dependent measure (F(1,211)    2 =.05). Mind
mapping strategy improved stud 
particularly helpful in encouraging female students. The study recommended

        erformance in
Basic Science.
Keywords: Mind-Mapping, Achievement in Basic Science, Junior Secondary School
Students, Gender

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Introduction
Improving science curricula activities in Nigerians schools have been advocated by
several authors (Akinsola & Ogunleye, 2003; Ogunleye, 2007; Ogunleye, 2019). These calls
arose from persistent incidents of poor performance of students in Chemistry, Biology,
Physics and Basic Science, without which the background knowledge of science cannot be
effectively provided as a foundation for further studies in science. One of the critical factors
that impinge on learning, and by extension, achievement is teaching strategy. Researchers
have conducted several studies on the contributions of different teaching strategies to learning
outcomes (Davies, 2011; Dhindsa & Anderson, 2011; Fuad, Zubaidah, Mahanal & Suarasini,
2017; Madu & Metu, 2010; Ogunleye, 2010; Ojebiyi & Salako, 2013). One significant
finding of these studies seems to indicate that instructional design have a significant impact
on students. In addition, experimenting with more innovative strategies will open new
frontiers of knowledge and skills for improvement in science classroom activities (Ogunlela
& Ogunleye, 2014).
This is not surprising as the type and manner of implementing the teaching strategy
goes a long way in determining the level of participation and assimilation of instructional
content by the learner. In view of these, there have been renewed interests in the use of
graphics-included teaching strategies to enhance the teaching and learning process.
According to Rajapriya and Kumar (2017), visual learning encompasses such ideas as
concept maps, mind maps and tree diagrams which basically makes use of diagrams and have
been proven overtime to be an efficient teaching method. This is because these visual
learning strategies present key information in graphical format thereby allowing for faster and
concrete internalization of knowledge by the learbner.in describing mind map.
According to Akinoglu and Yasar (2007), there is widespread agreement that the
adoption and proper utilization of mind maps during instruction facilitates meaningful
learning. This is based on the premise that visual stimulation (in terms of pictures, graphics
items, and colors) excites the visual-spatial sketchpad in the memory, therefore enhances
student’s interest to understand new knowledge through the association of visual stimuli to
spoken words. Mind maps presents a comprehensive articulations of visual presentations by
combining the attributes of color, sketch and objects to assist the learner to conceptualize
ideas and understand abstract contents, while at the same time promotes learning
achievements.
Further, Buzan and Buzan (2015) avers that mind maps encompass a picture
presentation in a central image, where the major themes radiate from the central images as

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branches with a key word or image printed on an associated line of the branches. The use of
the connected nodes creates a structure that is endless and it keeps generating ideas and sub-
ideas, often with the use of visual elements (including colors, images, words and numbers).
Mind maps basically involves the use of visual presentation where the topic or major concept
is at the centre of the page, while the main ideas are placed around it in a radial form with
connector lines. Each of these ideas has sub-ideas that are also linked to the ideas.
The rationale for such is to move ideas from the general to the specific. It involves a
deconstruction of concepts at each stage, while maintaining their connection to their
subordinates. This activity is carried out with diagrams, patterns, and colors in order to create
a vivid and memorable impression in the mind. Aykai (2004) argues that the use of mind
maps during instruction facilitates greater understanding among the learners by enhancing
their analytical and memory skills thereby ensuring retention and learning. Using mind maps
also helps teachers vary their teaching methods which may be more likely to reach diverse
learners (Nesbit & Adesope, 2006). It makes the teaching-learning activities more stimulating
for the teacher as well the student and enables effective knowledge construction and sharing
(Epppler, 2006) and enhances creative thinking skills (Yoon & Kang, 2015).
It has become very critical that effective teaching strategy should be deployed by
teachers in their teaching activities in order to enhance the learning outcomes of their
students. It is in view of this expectation that this study attempted to determine the effect of
mind mapping strategy on the achievement of Basic Science students.
Purpose of the Study
The broad aim of the study was to determine the effect of mind mapping instructional
strategy on students’ achievement in Basic Science.
Specifically, the study intended to:
i. Isolate the effect of Mind Mapping strategy on students’ achievement in Basic
Science.
ii. Ascertain the influence of gender on the effect of Mind Mapping strategy on
students achievement in Basic Science
Hypotheses
The following research hypotheses were tested at .05 level of significance:

