THE LEVEL OF LEARNERS’ PERFORMANCE IN

MATHEMATICS THROUGH MIND

MAPPING STRATEGY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 17
Issue 4
Pages: 330-338
Document ID: 2024PEMJ1566
DOI: 10.5281/zenodo.10684622
Manuscript Accepted: 01-20-2024
 Psych Educ, 2024, 17(4): 330-338, Document ID:2024PEMJ1566, doi:10.5281/zenodo.10684622, ISSN 2822-4353
Research Article

The Level of Learners’ Performance in Mathematics

Through Mind Mapping Strategy
Beatriz Faye M. Gilbuena,* Angelo S. Villanueva
For affiliations and correspondence, see the last page.

Abstract
The study investigated the effectiveness of the Mind Mapping Strategy on Grade 11 learners' performance in
Mathematics. The study used an experimental research design to assess the Mathematics performance of Grade 11
learners using a mind-mapping strategy. The study's respondents were chosen using the enumeration technique to get
the population sample. The mind mapping strategy was tested for significant differences in performance between the
two groups. The study found that the that both the control and experimental groups' Mathematics performance did not
meet expectations, in the pre-test indicating the need for intervention. After the implementation of mind mapping
approach, the experimental group demonstrated a significant improvement in Mathematics gain performance
compared to the control group, with higher percentages of students achieving satisfactory and fairly satisfactory levels.
The mind mapping strategy was effective, resulting in a gain performance of 17.29, indicating a statistically significant
improvement in performance. The experimental group's mind map scores and post-test scores showed a strong positive
correlation, with a p-value of 0.00001 indicating a statistically significant correlation. This strong evidence supports
the claim of a significant association between the two variables. The critical value of 1.68 was used to determine the
significance level, and since the correlation coefficient (0.899) is greater than the critical value (1.68), the null
hypothesis was rejected, indicating a strong association between the two variables. The incorporation of mind mapping
in mathematics has demonstrated its effectiveness as a valuable tool for students, aiding in the improvement of their
comprehension and the establishment of connections between mathematical concepts. Through consistent assessment
and ongoing monitoring, educators can guarantee the sustained efficacy and triumph of this implementation
framework. The study recommends educators adopt this strategy for enhanced student outcomes and encourage
learners to incorporate it as a study aid.

Keywords: mind mapping strategy, learners performance, implementation framework

Introduction
The inclusion of mathematics education is crucial in providing learners with the necessary tools for developing critical thinking skills
and problem-solving abilities, both of which are fundamental for achieving academic success. Despite the significance of mathematics,
numerous learners encounter difficulties in comprehending its principles, resulting in subpar academic achievement in the subject. As
teachers strive to find effective teaching ways to promote student learning outcomes, the utilization of mind mapping emerges as a
viable approach to enhance performance in mathematics.
Mind mapping is a cognitive technique that enhances the arrangement and correlation of concepts by generating visual depictions.
Mind maps increase active involvement, promote information retention, and enhance cognitive processing by visually representing
significant concepts, relationships, and hierarchies. Although several research have examined the advantages of mind mapping in
education, there has been insufficient focus on its influence on the academic performance of Grade 11 learners in mathematics.
The Macalelon District, SDO- Quezon, experienced low performance in mathematics among Grade 11 learners during the 2021-2022
school year. This is due to challenges in understanding and applying mathematical concepts, which could impact their academic
success. The pandemic has exacerbated these difficulties, with prolonged remote learning and limited face-to-face interaction, leading
to learning gaps, and low academic proficiency. Teachers need to provide additional support and training to help learners improve their
mathematical skills and knowledge. The pandemic has underscored the need for proactive measures to support and enhance learners'
mathematical abilities. The study explores the potential impact of the mind mapping strategy on these learners' performance.
Moreover, to bridge the gaps in learning mind mapping approach is one of the recommendable strategies in teaching Mathematics.
Buzan (2018) suggested that mind mapping is an effective approach to learning, that enhances creativity, productivity, and memory
retention in face-to-face classes. In addition, Hsieh (2023) emphasizes its role in enhancing knowledge, skills, critical thinking, and
self-reflection. Mind mapping is a framework for developing metacognitive skills and promoting effective student engagement and
self-reflection. He concluded that mind mapping is a valuable tool for enhancing learning outcomes and fostering metacognition.
Furthermore, in the study of Zoleta (2021) found that the mind mapping strategy, consisting of association, visual thinking, and
information organization, significantly improved learners' understanding and gain performance in Araling Panlipunan focus on
Economics. The study recommends using an assessment checklist to address learning difficulties and exploring different models for

