This study aimed at determining the effect of mind mapping to the Science performance of Grade 5 Pupils of San Juan Elementary School. Two strategies were executed by the researcher in order to analyze the performance of 40 pupils. For the direct teaching, the teacher delivered the topic on 'Female Reproductive System' with the proper procedure - from motivation to evaluation. Another strategy being executed by the teacher is by integrating mind mapping so as to evaluate the students' understanding using the same topic. The result of the evaluation was documented. Using direct teaching, the 40 pupils obtained a mean of 2.15 and sd 1.66 in a 5-item quiz. On the other hand, mind mapping generated a mean of 3.55 and sd 1.38. Lower coefficient of variation was observed in the result of integrating mind mapping (0.39) than the result of direct teaching (0.77), showing that integrating mind mapping in the teaching process generated less varied scores than direct teaching. Using a t-test for dependent samples, the t-computed was -10.53 while the t-critical was 2.02. These values showed that integrating mind mapping in the lesson proper has a significant effect on the science performance of the pupils. The conclusion is supported by the p-value of 0.00. Recommendations for Science teachers, school heads, district supervisors and future researchers were given at the end of the study. Promotion of integrating mind mapping in teaching should be one of the foci of educators to improve the science performance of pupils.
Nilda San Miguel, San Juan Elementary School, The Philippines
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
This paper is part of the ACE2018 Conference Proceedings (View)
View / Download the full paper in a new tab/window
Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Research