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1. There is no significant difference between the mean achievement scores of students taught
Basic Science with Mind Mapping strategy and those taught with the conventional lecture
method.
2. There is no significant difference between the mean achievement scores of male and
female students when taught Basic Science with Mind Mapping strategy and the conventional
lecture method.
3, There is no significant interaction effect of treatment and gender on students’ achievement
in Basic Science.
Materials and Method
The study adopted a non-equivalent quasi-experimental design involving the pretest,
posttest and a control group (Akinsola & Ogunleye, 2004). 212 Junior Secondary School
Students (JSS) (102 males and 110 females) from four schools in Onne town in Eleme Local
Government Area of Rivers State, Nigeria, were purposively included in the study. The
schools are co-educational public secondary schools and one intact class of Basic Science
students were selected per school. Two intact classes were randomly assigned to treatment
and two to control group. Self-developed instruments were employed for data collection.
They are: “Basic Science Achievement Test” (BSAT) used to assess both the pretest and
posttest achievement for both treatment and control groups. Using Scorbat computer
programme, the test was validated both for reliability and difficulty index via the Kuder-
Richardson formular-20.The reliability of the instrument was established to be r = 0.83 while
the total-item difficulty was o.52.The BSAT comprised of two sections A and B which
contain the demographic data of the students and the multiple-choice objective test items
respectively. The BSAT contains 25-items drawn from the 2019/2020 Basic Science JSS 3
curriculum with 5 options. The topic taught was ‘Sense Organs’. The researcher trained
teachers appointed to serve as research assistants on Mind Mapping techniques while others
were trained to handle the conventional lecture method. The study period lasted 6 weeks. The
data collected were analyzed using descriptive statistics and ANCOVA using the pretest
scores as covariates.
Results and Discussion
Hypothesis 1: There is no significant difference between the mean achievement scores of
students taught Basic Science with Mind Mapping strategy and those taught with the
conventional lecture method.

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Table 1: Tests of Between-Subjects Effects
Dependent Variable: Posttest
Source
Type III Sum of
Squares
df
Mean Square
F
Sig.
Partial Eta
Squared
Corrected Model
20263.95
4
5065.99
58.91
.00
.53
Intercept
29998.59
1
29998.59
348.84
.00
.63
Pretest
14515.03
1
14515.03
168.79
.00
.45
Gender
124.66
1
124.66
1.45
.23
.01
Treatment
2784.17
1
2784.17
32.38
.00*
.14
Gender *
Treament
849.20
1
849.20
9.88
.00*
.05
Error
17801.26
207
85.99
Total
1010752.00
212
Corrected Total
38065.21
211
a. R Squared = .53 (Adjusted R Squared = .52)
Table 1 shows that the effect of treatment on students’ achievement in Basic Science is
significant (F(1, 211)=32.38; p<.05; 2 = 0.14). This shows that there exists a significant
difference between the achievement scores of the experimental group and the control group.
On the basis of this finding, the null hypothesis 1 is rejected.
Table 2: Estimated Marginal Means of Treatment and Control Groups
Dependent Variable: Posttest
class(2 stream)
Mean
Std. Error
95% Confidence Interval
Lower Bound
Upper Bound
Treatment
72.33
.89
69.48
72.99
Control
62.78
.92
62.08
65.73
Table 2 shows that the treatment group obtained a mean score of 72.33(Std. Dev. = 12.77)
which is higher than the mean score of the control group which is 62.78 (Std. Dev. = 12.38).
This indicates that the treatment group scored higher than the control group in the adjusted