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Research Article

self-instructional learning kits and mind mapping approaches.

Previous studies had yet to focus on using the mind-mapping strategy in Mathematics instruction and its impact on learners'
achievement and progress. This current research aimed to examine and evaluate the effectiveness of the mind mapping strategy within
the context of fully implemented in-person classes and its effects on Grade 11 learners' performance in Mathematics, in line with the
recovery learning continuity plan.
Hence, the study aimed to develop and carry out a teaching approach designed for Grade 11 learners in the setting of face-to-face
instruction. The strategy focused on creative teaching approaches to enrich learners' learning journey and tackle the challenges
encountered throughout the two-year pandemic. It acknowledged the vital importance of teachers in providing guidance and instruction
to help learners reach academic success. The study underscored the importance of providing proactive assistance to address the learning
gaps that had arisen due to the pandemic. Its goal was to enhance the Mathematics performance of Grade 11 learners.
Research Questions
The study aimed to determine the effectiveness of the Mind Mapping Strategy in improving the performance of Grade 11 learners in
Mathematics. Specifically, it sought to answer the following questions.
1. What is the level of performance in Mathematics of control and experimental group performance prior to the use of mind mapping
strategy?
2. What is the level of performance in Mathematics of control and experimental group after the treatment?
3. What is the gain performance of the control and the experimental group in Mathematics after the immersion of mind mapping
strategy?
4. Is there any significant difference on the gain in performance between the control and the experimental group?
5. Based on the results of the findings, what implementation framework can be introduced by the researcher on how to use the mind
mapping strategy to improve learners’ performance in Mathematics?

Methodology
The study used an experimental research design to assess Mathematics performance using a mind mapping strategy. Respondents were
divided into a control and experimental group, with the latter undergoing treatment. Tests were conducted to determine significant
differences in performance and improvement between the two groups. The research aimed to introduce a framework for improving
Mathematics teaching.
Participants
The study consisted of ninety Grade 11 learners from Olongtao National High School who served as the respondents. According to
Mweshi, G. K., & Sakyi, K. (2020) the respondents were selected using the enumeration technique, which involved examining the
entire population with specific characteristics. The learners were divided into two groups: Section A, consisting of 45 learners, served
as the control group, and Section B, also composed of 45 learners, served as the experimental group. The selection of respondents was
based on their level of performance in Mathematics.
Instruments
The researcher involved a panel of three experts in Mathematics education for the content validation of the test questions. The experts
were carefully selected based on their expertise and experience in the field. They were provided with the initial set of test questions
and asked to evaluate the content and relevance of each item. The experts provided valuable feedback on the clarity, appropriateness,
and alignment of the questions with the Most Essential Learning Competencies (MELCs).
After receiving the feedback from the experts, the researcher made necessary modifications and revisions to the test questions to ensure
their validity and effectiveness in assessing the learners' performance. The revised test was then subjected to a pilot testing phase,
where a small group of Grade 11 learners not included in the main study took the test. The purpose of the pilot testing was to identify
any potential issues or difficulties that the learners might encounter and to make further refinements to the test.
The feedback from the pilot testing phase and the recommendations from the experts were considered in making additional revisions
to the test questions. The aim was to improve the clarity and appropriateness of the items and to ensure that the test effectively measures
the desired learning outcomes. The post-test was then conducted using the finalized version of the test, with participants from the
control and experimental groups. The content validation, pilot testing, and expert review processes played a crucial role in ensuring the
quality and reliability of the test used in the study. The feedback and suggestions provided by the experts and the learners during these
stages helped in refining the test and enhancing its validity for assessing the effectiveness of the mind mapping strategy in improving
Mathematics 11 learners' performance.

