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org © 2021 IJCRT | Volume 9, Issue 7 July 2021 | ISSN: 2320-2882

IMPACT OF MIND MAPPING LEARNING

STRATEGY ON STUDENTS’ THINKING
DEVELOPMENT AT UPPER PRIMARY
LEVEL
Dipak Bhattacharya1
1
Research Scholar (Education), Regional Institute of Education, NCERT, Utkal University,
Bhubaneswar, Odisha, India.

Prof. Ramakanta Mohalik2

2
Professor, Department of Education, Regional Institute of Education, NCERT, Bhubaneswar, Odisha,
India.
Abstract:
The present investigation explored the impact of mind mapping learning strategy on students’ thinking
development in geography at upper primary level. ‘Pre-test Post-Test Non-Equivalent Group Design’ was
used in this study. This investigation was conducted on total 74 students grouped as experimental group
(38), and control group (36). The investigator did this experiment over 15 weeks with conventional and
mind mapping learning strategy. The self-prepared performance test on class VIII textbook (Geography) of
the West Bengal State Board, India was used as an instrument. The study revealed that the learners
instructed through mind mapping learning strategy significantly got superior results than those instructed
through the conventional teaching technique in geography. The investigation uncovered that mind mapping
learning strategy tends to promote equality in geography learning performance and thinking development
between girls and boys. The mind mapping learning strategy is fit for improving students’ mastery of
content. The study suggested that mind mapping learning strategy ought to be utilized in geography
teaching and learning for the improvement of students’ thinking development.
Keywords: Geography, Mind Mapping Learning Strategy, Thinking Development, Upper Primary Level.

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Introduction:
There are numerous strategies for teaching, yet by and large, the instructor chooses a specific technique
dependent on the pre-requisites of the substance, showing offices accessible, the capacity of learners and
the way of thinking of the educator. On the off chance that the instructing is to be prevalent, the instructor
must get aware of the current conditions and improvement in all perspectives. Ausubel (1978, 1968, &
1963) likewise firmly prove false the explanation that learning through categorization, observation or
understanding is fundamentally latent or insignificant. He contends that the rearing of such inactively and
non-seriousness is the consequence of the inadequate available resources embraced by the instructor for the
introduction of the learning aids. He contends that each student at any precise stage and time of his/her
learning, each student has his/her own subjective formation for the learning or picking up a bit of
information. Innovative thoughts can be well-read or preserved only to the certain level by which they can
be connected to already existing in cognitive formation in the form of knowledge of ideas and concepts. It
presents a desirable connection in terms of ideational instructors. This duty may take place properly when
an instructor tries to sequence the matters to be learned and represents it in such a way that ideational
instructors can perform their roles. Appropriate previous association of learning matters and exhibiting it in
an appropriately composed manner, it causes the learner to improve and reinforce his/her psychological
structure by getting and holding the new information. Consequently, the instructor should attempt to show
the learning matters so ably before the learners as the student feels no trouble in snaring the new
information with his/her current psychological structure.

Mind mapping has been utilized in different of circumstances and has created as an instrument
utilized to symbolize an individual's or group's information and thoughts about particular subject. Mind
maps have an orderly formation and multiple connections (Brinkmann 2003; Novak, 1990; Buzan, 1993;
Novak & Govin, 1984). Mind mapping engages in representing the ideas in the middle of the screen. Main
ideas are designed to connect with other ideas in the topic. The main thoughts are highlighted directly into
the connections. Sub-layers for secondary thoughts are highlighted from the main layers. The standard is
that thoughts should move from the dynamic to the solid. At the top of the priority list mapping, each
significant layer develops a unit with its sub-layers. For straightforwardness, associations between the sub-
parts of various main branches are not highlighted (Brinkman, 2003). Most maps include the utilization of
hues, pictures, portrayals, and images. Lines are attracted from higher ideas to bring down ideas to which
they are connected and between ideas on a similar level.

