Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry

Abstract

The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning. The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low

Сучасні Виклики Традиційного Навчання Хімії В Школі: Інноватика Методичного Інструментарію

“…Світовий досвід використання ментальних карт налічує десятиліття (1993-2024) та дозволяє конкретизувати основні переваги їх використання: економію часу при складанні нотаток, що дозволяє опановувати складний абстрактний матеріал із хімії за значно менший час [4]; додаткове відображення взаємозв'язків, можливість кольорового позначення важливих і другорядних, структурування матеріалу не лише за змістом теми, а й за власними асоціаціями, що дозволяє формувати компетентності з хімії не лише на рівні збереження значного обсягу знань, а й на рівні створення значущих асоціацій між основними поняттями та термінами [4]. Результати дослідження засвідчили значне покращення метакогнітивних навичок учнів [5], навичок критичного мислення [6] через використання ментальних карт у навчанні хімії та позитивний вплив на формування предметної компетентності з хімії з усіх основних складових [7, С.…”

Profile of Mind Mapping Utilization in Learning During 2018-2022

“…Based on previous research, the utilization of mind mapping can be taught using various learning techniques. The forms of application of mind mapping that are mostly done include mind mapping being taught as a model or learning method (Ruhama & Erwin, 2021;Sulichah, 2018;Astriani et al, 2020;Elita, 2018); Mind mapping is taught by designing strategies or other learning models including POGIL, problem-based learning, and discovery learning (Sumanik et al, 2020;Rikha et al, 2018;Dwijayanti et al, 2020), mind mapping is taught by combining technology or applications including android, ImindMap (Dong et al, 2021;Hartanto et al, 2021;Dewantara, 2019), mind mapping is taught online (Nyagblormase et al, 2021;Harahap et al, 2021), and mind mapping is taught by developing teaching materials, such as e-books, and pocketbooks (Cahyanti et al, 2021;Gustina et al, 2021).…”

“…However, there are times when using mind mapping there are obstacles and criticisms. The obstacles found after reviewing the literature on the application of mind mapping, namely: (1) Teachers must encourage students to develop creative ideas gradually (Dong et al, 2021); (2) Students find it difficult to connect their minds with the images to be made (Fatmawati, 2016); (3) Sometimes the idea of mind mapping that is made does not match the content of the material (Isa et al, 2019); (4) Students who are familiar with mind mapping for the first time find it difficult to use it (Nyagblormase et al, 2021); (5) If using the iMindMap application, students find it difficult to add pictures that support the ideas in the mind mapping branches (Suhartini et al, 2016); (6) In making mind mapping takes a long time (Wu & Wu, 2020); (7) The utilization of mind mapping is less effective in practicing practical problem-solving skills (Wu & Wu, 2020); and ( 8) Teachers find it difficult to condition the class (Ariyanti, 2018). Based on these things, in the implementation of learning using a mind mapping strategy, careful planning is needed, and the teacher should motivate in making mind mapping.…”

“…The implementation of the PBL model with the mind mapping method improves understanding of the concept with average results for each indicator in the medium category. (Nyagblormase et al, 2021) The research subjects were seventy-one first semester students in Elementary Education at Kibi Presbyterian College of Education which were taken by purposive sampling…”

Students’ Engagement in Digital Mind Mapping-Supported Collaborative Learning during the Post-Pandemic Era

“…Previous research has demonstrated the effectiveness of mind-mapping or digital mindmapping in improving student learning outcomes, creativity, critical thinking skills, and motivation. However, although students perceived mind mapping can stimulate their creativity and critical thinking (Karim & Mustapha, 2020) as well as help them organize and remember ideas better (Fadillah, 2019), it does not guarantee that mind mapping always adds benefits to students' learning process and testing (Gavens et al, 2020) or to improving students' concept knowledge (Nyagblormase, et al, 2021). In addition, researchers rarely focused on examining the use of mind mapping to promote students' engagement, which plays a significant role in higher education (Murray, 2018) as it can be used to predict achievement and failure within English courses (Dincer et al, 2019).…”