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Research Article

Procedure
Permission was attained from the Schools Division Superintendent, and Principal of the Olongtao National High School for the study
distribution of questionnaires and immersion of mind mapping strategy. Informal interviews and observations were conducted, and
additional data collected for the study. Following approval, school principals for permission was sought to conduct the mind mapping
strategy. Two sections under Grade 11 learners, handled by the researcher, were involved in this study of Olongtao National High
School. All the respondents were enrolled in the school year 2023 – 2024.
Ninety learners in Olongtao National High School were the study's respondents. Before immersion in the mind mapping strategy,
learners were given the pre-test based on the Most Essential Learning Competencies (MELCs). The teacher-made test comprised 30
item questions to be answered for an hour. After using the mind mapping strategy, a post-test was given to learners. The post-tests
evaluated the learners' performance, consisting of 30-item questions covering Mathematics 11 in the first semester. The test material
was tested through content validity by systematically examining the test content by the validators. The post-test was administered to
determine the performance of Grade 11 learners using mind mapping strategy. The researcher formulated a guide to implement the
strategy. After the conduct of the pretest and post-test, the researcher retrieved the data collection. After data collection, the achievement
test results were encoded, the data gathered were organized, tabulated, and treated statistically for analysis and interpretation of each
variable.
Results and Discussion
Table 1. Level of Performance in Mathematics of Control and Experimental Group Prior (pre-test) to the Use of Mind Mapping
Strategy

Control Group Experimental

Level of Performance
Frequency Percentage Frequency Percentage
Outstanding (90% - 100%) 0 0.00 0 0.00
Very Satisfactory (85% - 89%) 0 0.00 0 0.00
Satisfactory (80% - 84%) 0 0.00 0 0.00
Fairly Satisfactory (75% - 79%) 0 0.00 0 0.00
Did Not Meet Expectations (74% below) 45 100 45 100
Total 45 100 45 100
Pretest Mean 61. 04 62. 73
Descriptive Interpretation Did Not Meet Expectations Did Not Meet Expectations

Table 1 shows the level of performance in Mathematics of control and experimental group performance before the use of mind mapping
strategy. It can be observed that both the control group and experimental group did not meet expectations based on their performance
in the pretest. None of the students achieved a level of performance of "Outstanding," "Very Satisfactory," "Satisfactory," or "Fairly
Satisfactory." All 45 students in both groups received a level of performance classified as "Did Not Meet Expectations."
In terms of the mean scores, the control group obtained a mean score of 61.04, while the experimental group achieved a slightly higher
mean score of 62.73 in the pretest. However, it is important to note that both mean scores indicate that the students' performance, on
average, did not meet expectations.
Based on the descriptive interpretation, it can be concluded that the learners in both the control group and experimental group were not
performing at the expected level in Mathematics before the intervention of the mind mapping strategy. These results highlight the need
for an intervention and support to improve the students' performance in this subject. The lack of significant differences in the pretest
mean scores between the control and experimental groups suggests that there were similar levels of performance across both groups
before the implementation of the mind mapping strategy. This similarity allows for a fair comparison to evaluate the effectiveness of
the intervention during the post-test phase.
This finding aligns with Amalu and Dien (2022) argument that traditional teaching approaches may contribute to poor educational
performance, as they often fail to address diverse learning needs and inspire critical thinking. They suggest that traditional teaching
methods can hinder educational performance by failing to address diverse learning needs and encourage critical thinking. The mind
mapping method, which uses visual representations of concepts and encourages active engagement, can improve student performance,
comprehension, retention, and information utilization. This can lead to better grades and increased student involvement. The post-test
phase will provide valuable data to assess the effectiveness of the mind mapping strategy in improving students' performance in
Mathematics. The study suggests that the implementation of this method can enhance students' learning experiences, promote critical
thinking, and ultimately lead to better outcomes in Mathematics.
Table 2 presents the level of performance in Mathematics for the control and experimental groups after the implementation of the mind
mapping strategy. In the control group, there were no students who achieved the level of performance classified as "Outstanding" or