Rationale of the Study:

In geography, the mind mapping learning technique has been extensively suggested and utilized in
different ways. Mind maps are multi-tactile apparatuses that utilize visuospatial direction to combine
information, and continuously, assist learners to categorize and preserve data (McDermott & Clarke, 1998).
Mind maps are multi-tangible instruments that may enable students to arrange, integrate, and store
information (D'Antoni, 2009).

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Many research studies point out that mind mapping is an useful instrument in learning procedure on
scholastic accomplishment at elementary level in ‘Science’ (Kalyanasundaram et. al., 2017; Adodo, 2013;
Parimalafathima, Sasikumar & Panimalarroja, 2012; Issam & Fouad, 2008; Cunningham, 2005), in
mathematics (Poorana & Mohanasundaram, 2013) and in language (Bahareh & Abbas, 2015; Egitim, 2012;
Riswanto, Pebriprandika & Putra, 2012; Suyanto, 2010; Toi, 2009) subjects.

We know that place, language, socio-political environment and cultural background effects on
investigation. Most of the studies were conducted in other countries, very few studies were conducted in
upper primary level and some researchers viewed that mind mapping learning strategy has favourable
impact on students’ learning achievement in economics & social science subjects (Parikh, 2016; Madu &
Metu, 2012), but some investigators also mentioned that mind mapping strategy doesn’t have any positive
effect on students’ achievement in geography subject (Ying, Guoqing, Guozhen & Yuwei, 2014). These
contradictions had inspired the researcher to investigate his research work in India and also motivated to
see the impact of mind mapping learning strategy on students’ thinking development in geography at upper
primary level.

Statement of the Problem:

The present study was an effort to investigate “Impact of Mind Mapping Learning Strategy on Students’
Thinking Development at Upper Primary Level”.

Operational Definition of Key Terms Used in th Study:

Mind Mapping Learning Strategy: In the present investigation, mind mapping alludes to an incredible
graphical system used to represent words, thoughts, tasks connected by lines or bends to its main thoughts
or realities and make web connections and comprise of pictures, images, and hues. In the present
investigation, mind mapping is a concrete graphic illustration that elaborates on how a single idea is related
to another idea in the same categories.

Thinking Development: In the present study, thinking development alludes to the pedagogic performance
of students in geography as per written test employed.

Upper Primary Level: Upper primary level covers the education of students from class V to VIII in the
West Bengal State Board. However, in the present investigation, upper primary level alludes to class VIII
only.

Objectives of the Study:

1. To explore the impact of mind mapping learning strategy over conventional teaching-learning method on
students’ thinking development in geography among class VIII students.
2. To study the comparative impact of mind mapping learning strategy over conventional teaching-learning
method on students’ thinking development in geography among class VIII students in relation to the
gender.

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Hypotheses of the Study:
H01: There is no significant difference in the students' thinking development in geography of the group
instructed through mind mapping learning strategy and conventional learning strategy.
H02: There is no significant difference in performance test scores in geography between girls and boys
instructed through mind mapping learning strategy over conventional strategy of learning.

Methodology:
Research Design: The present investigation was adopted quasi-experimental research design. ‘Mind
Mapping Learning Strategy’ was the independent variable and ‘Thinking Development’ was the dependent
variable, and ‘Gender’ was moderator variable, in this investigation. ‘Pre-test Post-Test Non-Equivalent
Group Design’ was used in this study. The researcher had taken two groups purposively for the treatment
in this study. Before treatment two groups were given the same pre-test, and then the instruction to the
experimental group by mind mapping learning strategy and control group to conventional learning strategy
were given. After that, two groups were given post-test. The decorative presentation of the research design
is exposed in the following table-1.

