International Journal of Scientific and Research Publications, Volume 5, Issue 12, December 2015
ISSN 2250-3153

284

The comprehensive Study of how Mind mappingTechnique Helps to Understand Concepts and Ideas inScience Teaching
Dr. Saroj Jain
Principal, Victoria College of Education Bhopal.

Abstract- The study of science helps individuals learn better
those behavior patterns and skills that will enable them to fulfill
their roles as members of the society. The study of mind mapping
helped them understand concepts and ideas in science teaching inix class. The study was conducted on total 100 students from 5urban schools, including 50 boys and 50 girls. The study revealed
that the performance of mind mapping group was better than thenon mind mapping group in subject science.

II. DEFINITION OF A MIND MAP
A mind map is a visual representation of hierarchicalinformation that includes a central idea surrounded by connectedbranches of associated topics.

Index Terms- Mind Mapping, Mean, Standard deviations, t test.

I. INTRODUCTION

E

ducation is the process of developing the capacities andpotentials of the individual so as to prepare that individual tobe successful in a specific society or culture. The world isbecoming more and more competitive quality of performance has
become the key factor for personal progress. Parents desire that
their children climb the ladder of performance to as high a level
as possible. This desire for a high level of achievement puts a lotof pressure on students, teachers, schools and in general
education system itself. School achievement may be affected byvarious factors like intelligence, study habits, and attitudes ofpeople towards school, different aspects of their personality,
socio-economic status etc. The desire of success is divided fromindividual’s concept of himself and in terms of the meaning ofvarious incentives as they spell success and failure in the eyes ofothers thus a child who sees himself as top ranking as scholars
may set as his goal the attainment of the highest grade in theclass.
Mind mapping is a diagram used to visual form of notetaking that offers an overview of a topic and its complex
information, allowing students to comprehend, create new ideas
and build connections. Through the use of colors, images andwords, mind mapping encourages students to begin with a central
idea and expand outward to more in-depth sub-topics.Mind maps
can be drawn by hand, either as "rough notes" during a lecture or
meeting, for example, or as higher quality pictures when moretime is available. An example of a rough mind map is illustrated.
In our society academic achievement is considered as a key
criterion to judge one’s total potentialities and capacities. Hence,
academic achievement occupies a very important place ineducation as well as in the learning process. So in view of this astudy was conducted to see students performance in science on
the basis of constructive teaching method of mind mapping.

Mind Map Example

III. OBJECTIVE:
To study the performance of science students in class IX
using constructive mind mapping technique.

IV. HYPOTHESISThere is no significant difference in the mean achievementof using mind mapping technique group and non mind mapping
technique group of urban schools.

V. METHODOLOGY
Purposive sampling was applied in this study. The data werecollected from 100 students of 5 urban schools.

VI. TOOLSIn the present study the investigator has employed a self
made to assess student’s achievement. The achievement test wasof 50 marks and 1 hour duration.

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International Journal of Scientific and Research Publications, Volume 5, Issue 12, December 2015
ISSN 2250-3153

VII. SAMPLEthThe investigator has studied 100 students of class 9 from 5
H.S.schools Bhopal, includes 50 students teaching with mind
mapping technique and 50 students without mind mappingtechnique.

VIII. DATA ANALYSIS & INTERPRETATION:
The investigator studied the performance of students ofclass 9th in science on the basis of Mind Mapping technique. A
detailed analysis of data and its interpretation is presented below:
Table No. (1): Mean achievement of science students.
GroupMind
Mapping
Non MindMappingNo.
ofStudents50

Mean5033.3

39.7

Standard
Deviation
5.01

t

2.34
5.7
7

285

students may benefit more from mind mapping than high ability
student.
The Mind Mapping process involves a unique combinationof imagery, colour and visual-spatial arrangement which isproven to significantly improve recall when compared toconventional methods of note-taking and learning by rote. Mind
Mapping improved the long-term memory for better memory
formation. Mind Mapping can help children recall words more
effectively.
Mind Maps really come into their own for encouraging
creativity and enabling you to generate new ideas inbrainstorming sessions. The students can create an infinite
number of thoughts, ideas, links and associations on any topic.
Mind Mapping has been shown to bring a renewed sense ofenthusiasm to the classroom because it increases student
confidence and sense of skill in mastering assigned materials.
As a pedagogical tool, the visibility of Mind Mapping provides
an effective approach for promoting better understanding instudents.
Evidence shows that Mind Mapping can be used to help you
plan and organize your thinking before you start writing or getstuck into a project. You can develop all your ideas and see
where they relate to each other before deciding the best way togo about things.
A Mind Map can help you think with greater clarity to
explore relationships between ideas and elements of an argument
and to generate solutions to problems.
A Mind Map is an excellent tool for collaborating withothers to develop plans or implement key projects. Mind Map
includes many collaborative tools, including a screen capture
function, designed to let users communicate their ideas quickly toothers.

REFERENCES[1]

Figure: showing mean achievement of Mind mapping group
and Non Mind mapping group.
In this case the obtained ‘t’ value is 2.34,df=98 is greaterthan the theoretical t value of 1.96 at .05 level of significant. Sonull hypothesis was rejected.

[2]
[3]

[4]

[5]

IX. RESULTThe above results show that the mind mapping groupstudents show a better performance than the not using mind
mapping technique group.

[6]

[7]

Anokhin P.K. (1973), The forming of natural and artificial intelligence.
Impact of Science in Society, Vol. XXIII 3.
Farrand, P., Hussain, F. and Hennessy E. (2002), The efficacy of the ‘mind
map’ study technique. Medical Education, Vol. 36 (5), pp 426-431.
Toi, H (2009), Research on how Mind Map improves Memory. Paper
presented at the International Conference on Thinking, Kuala Lumpur, 22ndto 26th June 2009.
Al-Jarf, R. (2009),Enhancing Freshman students’ Writing Skills with aMind Mapping software. Paper presented at the 5th International ScientificConference, eLearning and Software for Education, Bucharest, April 2009.
Goodnough, K. and Woods, R. (2002), Student and Teacher Perceptions ofMind Mapping: A Middle School Case Study Paper presented at the Annual
Meeting of American Educational Research Association, New Orleans, 1stto 5th April 2002.
Mento, A. J., Martinelli, P. and Jones R. M. (1999), Mind Mapping in
Executive Education: Applications and Outcomes. The Journal ofManagement Development, Vol. 18, Issue 4.
Ralston, J. and Cook, D. (2007), Collaboration, ICT and Mind Mapping.
Reflecting Education, Vol. 3, No. 1, pp 61-73.

X. CONCLUSION
The study leads to the conclusion that the performance ofmind mapping group is better than the other non mind mappinggroup of urban schools on the basis of achievement test. The
mind mapping technique more effective and helped them tounderstand concepts and ideas in science. The low ability

AUTHORSFirst Author – Dr. Saroj Jain, Principal, Victoria College ofEducation Bhopal., Email:Sarojjain8@rediffmail.com

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International Journal of Scientific and Research Publications, Volume 5, Issue 12, December 2015
ISSN 2250-3153

286

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