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Research Article

"Very Satisfactory." One student (2.22%) obtained a "Satisfactory" level of performance, one student (2.22%) achieved a "Fairly
Satisfactory" level, and the remaining 43 students (95.56%) did not meet expectations.
Table 2. Level of Performance in Mathematics of Control and Experimental Group Performance After (Post-test) the Use of Mind
Mapping Strategy

Control Group Experimental

Level of Performance
Frequency Percentage Frequency Percentage
Outstanding (90% - 100%) 0 0.00 4 8.89
Very Satisfactory (85% - 89%) 0 0.00 5 11.11
Satisfactory (80% - 84%) 1 2.22 13 28.89
Fairly Satisfactory (75% - 79%) 1 2.22 23 51.11
Did Not Meet Expectations (74% below) 43 95.56 0 0.00
Total 45 100 45 100
Pretest Mean 61. 04 62. 73
Descriptive Interpretation (Did Not Meet Expectations) (Did Not Meet Expectations)
Post Test Mean 64. 06 80.02
Descriptive Interpretation (Did Not Meet Expectations) (Satisfactory)

In contrast, the experimental group showed a different distribution of performance levels. Four students (8.89%) reached the level of
performance classified as "Outstanding," five students (11.11%) achieved a "Very Satisfactory" level, and a remarkable 13 students
(28.89%) obtained a "Satisfactory" level of performance. Additionally, a significant number of students, 23 (51.11%), achieved a
"Fairly Satisfactory" level. None of the students in the experimental group fell under the "Did Not Meet Expectations" category.
These findings suggest that the implementation of the mind mapping strategy had a notable impact on the students' level of performance
in Mathematics. Compared to the control group, the experimental group showed significant improvements in their post-test scores.
Notably, the experimental group exhibited higher percentages of students achieving higher levels of performance, such as "Satisfactory"
and "Fairly Satisfactory." The control group, on the other hand, still primarily consisted of students who did not meet expectations even
after the intervention.
Analyzing the post-test means, the control group achieved a mean score of 64.06, indicating a slight increase compared to the pretest
mean score of 61.04. However, the descriptive interpretation remains the same, with the control group still classified as "Did Not Meet
Expectations." Conversely, the experimental group experienced a significant improvement in their post-test mean score, jumping from
62.73 in the pretest to 80.02. Accordingly, their descriptive interpretation shifted from "Did Not Meet Expectations" to "Satisfactory."
The findings suggest that the implementation of the mind mapping strategy in the experimental group led to substantial improvements
in the students' level of performance in Mathematics. The experimental group demonstrated higher percentages of students achieving
satisfactory and fairly satisfactory levels of performance, indicating the positive impact of the intervention. These results support the
claim that the mind mapping strategy is an effective instructional approach for enhancing students' understanding and performance in
Mathematics.
The results of the study align with the findings of Hidayati, Zubaidah, & Amnah (2022), which highlight the positive impact of the
mind mapping strategy on learners' academic performance. The study confirms the positive impact of the mind mapping strategy on
students' academic performance in Mathematics. The experimental group showed higher levels of performance, with a noticeable
increase in percentages achieving satisfactory and satisfactory levels. The use of mind maps enhanced creative thinking skills, promoted
idea generation, and facilitated a holistic approach to learning. This technique also allowed learners to convert implicit knowledge into
explicit knowledge, making their understanding more tangible. The control group, which did not receive the intervention, experienced
minimal improvement, indicating that traditional teaching methods may not be as effective in enhancing students' performance.
Therefore, it is recommended that teachers incorporate mind mapping into their teaching methods to improve students' understanding
and performance in Mathematics.
Table 3. Level of Gain Performance of the Control and the Experimental Group in Mathematics after the Immersion of Mind Mapping
Strategy
Control Group Experimental
Level of Performance Pre-test Post-Test Pre-test Post-Test
f % f % f % f %
Outstanding (90% - 100%) 0 0.00 0 0.00 0 0.00 4 8.89
Very Satisfactory (85% - 89%) 0 0.00 0 0.00 0 0.00 5 11.11
Satisfactory (80% - 84%) 0 0.00 1 2.22 0 0.00 13 28.89
Fairly Satisfactory (75% - 79%) 0 0.00 1 2.22 0 0.00 23 51.11