Table-1: Research Design of the Study

Groups Pre-Test Treatment Post-Test
Control Group T1 X1 (Conventional Learning Strategy) T2
Experimental Group T3 X2 (Mind Mapping Learning Strategy) T4

Sample and Sampling Procedure: The present investigation was done at Ajodhya Belpukur High School
(H.S.), Howrah of the West Bengal, India. The present study was concerned with the class VIII students of
elementary level in Bengali medium school under the West Bengal State Board. The researcher had used
purposive sampling method in this study. The investigator did this experiment on 74 students of class VIII
including both the gender, i.e., girls and boys. There were total 3 sections in the class VIII, i.e. VIII-A,
VIII-B and VIII-C in the school. All the students were already randomly assigned in the different class
sections by the school norms on the basis of their class result. That means, roll no. 1 was assigned in VIII-
A, roll no. 2 was assigned in VIII-B and roll no. 3 was assigned in VIII-C, roll no. 4 was assigned in VIII-
A and so on. The researcher had taken two sections from Class VIII, i.e., control group (36 students of
VIII-A section) and experimental group (38 students of VIII-B section) purposively. The control group
(VIII-A) was instructed through conventional teaching method and experimental group (VIII-B) was
instructed through mind mapping learning strategy. The decorative presentation of the sample is shown in
the following table-2.

Table-2: Sample Design of the Study

Groups Class Number of Students Instruction
Control Group VIII-A 36 (15 Boys, 21 Girls) Conventional Learning
Strategy
Experimental Group VIII-B 38 (18 Boys, 20 Girls) Mind Mapping Learning
Strategy
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Tools:
Intervention Tools:
Mind Mapping Lesson Plan: The investigator had developed some mind maps on the selected topics of
geography and used them during curriculum transaction. At first, researcher had selected the first chapter of
geography of class-VIII book containing Surface of the Earth, Seismic Waves, and Layers in the Earth’s
Interior, Earthquake and Volcanism units. Researcher had identified ideas, thoughts and concepts from the
selected topics and developed mind maps against every topics. Researcher had developed lesson plans for
every class based on mind mapping. All lesson plans consist with major five points. Learning objectives,
Pre-Existing Knowledge, Learning Resources were fixed for each lesson. Here introduction, presentation
and summarization are the main three phases of teaching and learning. After the completion of instruction,
researcher had evaluated the class lesson through mind map. Home assignments were given by the
researcher for the measuring students’ understanding of mind map. During curriculum transaction
investigator had explained every topic, mind maps were also developed and discussed in the classes. They
were also permitted to discuss with classmates and the investigator also assisted them to simplify their
worries. After discussion, researcher had summarized the day’s lesson through mind map with the help of
learners’ view.

Lesson Plan in Conventional Method: The researcher had prepared lesson plans for every geography
class based on conventional method. The researcher had taught same topics from the same chapter which
were used in experimental group. ‘Chalk and Talk Method’ was used as learning method in the control
group class.

Measuring Tool:
Performance Test: The researcher had developed performance test in selected one chapter in geography of
class VIII to evaluate pre & post performance of the students. The units were Surface of the Earth, Seismic
Waves, and Layers in the Earth’s Interior, Earthquake and Volcanism in the syllabus of class VIII. The
researcher had distributed 30 marks among the units followed by the competencies like Analyzing,
Evaluating and Creating Thinking Skills by taking view of the geography experts. The test contained
multiple choice items having equal marks i.e. 1 marks for each question.

Procedure: After getting permission from the head teacher of the selected school, the researcher had
selected two sections of class VIII purposively. As students were already randomly assigned in different
sections of the class by school norms, the researcher had selected VIII-A as the control group and VIII-B as
the experimental group. ‘Researcher-made-performance-test’ was used during pre-test in two groups. The
experimental group was instructed through mind mapping learning strategy. Mind maps were developed by
the researcher in all the selected units of ‘Interior of the Earth’ section (Surface of the Earth, Seismic
Waves, and Layers in the Earth's Interior, Earthquake and Volcanism). Mind maps were additionally
developed and discussed in classroom. Understanding related problems of the learners were solved. They
were permitted to discuss with their friends and with researcher to simplify their doubts. Conventional
method was used as teaching and learning strategy for the control group. On account of the conventional
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method, the researcher had taught the control group through the chalk and talk method. All topics were
instructed in a same sequence in both groups. Both experimental and control group members didn't know
that they were being engaged with an investigation. The experiment was ongoing for 15 weeks. At last, a
similar test was conducted in both the groups.

