Nnaji, Anayo David, Agugoesi, Oluchi Janehilda, Ocheni, Christopher Adah,
Charles, Seth Bature, Aikoye, Joshua Enemako, and Nnaji, Priscilla Chidinma
EFFECT OF DIGITAL MIND MAPPING ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS
The digital mind-mapping instructional approach employs the capacity of technological
interventions in learning spaces to enhance students’ cognition and consequent achievement. The present study sought to determine the effect of digital mind mapping
on students’ achievement in mathematics. Three research questions and three hypotheses
guided the study. The quasi-experimental study sampled 369 SS II students in the Agbani
education zone of Enugu state using multistage sampling. The result of this study
revealed a significant difference in favour of the Mathematics achievement of students
taught with digital mind mapping method. However, it was found that the male students
taught with the digital mind mapping method slightly achieved an insignificant higher
level of mathematics than the females in the same group. Still, there was no significant
interaction between gender groups and the teaching methods. The study concluded on the necessity for adopting digital mind mapping instructional method into learning spaces to enhance students’ achievement in Mathematics. The study recommended support, training, and encouragement for teachers and school administrators to adopt digital mind-mapping instructional techniques for Mathematics instruction, among others.
Keywords: Digital Mind Mapping, Mathematics, Mind Mapping, Xmind, Achievement
Nnaji, Anayo David, Agugoesi, Oluchi Janehilda, Ocheni, Christopher Adah, Charles, Seth Bature, Aikoye, Joshua Enemako, and Nnaji, Priscilla Chidinma
EFFECT OF DIGITAL MIND MAPPING ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS
The digital mind-mapping instructional approach employs the capacity of technological interventions in learning spaces to enhance students’ cognition and consequent achievement. The present study sought to determine the effect of digital mind mapping on students’ achievement in mathematics. Three research questions and three hypotheses guided the study. The quasi-experimental study sampled 369 SS II students in the Agbani education zone of Enugu state using multistage sampling. The result of this study revealed a significant difference in favour of the Mathematics achievement of students taught with digital mind mapping method. However, it was found that the male students taught with the digital mind mapping method slightly achieved an insignificant higher level of mathematics than the females in the same group. Still, there was no significant interaction between gender groups and the teaching methods. The study concluded on the necessity for adopting digital mind mapping instructional method into learning spaces to enhance students’ achievement in Mathematics. The study recommended support, training, and encouragement for teachers and school administrators to adopt digital mind-mapping instructional techniques for Mathematics instruction, among others. Keywords: Digital Mind Mapping, Mathematics, Mind Mapping, Xmind, Achievement