Mind mapping: Effects on students' critical thinking skills and conceptual understanding in Physics

Abstract

This study investigated the effects of mind mapping approach on the critical thinking skills and conceptual understanding of grade 9 special science class students in physics. In this study, the teaching methods were taken as the independent variable whereas critical thinking skills and conceptual understanding were taken as dependent variables. It also identified students' perception on mind mapping approach. A quasi-experimental design was adopted utilizing the pre-test-post-test design. To ensure the comparability of the two groups, the teacher-researcher taught two sections of the grade 9 special science class of Pavia National High School. Each section was composed of 30 students. The experimental group was exposed to mind mapping approach and the control group to traditional teaching approach. The choice as to which groups were subjected to mind mapping approach and traditional teaching approach in Physics was determined through toss coin technique. The study was conducted during the last week of February up to the end of March 2O17.The Conceptual Understanding Test, Critical Thinking Appraisal Test and Mind Mapping Perception Questionnaire were the instruments developed by the researcher to gather data. The instruments together with lesson plans were validated by experts and pilot tested before they were administered to the research participants. The reliability of the instruments was processed using Statistical Package for Social Sciences (SPSS) Software and produced an acceptable cronbach alpha coefficient of 0.801 for the conceptual understanding test and 0.747 for the critical thinking appraisal test. The gathered data were interpreted using mean, SD, t-test for dependent sample and t-test for independent sample and thematic analysis. The mind mapping and traditional teaching group were initially comparable in terms of their critical thinking skills and conceptual understanding. The mean score in the pre-intervention revealed that all students in both the mind mapping approach group and traditional teaching approach group had moderate level critical thinking skills and conceptual understanding. After the intervention, students exposed to mind mapping approach demonstrated better critical thinking skills and conceptual understanding than those exposed to traditional teaching group. A significant difference was noted in the mean gain scores in critical thinking skills and conceptual understanding of both mind mapping and traditional teaching group in favour of the mind mapping group. Four themes emerged from the analysis of students' perception on Mind Mapping approach: a) Mind Mapping helps students understand concepts easily; b) Mind Mapping allows students to share their ideas with others; c) They enjoy and feel happy creating Mind Maps; and d) Mind Mapping is time consuming. Based on the statistical analyses and qualitative data, the following conclusions are drawn: Mind mapping approach improves students' critical thinking skills and conceptual understanding in Physics. Mind map is an effective means to take note and brainstorm topics discussed. This study recommends the use of mind mapping approach in teaching physics and other science subjects.