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Research Article

Did Not Meet Expectations (74% below) 45 100 43 95.56 45 100 0 0.00
Total 45 100 45 100 45 100 45 100
Mean 61. 04 64. 06 62. 73 80.02
Descriptive Interpretation (Did No Meet Expectations) (Did Not Meet Expectations) (Satisfactory)
Gain Performance 3.02 17.29

Table 3 showed the level of gain performance in Mathematics for both the control and experimental groups after the implementation
of the mind mapping strategy. The levels of performance are categorized as "Outstanding," "Very Satisfactory," "Satisfactory," "Fairly
Satisfactory," and "Did Not Meet Expectations." In the control group, there were no students who achieved the levels of performance
classified as "Outstanding" or "Very Satisfactory" in both the pre-test and post-test. One student (2.22%) had a level of performance
classified as "Satisfactory" in the post-test, indicating a slight improvement compared to the pre-test. One student (2.22%) achieved a
level of performance classified as "Fairly Satisfactory" in the post-test.
While, the experimental group, there were notable improvements in the level of gain performance. Four students (8.89%) achieved the
level of performance classified as "Outstanding" in the post-test, showing significant progress from the pre-test. Five students (11.11%)
achieved a level of performance classified as "Very Satisfactory," indicating improvement compared to the pre-test. Thirteen students
(28.89%) achieved a level of performance classified as "Satisfactory" in the post-test, while a remarkable 23 students (51.11%) reached
a level of performance classified as "Fairly Satisfactory."
It is important to note that none of the students in the experimental group fell under the category of "Did Not Meet Expectations" in
the post-test, demonstrating a significant improvement in their overall performance.
Analyzing the mean scores, the control group's pre-test mean was 61.04, which increased to 64.06 in the post-test. This indicates a gain
performance of 3.02. However, the descriptive interpretation remained as "Did Not Meet Expectations" for the control group. In
contrast, the experimental group showed a substantial improvement in their pre-test mean of 62.73, which significantly increased to
80.02 in the post-test. This results in a gain performance of 17.29, with a descriptive interpretation of "Satisfactory."
The findings from Table 3 suggest that the implementation of the mind mapping strategy had a favorable impact on the experimental
group's level of gain performance in Mathematics. The experimental group showed notable improvements, with higher percentages of
students achieving higher levels of performance compared to the control group. This indicates the effectiveness of the mind mapping
strategy in enhancing students' understanding and performance in Mathematics. These results align with previous studies that have
found mind mapping strategies to be beneficial in improving learners' academic performance. The significant gain performance in the
experimental group highlights the positive impact of utilizing this strategy.
The findings also support the adoption of mind mapping strategies as an effective instructional approach for enhancing students'
performance in Mathematics. By incorporating mind maps into their teaching methods, educators can promote creativity, idea
organization, and a holistic approach to learning, resulting in improved academic outcomes.
Furthermore, the findings from Table 3 indicate that the implementation of the mind mapping strategy had a positive impact on the
level of gain performance in Mathematics for the experimental group. The experimental group showed significant improvements, with
higher percentages of students achieving higher levels of performance compared to the control group. The post-test mean score for the
experimental group also significantly increased, indicating a satisfactory level of performance. These results align in the study of
Latifah (2021) that have demonstrated the effectiveness of mind mapping strategies in improving learners' academic performance in
Mathematics. Accordingly, the findings further support the use of mind mapping as an effective instructional approach for enhancing
students' understanding and performance in Mathematics.
Table 4. Significant Difference on the Gain Performance Between the Control and the Experimental Group

