Mind maps have grown in popularity as a visual learning tool in a variety of educational contexts due to its ability to promote comprehension and retention. This study looks at how using a one-page mind map to depict an entire chapter affects chemistry achievement among first-year degree students at Universiti Malaysia Pahang Al- Sultan Abdullah in Malaysia. A group of 50 university students (aged 18 to 19; 70% female) were asked to describe a chapter into a single-page mind map, highlighting the most essential ideas and linkages. The study used quantitative research methodologies, including pre- and post-tests and a control group. After completing the mind map, questions were given to test their understanding and critical thinking skills. The scores were given based on the correct answer. SPSS, a statistical software, was used to analyse the quantitative data, which included a t-test, ANOVAs, and correlations. The findings indicate that using a mind map to summarise a chapter's material is advantageous, with participants being able to answer critical thinking and problem-solving questions. Students who generated mind maps scored significantly higher than those in the control group (who did not build mind maps). These findings show that employing one-page mind maps as a teaching tool for encouraging in-depth comprehension and systematic information organisation is beneficial.
Khairul Amri Abdul Aziz, Universiti Malaysia Pahang Al-Sultan Abdullah, Malaysia
Nazikussabah Zaharudin, Universiti Malaysia Pahang Al-Sultan Abdullah, Malaysia