THE INTEGRATION OF E-MIND MAPPING TO INCREASE STUDENT’S

ACHIEVEMENT IN LEARNING SCIENCE

Abstract

Science education seeks to advance people's knowledge acquisition and scientific literacy to
promote responsible citizenship. It is crucial to constantly advance our knowledge of how
technology may affect students' ability for learning as it becomes more prominent in education.
Today, technology is used in the classroom more frequently by teachers due to the advantages it
brings in students’ achievement. This study aims to examine the level of student’s achievement
in learning science before and after the integration of E-Mind Mapping and the significant
difference between the integration of E-mind Mapping and Conventional Lecture Method to the
student’s achievement. The study is a quasi-experimental design based on a control and
experimental groups. The respondents of the study are the Grade 10 students of St. Paul
University Dumaguete. A letter of consent will be given to the respondents involved in the study
clearly emphasizing that the data gathered will adhere to the Data Privacy Act of 2012. The
student’s level achievement test is given to both groups, the group with the lower mean score
will be the experimental group. The researcher will develop a parallel pre-test and post-test. The
tests are subjected to the Table of Specification (TOS) to ensure its validity and was checked by
teachers who are experts in the field of science. The researcher passed the pre-test and post-test
forms to students who are not part of the actual sample. Changes were made and the final version
of each test was drafted. The reliability of each test was measured through calculating Cronbach
Alpha Coefficient values. After the data is gathered, descriptive statistical methods were
employed, arithmetic means and standard deviations were calculated for achievement on both
tests. To determine the significant difference of the student’s pre-test and post-test for each
group, the researcher used Paired and Independent T-Test in treating the results for both the
controlled and experimental group.
Introduction

As technology becomes more prevalent in education, it is critical to continually improve our

understanding of how it may affect students' capacity for learning. Science education aims to

improve people's understanding of science and knowledge acquisition to foster scientific literacy

and responsible citizenship. One attempt is to stimulate students' abilities through a variety of

groundbreaking learning that encourages students to think critically and creatively. If an

appropriate teaching strategy is used in a science classroom, it has the potential to engage

students' senses while also allowing interaction between students and teachers. These could make

science more engaging and fascinating to students, as well as increase their student’s

achievement, making learning more relevant and authentic.

Moreover, we live in a test-conscious age in which the lives of many people are not only greatly

influenced but are also determined by their achievement test performance (Zoller and BenChaim,

1990). The result of the student’s achievement will be predicted in different ways in which

cognitive processes is assessed in terms of measuring how students build their learning capacity

(Gottfredson and Saklofske, 2009). As we known, education is transforming to lead the students

in facing the changing world. Students are facing the challenge to improve their achievement.

Also, teachers are increasingly utilizing technology in the classroom due to the positive effects it

has on students' achievement and motivation. There are variety of technology-based instructional

teaching strategies can be employed (Harris et al., 2016). One of these strategies is the e-mind

mapping strategy.
The mind map technique was developed by Tony Buzan in 2006 to help students organize and

categorize thoughts and tasks and to enhance their reading, problem-solving, and decision-

making skills. Buzan was inspired to create the mind map because he was aware that most

educational institutions place a strong emphasis on using the left side of the brain. The use of

logic, language, mathematics, sequencing, and specifics of any issue are all functions of the left

side of the brain. The right side, which is in charge of using imagery, imagination, emotions,

colors, and a thorough understanding of various themes, was completely neglected (Murley,

2007). This capability of using both sides of the brain is evident in mind maps. The production of

these maps is primarily based on words, pictures, and colors. With the title in the center, what is

known as radiant thinking causes sub-ideas to start diverging in all directions. This hypothesis

explains how the brain processes diverse concepts and information (Buzan & Buzan, 1996;

Siriphanic & Laohawiriyano, 2010; Al-Jarf, 2009).