Control Group Experimental Group Df t value p-value Interpretation Decision

3.02 17.29 44 19.55 0.0001 Significant Reject Ho

The table 4 showed the results of the statistical analysis comparing the gain performance between the control and experimental groups.
The gain performance represents the difference in performance between the pre-test and post-test in each group. The control group had
a gain performance of 3.02, while the experimental group had a significantly higher gain performance of 17.29. This difference in gain
performance was found to be statistically significant, as indicated by the calculated t-value of 19.55. The p-value of 0.0001 is less than
the commonly accepted significance level of 0.05, further supporting the significance of the difference.
Based on these results, we can conclude that there is a significant difference in the gain performance between the control and
experimental groups. The experimental group showed a much greater improvement in their performance compared to the control group
after the implementation of the mind mapping strategy. This suggests that the use of the mind mapping strategy had a notable impact
on enhancing the students' understanding and performance in Mathematics.

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The decision to reject the null hypothesis (Ho) indicates that there is sufficient evidence to support the claim that the mind mapping
strategy had a significant effect on the gain performance of the students. The results indicate that the use of the mind mapping strategy
in the experimental group led to a substantial improvement in their performance, highlighting the effectiveness of this instructional
approach. Additionally, these findings further reinforce the value of incorporating mind mapping strategies into Mathematics
instruction to improve student learning outcomes.
The findings from Table 4 support the results from Zoleta's (2021) study, which found that the use of the mind mapping strategy
significantly improves student performance in mathematics. Both studies highlight the positive impact of mind mapping on students'
understanding and retention of mathematical concepts. The statistical analysis in Table 4 revealed a significant difference in gain
performance between the control and experimental groups. The experimental group, which received the mind mapping strategy, showed
a much higher gain performance of 17.29 compared to the control group with a gain performance of 3.02. This significant difference
was supported by a high t-value of 19.55 and a very low p-value of 0.0001.
These findings further reinforce the value of incorporating mind mapping strategies into mathematics instruction. Mind mapping helps
students visually and logically organize information, leading to better understanding and retention of concepts. It also fosters active
learning, critical thinking, and problem-solving skills, as observed in both studies. Educators and policymakers can use these insights
to inform their teaching practices and curriculum development, aiming to enhance learning outcomes in mathematics education. By
incorporating mind mapping strategies into instruction, educators can provide students with an effective tool to improve their
performance and overall mathematical understanding.
Table 5. Significant Association between the Mind Map Scores and Post-Test Scores of Experimental Group

Mind Map Post-test Correlation Coefficient Interpretation p-value Critical Value Interpretation
24.06 24.00 0.899 High Correlation 0.00001 1.68 Significant

Legend: ** Correlation is significant at 0.01 level (one-tailed)

Table 5 presented the correlation analysis between the mind map scores and post-test scores of the experimental group. The correlation
coefficient between these two variables is 0.899, indicating a high positive correlation. This means that there is a strong relationship
between the mind map scores and the post-test scores of the students in the experimental group.The p-value of 0.00001 suggests that
the correlation between the mind map scores and the post-test scores is statistically significant. This means that the observed correlation
is unlikely to have occurred by chance. In other words, there is strong evidence to support the claim that there is a significant association
between the two variables.
The critical value of 1.68 is used to determine the significance level or cutoff point for accepting or rejecting the null hypothesis. In
this case, since the correlation coefficient (0.899) is greater than the critical value (1.68), we can conclude that there is a significant
association between the mind map scores and the post-test scores. Therefore, the null hypothesis was rejected.
These findings indicate that students who performed well in the mind map activity tended to also perform well in the post-test. The
strong positive correlation suggests that the use of mind mapping strategies effectively enhanced students' understanding and
performance in Mathematics. By visually organizing and connecting information through mind maps, students were able to better retain
and apply their knowledge during the post-test.These results have important implications for educators and instructional designers.
Incorporating mind mapping activities in the classroom can be an effective instructional approach to improve students' performance.
By encouraging students to create and use mind maps to organize their thoughts and make connections, educators can facilitate deeper
understanding and enhance their learning outcomes.
The findings from Table 5 align with previous research conducted by Latifah (2021), which also supports the effectiveness of mind
mapping in improving learners' educational achievements, especially in mathematics classes. The high positive correlation between
mind map scores and post-test scores in the experimental group confirms the significant association between these variables. This
suggests that incorporating mind mapping activities in the classroom can have a positive impact on students' performance in
mathematics. By visually organizing information and making connections through mind maps, learners can better understand and retain
the concepts being taught, leading to improved performance in assessments. The significant association between mind map scores and
post-test scores emphasizes the value of using mind mapping strategies as an instructional approach in mathematics education.
Educators and policymakers should consider implementing mind mapping strategies in the curriculum to optimize student learning
outcomes and promote an innovative learning environment.

