Education
Volume: 87 , Issue: 1 , October Published Date: 21 October 2021
Publisher Name: IJRP
Views: 802 , Download: 516 , Pages: 76 - 81
DOI: 10.47119/IJRP1008711020212351
Publisher Name: IJRP
Views: 802 , Download: 516 , Pages: 76 - 81
DOI: 10.47119/IJRP1008711020212351
Authors
# | Author Name |
---|---|
1 | Nilda V. San Miguel |
Abstract
This study aimed in determining the effect of mind mapping to the science performance of Grade 5 Pupils of San Juan Elementary School. Two strategies were executed by the researchers in order analyze the performance of 40 pupils. For the direct teaching, the teacher delivered the topic on ?Female Reproductive System? with proper procedure ? from motivation to evaluation. Another strategy being executed by the teacher is by integrating mind mapping so as to evaluate the students? understanding using the same topic. The result of evaluation was documented. Using direct teaching using traditional strategy and through multimedia presentation, the 40 pupils obtained a mean of 2.15 and sd 1.66 in a 5-item quiz. On the other hand, peer teaching generated a mean of 3.55 and sd 1.38. Lower coefficient of variation was observed in the result of integrating mind mapping (0.39) than the result of direct teaching (0.77), showing that integrating mind mapping in the teaching process generated a less varied scores than direct teaching. Using t-test for independent samples, assuming equal variances, the t-computed was -4.11 while the t-critical was 1.99. These values showed that integrating mind mapping in the lesson proper has significant effect to the science performance of the pupils. The conclusion is supported by the p-value 0.00. Based on the result of this study, recommendations to Science teachers, school heads, district supervisors and future researchers were given at the end of the study. Promotion of integrating mind mapping in teaching should be one of the foci of educators so as to improve science performance of pupils. The teacher-researchers reflected also on the importance of involving the learners on the process of teaching-learning as they themselves are the center and not the teachers.