Effect of Mind-Mapping Instructional Strategy on Students’ Achievement in Mathematics in Ogun State, Nigeria.
DOI:
https://doi.org/10.37134/Keywords:
Mind-mapping, Strategy, Achievement, MathematicsAbstract
Several studies have shown that using mind mapping as an approach to teaching Mathematics has a more positive impact on student achievement than traditional approaches. However, these studies did not address the effect of mind mapping in other countries, such as Nigeria, at a secondary school level; they focused more on digital mind–mapping for pre-service teachers. This study examined how students' mathematics achievement in Ogun State, Nigeria, was affected by the mind mapping instructional technique. Non-randomized pre-test post-test control group design, or quasi-experimental non-equivalent group research design, was used. A simple random sample technique was used to assign one school to the experimental group and another school to the control group. Both the control group and the experimental group received education in mathematical topics using traditional methods and the mind mapping teaching strategy, respectively. The data required for the study was collected using the Mathematics Achievement Test, which has a reliability coefficient of 0.87 according to the Kuder-Richardson formula 20 (KR20). Four hypotheses were tested at the 0.05 significant level of significance using independent sample t-test analysis. The analysis's findings showed that students in the experimental group outperformed those in the control group in terms of their academic performance. Additionally, there was no statistically significant difference in the achievement results of male and female pupils. Since the mind-mapping teaching strategy was the cause of the students' high accomplishment, we may conclude from the study that using it by mathematics teachers can raise students' mathematics achievement.
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Copyright (c) 2026 Taiwo Abiodun, Taurayi Chinaka, Ayoola Asanre, Siphokazi V., Adediran F.B.
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