The conventional mind map is drawn by hand, but when specialized software became available,

electronic mind maps began to develop (Dara, 2010). The creation of an e-mind map is now

quicker and more appealing. With iMindMap, Chris Griffiths pioneered the hand-drawn Mind

Map's first entry into the digital sphere in 2007. The term "e-mind mapping strategy" refers to

the use of computer-generated and presented electronic visual organizers for displaying,

organizing, producing, and categorizing thoughts, words, concepts, and tasks (Abdulbaset,

2016). Users can use a computer application to create, edit, and save graphic organizers. A PDF

or image can be created from the electronic mind map (Al-Mutairi, 2016). It enables students to

organize their thoughts, study, and remember particular details (Buzan & Buzan, 1996). It helps

with decision-making, problem-solving, and reading (Buzan, 2006).

In contrast to paper mind maps, which require constant erasing and rewriting, electronic mind

maps allow students to move items and ideas around simply by dragging and dropping them

(Erdogan, 2008). Also, E-mind mapping is a potentially effective assessment tool. It gave

teachers a peek into their students' thought processes and knowledge about their synthesis and

analytical abilities. Ralston and Cook (2007) find out how electronic mind maps affect students

in organizing ideas and the way are displayed. The overlapping relationships between the

numerous components and features of the science subject can be defined using e-Mind mapping.

E-Mind Maps are a method of active learning. Because e-Mind Maps assist students in

organizing their thoughts and facts, several authors recommended employing them in the early

stages of schooling (Davis, 2010). Additionally, since software includes easily inserted drawings,

clipart, symbols, and photos, their preparation doesn't require high skills (Elabady & Jradat,

2015; Boyson, 2009).

Furthermore, it is not the technology itself; it is the educational strategy in relation to which

technology has been utilized that create a change in student’s achievement. Lu and Churchill

(2014) stated that the teacher plays a principal role in guiding students in using multimedia. In

the view of Saravia and Shore (2008) teachers have the greatest impact on students’ achievement

since they have the most contact with students throughout the day. When educators aim to

evaluate the effectiveness of the educational process or to assess the educational level of

learners, they usually look on the assessment of the academic and scientific achievements of

students. Improving student achievement in the scientific field is one of the issues of interest to

educators. The decisive educational decisions will depend on providing the concerned

educational bodies with indicators related to the achievement of scientific education outcomes

and identifying the learners' interests and their attitudes towards learning science in the future
(Al-Omari, A. A. H., & Al-Dhoon, B. A., 2020). Hence, student’s achievement is the extent of

students' comprehension of what they have acquired through specific experiences in the studied

curricula that are measured by the degree that students receive in the achievement tests (Al-

Omari, A. A. H., & Al-Dhoon, B. A., 2020).

One of the key contributors to the poor level of accomplishment in science is the use of

traditional teaching methods, which mostly rely on memorization and recall. The use of

electronic mind maps helps students succeed more in school (Al-Shdaifat et al., 2019). The e-

mind mapping technique helps students' cognitive abilities and digest cognitive information. It

encourages a deeper grasp of factual knowledge and increases students' long-term information

retention. It enables students to take notes effectively and organizes them properly. It also

enables students to efficiently organize the information stored in their memories (Farrand et al.,

2002). Other studies showed that using E-Mind Mapping was superior to using traditional

methods. In one of them, Mohaidat (2018) found that employing electronic mind mapping

increased comprehension among the experimental group compared to the control group using the

traditional method.

Additionally, using e-mind maps to illustrate the data helps students understand and relate

science concepts (Hector, 2011). This is regarded as an efficient method of instruction that

adheres to constructivism theory (Yolanda, et al., 2018; Everkli, et al., 2010). By creating his

own thoughts and ideas on a certain subject and putting them on paper, a person can do so by

using interrelated key words, phrases, and images (Balim, et al., 2007). The effectiveness of the

e-mind mapping strategy in enhancing students' critical thinking and creative abilities is clearly

demonstrated, and it should be used in the classroom as a better method of teaching Science and

Technology (Adodo ,2013). It's interesting to note that some other studies have looked at how
the E-mind mapping strategy affects students' performance in various subject areas but different

size sample. Nowadays, technology is already integrated in the classroom and some students and

teachers are also using online applications. In this study, the researcher wants to find out how E-

Mind Mapping affects students’ achievement.