Data Analysis: The acquired data were analyzed by using X̅, SD and t-test. Before utilizing the t-tests
normality distribution of the data were measured. The samples t-test (independent) was utilized to contrast
the geography performance scores between girls and boys on the pre-test & post-test (on both the control &
experimental groups). Box-Plot Graphical Portrayal was utilized to compare geography performance scores
between girls and boys and it was also used to compare geography performance scores between the control
group & experimental group on the post-test. A paired sample t-test was used to contrast pre-test & post-
test performance scores on both the control group & the experimental group. The significance level of 0.01
was utilized. Every quantitative data were analyzed by using Microsoft Office Excel and IBM SPSS
Statistics 20.

Results:
Interpretation of Pre-Test Scores: The students utilized for this investigation in both experimental &
control groups were subjected to a pre-test which was marked and recorded. The scores obtained were
compared utilizing the samples t-test (independent) and are exhibited in Table-3. From Table-3, it is clear
that there is no significant difference between the experimental & control group in their pre-test mean
scores. This implies the students of the both groups were equivalent regarding their prior knowledge on the
selected topics at the beginning of the investigation.

Table-3: Comparison of the Mean of Performance Scores in Pre-Test between Experimental Group
(Mind Mapping Learning Strategy) and Control Group (Conventional Method)

Groups N Mean SD SEM df t-value p-value

Experimental Group 38 8.87 1.298 0.211
Control Group 36 9.14 1.246 72 0.914 0.364
0.208

Hypotheses Testing:
Null Hypothesis-1: H01: There is no significant difference in the students' thinking development in
geography of the group instructed through mind mapping learning strategy and conventional learning
strategy.
To test this hypothesis, the post-test mean scores in performance test of both the experimental and control
groups were compared by using the independent samples t-test. Before using independent samples t-test,
normality distribution was checked (Figure-1). The consequence of the t-test is as appeared in Table-4. The
outcome obtained shows that there is a significant difference between the two groups in terms of their
mean thinking development scores in the post-test. This implies the experimental group (mind mapping)

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has higher score than the control group (conventional method) which is appeared in the box plot diagram
(Figure-2); the null hypothesis is therefore rejected.

Figure-1: Normality Distribution of Post-Test Performance Scores for Experimental Group (Mind
Mapping Learning Strategy) and Control Group (Conventional Method)

Table-4: Comparison of the Mean of Performance Scores in Post-Test between Experimental Group
(Mind Mapping Learning Strategy) and Control Group (Conventional Method)

Groups N Mean SD SEM df t-value p-value

Experimental Group 38 22.34 3.165 0.513
Control Group 36 12.83 2.490 0.415 72 14.312 0.000

Figure-2: Box Plot Diagram to Show the Comparison of Performance Scores in Post-Test between
Experimental Group (Mind Mapping Learning Strategy) and Control Group (Conventional Method)

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Null Hypothesis-2: H02: There is no significant difference in performance test scores in geography
between girls and boys instructed through mind mapping learning strategy over conventional strategy of
learning.

To determine whether the performance of girls and boys differed following the respective treatments, the
post-test mean performance scores in geography were subjected to independent samples t-test. The
outcome has been appeared in Table-5 and Table-6. From the outcomes, it tends to be seen that there is no
significant difference in the post-test mean performance scores between girls and boys trained to utilize
mind mapping learning technique (Table-5) Because of this outcome, the null hypothesis is accepted. It can
also be seen that there is no significant difference in the post-test mean performance scores between girls
and boys taught utilizing conventional strategy of learning (Table-6). Because of this outcome, the null
hypothesis is accepted. The ramifications of this result revealed that mind mapping learning strategy and
conventional method tend to promote homogeneity of performance between the girls and boys which is
appeared in box-plot diagrams (Figure-3 and Figure-4). At last it can be said that both mind mapping
learning strategy and conventional method are gender friendly.