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Implementation Framework Using Mind Mapping Strategy

Figure 3. Mind Mapping Implementation Framework

As the study's outcome, the researcher develops an implementation framework strategy based on its findings. Mind mapping
Implementation Framework is a strategy that helps students visually organize and connect mathematical concepts, enhancing their
understanding and memory. This strategy uses the brain's natural tendency to think in patterns and associations, allowing students to
build meaningful connections between different mathematical ideas. Mind mapping provides a holistic view of the mathematics
curriculum, identifying key topics and their interrelationships. It strengthens students' ability to integrate information, identify gaps in
knowledge, and encourages active engagement in the learning process. Mind maps also serve as a valuable study tool, enabling efficient
revision and review of mathematical concepts.
To implement mind mapping in mathematics, choose a specific topic, start with the central idea, branch out, add details, include
examples, use colors and symbols, make connections, and regularly review and expand the mind map. This approach can help develop
21st-century skills such as critical thinking, creativity, collaboration, and problem-solving. The implementation framework of mind
mapping in mathematics aligns with the 21st-century skills of critical thinking, creativity, collaboration, and problem-solving. Regular
assessment and monitoring are crucial to ensure the successful implementation and effectiveness of the Mind Mapping Implementation
Framework. This includes evaluating the alignment of the framework with organizational goals, monitoring the usage and adoption of
mind mapping techniques, gathering feedback from users and stakeholders, and making necessary adjustments to optimize the
framework's impact on creativity, problem-solving, and collaboration.
Conclusion
Below are the conclusions which have been based on the findings of the study.
(1)The pretest results indicate that both the control and experimental group performance in Mathematics received a low level of
performance classified as "Did Not Meet Expectations.”, highlighting the need for intervention, with similar levels of performance
observed between the two groups. (2) After the implementation of the mind mapping strategy significantly improved the level of
performance in Mathematics for the experimental group, as evidenced by higher percentages of students achieving satisfactory and
fairly satisfactory levels compared to the control group, highlighting the effectiveness of this instructional approach. (3) After the
implementation of the mind mapping strategy significantly improved the level of gain performance in Mathematics for the experimental
group, as evidenced by higher percentages of students achieving satisfactory and fairly satisfactory levels compared to the control
group. The experimental group demonstrated a significant difference in gain performance compared to the control group, with a gain
performance of 17.29, indicating a significant improvement in performance. This difference was statistically significant, with a p-value
of 0.0001, less than the commonly accepted significance level of 0.05. (4) The experimental group's mind map scores and post-test
scores showed a strong positive correlation, with a p-value of 0.00001 indicating a statistically significant correlation. This strong
evidence supports the claim of a significant association between the two variables. The critical value of 1.68 was used to determine the
significance level, and since the correlation coefficient (0.899) is greater than the critical value (1.68), the null hypothesis was rejected,
indicating a strong association between the two variables. (5) The incorporation of mind mapping in mathematics has demonstrated its
effectiveness as a valuable tool for students, aiding in the improvement of their comprehension and the establishment of connections
between mathematical concepts. Through consistent assessment and ongoing monitoring, educators can guarantee the sustained
efficacy and triumph of this implementation framework.
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Affiliations and Corresponding Information
Beatriz Faye M. Gilbuena
Olongtao National High School
Department of Education – Philippines
Angelo S. Villanueva, PhD
Abraham Clark High School – New Jersey, USA

Gilbuena & Villanueva 338/338