Theoretical Literature

A study of Margulies (2001) contends that the e-mind mapping technique enables teachers to

interact with their students in a productive manner. Students can save their thoughts and notes

using this technique. It transforms the educational process into a fun and engaging one.

Students utilize multimedia as a result (e.g., photos and effects). It enhances students' capacity

for visual thought. It should be noted that this strategy makes the operations of preserving and

retrieving information easier. To improve learning outcomes, understanding, academic

performance, and knowledge retrieval, pictures and concepts should be used together. According

to the researcher, teaching science and other disciplines through e-mind mapping is quite

beneficial (Margulies, 2001).

According to Jonassen (2005), the e-mind mapping technique helps students improve their

capacity for logical reasoning and problem-solving, two cognitive abilities required for success

in science. According to Waqad (2009), using this method enables students to sum up the

concepts from the session and the entire curriculum. The e-mind mapping approach, according to

Zhang et al. (2010), illustrates the connections between terms in a straightforward manner. It

creates connections in the brain between key words, images, and color. To remember difficult

scientific terms, it requires both the left and right hemispheres of the brain to work together

(Zhang et al., 2010).

Moreover, Hasan (2013) says that using the e-mind mapping strategy helps students construct

sophisticated knowledge models and organize their information. The recorded information can

be updated by the students and transformed into power point slides or any other format to be

presented to peers. Because multiple students can participate in creating the e-mind maps, it also

encourages collaboration among the students. It enables students to create new concepts, manage

and organize data, and rearrange some icons in the e-mind map. It increases students' level of

focus and enhances memory function. Students are able to relate their prior knowledge to new

information and make wise decisions as a result. Additionally, it enables students to pick up

knowledge quickly. It enables individuals to think as they like, without limitations. It encourages

creativity and inspires stuents to learn (Hasan, 2013). Additionally, Al-Balawi (2015) says that it

helps students enhance their cognitive abilities and arrange concepts and information in their

minds. Students that use this method will be able to generate fresh, original ideas and think

holistically. Students must make difficult scientific facts simpler (Al-Balawi, 2015).

Furthermore, according to Abdulbaset (2016), there are various components to e-mind mapping

(e.g. lines, arrows, geometrical shapes, pictures, colors and symbols). He draws attention to the

fact that employing different hues in e-mind maps might boost creativity and memory. Students

can explain concepts, theories, principles, values, talents, and ideas using this technique. It works

well for encouraging students to come up with ideas and examples during brainstorming

sessions. Students can make sense of the connections between concepts and ideas using this

strategy (Abdulbaset, 2016). He asserts that the e-mind mapping strategy makes learning

enjoyable and simplifies studying. Additionally, it enhances memory performance. Additionally,

it enables students to come up with concepts and make connections between intricate topics. The

mental processes of the brain are improved. It encourages learning and allows students to think
clearly. Students will be able to come up with several unique ideas through radiant thinking,

which will help them do better in science class.

Statement of the Problem

The researcher aims to examine the integration of E-mind Mapping to increased student’s

achievement in learning Science. Specifically, the researcher aims to answer the following:

1. What is the level of student’s achievement in Learning Science before the integration of

E-Mind Mapping?

2. What is the level of student’s achievement in Learning Science after the integration of E-

Mind Mapping?

3. Is there a significant difference between the integration of E-mind Mapping in

experimental group and Conventional Lecture Method in controlled group to the

student’s achievement?

Research Hypothesis

In this study, the researcher aims to test the following hypothesis:

H0 – There is no significant difference in the integration of E-mind Mapping in increasing

student’s achievement in learning science

H1 – There is a significant difference in the integration of E-mind Mapping in increasing

student’s achievement in learning science

Significance of the Study

The researcher conducted this study to provide knowledge that contributes to guiding teachers to

make use of the E-mind mapping strategy in improving science academic achievement in a face-
to-face learning environment. It will also help teachers when deciding on a classroom

management plan to engage students and provide them a valuable learning opportunity.