Table-5: Comparison of Performance Scores between Boys and Girls in Post-Test for Experimental
Group (Mind Mapping Learning Strategy)
Group Gender N Mean SD SEM df t-value p-value
Boys 18 23.00 3.106 0.732
Experimental
Group Girls 20 21.75 3.177 0.710 36 1.224 0.229

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Figure-3: Box Plot Diagram to Show the Comparison of Performance Scores between Boys and Girls
in Post-Test for Experimental Group (Mind Mapping Learning Strategy)

Table-6: Comparison of Performance Scores between Boys and Girls in Post-Test for Control Group
(Conventional Method)
Group Gender N Mean SD SEM df t-value p-value
Boys 15 12.93 2.576 0.665
Control
Group Girls 21 12.76 2.488 0.543 34 0.201 0.842

Figure-4: Box Plot Diagram to Show the Comparison of Performance Scores between Boys and Girls
in Post-Test for Control Group (Conventional Method)

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Discussion:
The aftereffects of the investigation indicates that post-test mean scores of learners in the experimental
group (Mind Mapping Learning Strategy) was found to be significantly superior from that of their
counterparts in the control group (Conventional Method) in geography learning accomplishment. Albeit a
few analysts (Ying, Guoqing, Guozhen, and Yuwei, 2014) found that mind mapping technique doesn't have
any constructive outcome on students’ accomplishment in geography; however, the consequences of the
present investigation demonstrated that mind mapping learning strategy has beneficial outcome on
students’ thinking development in geography (Parikh, 2016; Madu and Metu, 2012). Albeit a few
specialists (Parimalafathima, Sasikumar, and Panimalarroja, 2012) found that mind mapping learning
strategy has beneficial outcome on girls’ thinking development than boys; however, the present
investigation uncovered that mind mapping learning technique tends to promote equality in geography
learning performance and thinking development between girls and boys. In this way, mind mapping is an
amazing realistic procedure that plans to utilize the cerebrum with full limit (Buzan and Buzan, 1996) and
it is an organized conceptualizing strategy (Michelco, 1998) which can improve learners' learning
accomplishment as well as thinking development in geography at upper primary level.

Educational Implications:
The present investigation was experimented on Bengali medium learners to discover the impact of mind
mapping learning strategy on students’ thinking development in geography at upper primary level. The
aftereffect of the study found that mind mapping learning technique upgrading the student’s thinking
development in geography. So it is helpful for guardians, instructors, educational program organizers,
learners, teacher trainers, textbook writers, commercial, and government association and so on. Educators
can utilize the mind map as a device for instructing and learning in geography adequately for students’
learning achievement and thinking development. Mind mapping learning procedure can be utilized as a
compelling apparatus to contemplate the geography at upper primary level and students can build their
insight without much of a stretch in a particular topic. The instructive head can think for preparing
instructors by utilizing mind mapping learning strategy in their group as it improves learners’ thinking
development and learning performance. The investigation will also be supportive for instructors for making
mind maps for teaching geography. Curriculum planners may consolidate this procedure in educational
program rules for the accomplishment of proposed learning results and content development for
meaningful learning. Textbook writers may exhibit and categorize the content innovatively with the
assistance of mind maps.

Conclusion:
The present investigation uncovers that the mind mapping learning strategy has essentially better effect on
learners’ thinking development and learning performance in geography. Embracing mind mapping
necessitates that geography teachers need decent knowledge on constructivist learning and the manners by
which mind mapping learning strategy can be utilized to encourage learners’ thinking. Consequently, it is

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recommended that instructors should utilize the learning strategy of mind mapping during their curriculum
transaction. Also the instructors ought to be ready to create and utilize such mind maps. This investigation
can be imitated with larger sample size and other disciplines. This would decide the most proficient
methods for utilizing mind mapping for learners’ benefit.

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