Effect of mind mapping programme on critical thinking metacognition and achievement in mathematics of secondary school students

Abstract

The present study aimed to examine the effect of brain based constructive approach mind mapping on critical thinking, metacognition and mathematics achievement levels of secondary school students. The study was conducted on the sample of 142 students of class IX schools affiliated to Punjab School Education Board. The present study was an experimental research and two-group pre-test-post-test design was adopted. The data was analyzed using qualitative and quantitative measures. Critical thinking Test, Mathematics metacognitive scale and three parallel form achievement tests were developed by the researcher. The experiment was performed in two schools. The mixed method approach was adopted by the researcher for data collection. The findings of the study reflected that Mind Mapping Programme as intervention is a beneficial strategy to enhance critical thinking levels of students. The mean gain scores difference of experimental group were significantly high in post-test as compared to pre-test. There was no significant difference between mean gain scores of male and female students at critical thinking test. Therefore it can be concluded that gender did not affect the critical thinking gain scores. The present research have emerged as a new avenue for the teacher training and professional development for teachers in terms of teaching methodology. Mind mapping facilitates teachers in their teaching process where they don`t have to think much about a new activity every day. Teaching through mind map will increase their knowledge and will help in career growth. newline