Moreover, it will help school administrators in evaluating and comprehending the value of E-

mind Mapping strategy in teaching and learning Science courses in their institutions to create a

better learning environment.

Scope and Limitation of the Study

This study limits its coverage on the integration of E-Mind Mapping to increased student’s

achievement in learning science. This study looks the level of student’s achievement in Learning

Science before and after the integration of E-Mind Mapping and the significant difference

between the integration of E-mind Mapping in experimental group and Conventional Lecture

Method in controlled group to the student’s achievement. This study is only limited to the Junior

High School (JHS) in the Basic Education Department (BED) specifically the Grade 10 students

enrolled in the school year 2023.

OPERATIONAL DEFINITION OF TERMS

E-Mind Mapping – refers to the use of computer-generated and presented electronic visual

organizers for displaying, organizing, producing, and categorizing thoughts, words, concepts,

and tasks (Abdulbaset, 2016).

Student’s Achievement – is assessed in terms of measuring how students build their learning

capacity (Gottfredson and Saklofske, 2009).

 RESEARCH METHODOLOGY

Research Design

The study is a quasi-experimental design based on a control and experimental groups. A pre-test

was administered to the two groups before the study started. The control group was not subjected

to any treatment and were taught the lesson using the Conventional Lecture Method. Meanwhile,

the experimental group were taught the same lesson using the E-mind Mapping strategy. The test

was administered again as a post-test to the two groups.

Research Environment and Respondents

The research study is conducted in St. Paul University Dumaguete. The respondents of the study

are the Junior High School (JHS) in the Basic Education Department (BED) specifically the

Grade 10 students enrolled in the school year 2023. Two sections will participate in the study

which will be the control group and experimental group.

Research Instrument

A. Student’s Level of Achievement Test: To determine the level of student achievement in

learning science prior to the integration of E-Mind Mapping, the researcher used a Common

Measure of Student Achievement from the National Assessment of Educational Progress

(NAEP), which offers significant data about student achievement and learning experiences in

various subjects. Since 1969, NAEP, often known as The Nation's Report Card, has produced

significant findings to enhance educational policy and practice. The National Center for

Education Statistics (NCES) in the United States oversees and administers the NAEP, a program

that has been mandated by Congress, the Institute of Education Sciences and the Department of

Education.

B. The Achievement Test: To measure achievement in a particular science unit, a multiple-

choice test was built. The test is given in the form of questions relating to the material being

taught to students. These tests are subjected to the Table of Specification (TOS) to ensure its

validity. Also, the test was checked by teachers who are experts in the field of science. They

checked the appropriateness, comprehensiveness of the test items for the content of the

educational subject, and the affiliation of the items to the subject it covered. The difficulty index

and discrimination index for each item were measured with the test as overall, and Bloom

Taxonomy levels to which it is affiliated.

Moreover, to measure reliability, the researcher passed the pretest forms to students who are not

part of the actual sample. Then after two weeks, the researcher passed the post-test forms again.

Changes were made and the final version of each test was drafted. The reliability of each test was
measured through calculating Cronbach Alpha Coefficient values. The tests are reliable

instruments if the values are greater than 0.70 as it’s suggested by Salehi & Farhang (2019).

Figure 1. Cronbach Alpha Formula

A high level for alpha may mean that the items in the test are highly correlated. However, α is

also sensitive to the number of items in a test. A larger number of items can result in a larger α,

and a smaller number of items in a smaller α. If alpha is high, this may mean redundant

questions. A low value for alpha may mean that there aren’t enough questions on the test.

Adding more relevant items to the test can increase alpha.

 Table 1. A Rule of Thumb for Interpreting Alpha

To support and verify the result of student’s improvement after the integration of E-mind

Mapping, the researcher will choose 3 respondents that will participate on the interview both on

the controlled and experimental group. The responses of the respondents will elaborately discuss

the quantitative result of the study.