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posttest hence the mind mapping instruction was more effective than the conventional lecture
method.
Hypothesis 2: There is no significant difference between the mean achievement scores of
male and female students when taught Basic Science with Mind Mapping strategy and the
conventional lecture method.
From Table 1, the effect of gender on students’ achievement in Basic Science is not
significant (F(1, 211)=i.45; p>.05; 2 = 0.01). This means that the male and female achievement
scores are comparable, hence, the null hypothesis 2 is not rejected.
Table 3: Estimated Marginal Means of Male and Female students
Dependent Variable: posttest
`Gender
Mean
Std. Error
95% Confidence Interval
Lower Bound
Upper Bound
Male
73.42
1.38
70.69
76.15
Female
71.31
1.33
68.68
73.94
Table 3 shows that the males obtained slightly higher mean score of 73.42 (std. Dev.=1.38) in
Basic Science Achievement than their female counterparts who scored 71.31 (std. dev.=1.33).
Hypothesis 3: There is no significant interaction effect of treatment and gender on students’
achievement in Basic Science.
From Table 1, it was obtained that the interaction effect of treatment and gender on students’
achievement in Basic Science is significant (F(1, 211)=9.88; p<.05; ƞ2 = 0.05). This means that
a particular gender group was favoured by a particular treatment group. The null hypothesis
is rejected and the line graph in Figure I presents the nature of the significant interaction
effect.

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Figure I: Line Graph Showing Interaction of Treatment and Gender on Achievement
Figure I shows that female students consistently performed better than their male counterparts
both in the experimental group and the control group. This implies that the interaction is
ordinal.
Discussion
This study shows evidence that the use of mind maps to teach Basic Science content
have significant effect on the academic achievement of the students. The finding of the study
indicated significant difference between the mean achievement scores of those taught using
mind mapping teaching strategy and those taught using conventional lecture methods. There
were higher achievement scores among the mind map groups compared to the lecture method
group. This is in agreement with the findings of Adodo (2013), Duyilemi and Babafemi
(2019), Akbar and Taql (2017), Wilson et.al. (2016) and Jain (2015).
Several reasons have been adduced to be responsible for the increase in academic
performance among the students exposed to mind mapping teaching strategy compared to
those taught with conventional lecture method. One of the critical mind mapping strategy
involves the incorporation of imagery, visual-spatial arrangement and color in the
teachingand learning process. These activities enhance the retention and recall process in the
brain in the mind map group more than those in the convention lecture method group.
Also, mind mapping teaching strategy generates more curiosity, interest and
enthusiasm among the students than the conventional lecture method that encourages note-
taking and rote learning. The emphasis on student-centered participator teaching and learning
71.92 72.7
59.67
65.66
0
10
20
30
40
50
60
70
80
Treatment Control
Male
Female

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style ensures that the students are at the center of the process, thereby encouraging greater
student involvement (Gagić et al, 2019), facilitate the understanding of challenging concepts
(Abbas. et.al., 2018), and enhance motivation (Jones et.al., 2012),
Recommendations
Based on the findings of the study, the following recommendations are made:
 Teachers should ensure diversification of teaching methods during the teaching and
learning process, especially those strategies that are more participatory and student
centered. This is to ensure that the students are active participants in the process.
 There should be a programme where teachers are encouraged to upgrade their
pedagogical skills through retraining to acquire more effective teaching strategies
other than the conventional teaching method.
Conclusion
The study evaluated the effect of mind mapping strategy on student’s achievement in Basic
Science. Based on the findings of the study, it is hereby concluded that:
 The mind mapping teaching strategy does have significant effect on the achievement
of the students.
 There is no significant effect of mind mapping teaching strategy on the achievement
of basic science students based on gender.
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