Research Procedure

Through a letter, the researcher requested permission from the University President and the

Principal of the Basic Education Department informing the teachers' and students’ participation

in the data collection. A letter of consent will be given to parents and students involved in the

study clearly emphasizing that the data gathered will adhere to the Data Privacy Act of 2012. It

applies to the participating teachers and students, emphasizing that their participation and data

would be kept with the utmost confidentiality.

Before the unit discussion, the student’s level achievement test is given to both controlled and

experimental group, the group with the lower mean score will be the experimental group. The

researcher will develop a parallel pre-test and post-test relating to the material being taught to

students. The tests are subjected to the Table of Specification (TOS) to ensure its validity and

was checked by teachers who are experts in the field of science. The researcher passed the pre-

test and post-test forms to students who are not part of the actual sample. Changes were made

and the final version of each test was drafted. The reliability of each test was measured through

calculating Cronbach Alpha Coefficient values.

The researcher administers the pre-test to both experimental and control groups. Followed by the

integration of E-mind Mapping for about one unit. After, the post-test is administered at the end

of the unit. The data gathered undergoes statistical treatment. The quantitative data result will be

utilized to form an action plan on how to improve the integration of E-mind Mapping to

increased student’s achievement in learning science.

Experimental Conditions

The two groups were different from one another. The experimental group was taught by using

the E-mind Mapping. The control group was taught by using the Conventional Lecture Method.

The followings are the details of each group:

A. Experimental Group: The teacher introduced and explained the new topic to the whole class

by using E-Mind Mapping. After the teacher’s explanation, students worked individually using

the E-Mind Maps that guided and supported students to achieve the learning objectives. In other

words, students under this condition were instructed to use the E-Mind Maps to facilitate their

learning. During the learning process, the teacher monitored each student. At the end of the

session, the teacher evaluated students’ performance, discussed with the whole class to ensure

that students carefully processed the effectiveness of their learning.

B. Control Group: In this group, the teacher followed the same method in the experimental

group, except they utilized the Conventional Lecture Method instead of E-Mind Maps. At the

end of the session, the teacher evaluated students’ performance, discussed with the whole class to

ensure that students carefully processed the effectiveness of their learning.

Statistical Treatment of the Data

After the data is gathered, the data will be analyzed and tabulated. Descriptive statistical methods

were employed, and the arithmetic means and standard deviations were calculated for

achievement on both tests. To determine the significant difference of the student’s pre-test and

post-test for each group, the researcher will used Paired and Independent T-Test in treating the

results for both the controlled and experimental group.

Conceptual Framework of the Study

The diagram shows the E-mind Mapping strategy (independent variable) which will be used to

increase student’s achievement (dependent variable). The researcher will administer pre-test both

controlled and experimental group. The control group was not subjected to any treatment and

were taught the lesson using the Conventional Lecture Method. Meanwhile, the experimental

group were taught the same lesson using the E-mind Mapping strategy. A test was administered

again as a post-test to the two groups to know if the used of E-Mind Mapping increases student’s

achievement. The data result of the pre-test and post-test will be analyzed through Paired T-test

to determine if there is an increase of student’s achievement while applying E-mind Mapping

and Conventional Lecture Method. Moreover, to show the impact of E-Mind Mapping in the

student’s achievement, the data result of the post-test from both controlled and experimental will

be analyzed through Independent T-test. The result of this test will show the difference of
student’s achievement in Conventional Lecture Method and applying E-Mind Mapping strategy

as an in intervention to increase student’s achievement in learning science.

E-mind Mapping Student’s Achievement

(Independent Variable) (Dependent Variable

Pre - Test

TREATMENT
Paired T-test
(E-Mind Mapping)

Post - Test

Class A Class B
(Experimental Group) (Controlled Group)
 Independent T-test

Figure 2. Conceptual Framework of the Study

References

Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B., & Darwish,

M. (2020). Development of a new model on utilizing online learning platforms to improve

students’ academic achievements and satisfaction. International Journal of Educational

Technology in Higher Education, 17(1), 1-23.

Al-Swalha, A. S. (2021). The Impact of E-Mind Mapping Strategy on the Academic

Achievement of Jordanian 9th Grade Students in Citizenship and Civic Education

Course. International Journal of Higher Education, 10(3), 223-233.

Aljaser, A. M. (2017). The Effectiveness of Electronic Mind Maps in Developing Academic

Achievement and the Attitude towards Learning English among Primary School

Students. International Education Studies, 10(12), 80-95

Al-Omari, A. A. H., & Al-Dhoon, B. A. (2020). The impact of e-mind mapping strategy and

learning styles on the achievement of the tenth-grade students in biology. Universal Journal of

Educational Research, 8(12), 6429-6438.

Alwattar, N. Y., & M. Al-Balhan, E. (2018). The effectiveness of the e-mind mapping strategy

for sixth-grade students’ achievement level in learning Arabic vocabulary in Kuwait. The New

Educational Review, 53, 115-125.

Ayoub Salim Al-Badwoi. (2015). Using E-Mind Mapping in learning at Ibri College of Applied

Sciences. Global Journal of Computer Science and Technology, 15(H4), 47–52. Retrieved from

https://computerresearch.org/index.php/computer/article/view/1296

D’Angelo, C. (2018). “The Impacts of Technology Integration”. Pressbooks. Retrieved from

https://pressbooks.pub/techandcurriculum/chapter/engagement-and-success/#:~:text=Students

%20are%20able%20to%20collaborate,sense%20of%20online%20social%20presence.

Dwi A., Muhammad R. & Fitria F.S. (2021). “The Impact of Electronic Mind Map as Part of

Learning”. Proceedings of the 2nd International Conference on Social Sciences Education

(ICSSE 2020) Atlantis Press. 53. 56 2352-5398. https://doi.org/10.2991/assehr.k.210222.007

Edeh, M. O., Nwafor, C. E., Ezeanya, C. U., Eziokwu, P. N., & Ani, U. E. (2020). Impact of e-

learning platforms on students’ interest and academic achievement in data structure course. Coal

City University Journal of Science, 1(1), 1-16.

Hidayati, N., Zubaidah, S., Suarsini, E., & Praherdhiono, H. (2020). The relationship between

critical thinking and knowledge acquisition: The role of digital mind maps-PBL

strategies. International Journal of Information and Education Technology, 10(2), 140-145.

Hidayati, Nurkhairo and Zubaidah, Siti and Suarsini,, Endang and Praherdhiono,

Henry (2020) Cognitive Learning Outcomes: Its Relationship with Communication Skills and

Collaboration Skills through Digital Mind Maps-Integrated PBL. International Journal of

Information and Education Technology, 10 (6). pp. 433-448.

Jbeili, I. M. (2013). The impact of digital mind maps on science achievement among sixth grade

students in Saudi Arabia. Procedia-social and behavioral sciences, 103, 1078-1087.

Lavrakas, P. (2008). Encyclopedia of Survey Research Methods 1st Edition. SAGE.

Mada, R. D., & Anharudin, A. (2019). How online learning evaluation (kahoot) affecting

students’ achievement and motivation (case study on it students). International Journal for

Educational and Vocational Studies, 1(5), 422-427.

Mohsen Tavakol and Reg Dennick. Making Sense of Cronbach’s Alpha. International Journal of

Medical Education. 2011; 2:53-55 Editorial

Olowo, B. F., Alabi, F. O., Okotoni, C. A., & Yusuf, M. A. (2020). Social media: Online modern

tool to enhance secondary schools students’ academic performance. International Journal on

Studies in Education, 2(1), 26-35.

Salkind, N. (2015). Encyclopedia of Measurement and Statistics 1st Edition. SAGE.

Yassin, A. A. B. (2022). The Effect of Using Interactive Simulation (Phet) and Virtual

Laboratories (Praxilabs) on Tenth-Grade Students’ Achievement in Physics. Britain

International of Linguistics Arts and Education (BIoLAE) Journal, 4(2), 58-72.