COMPARATIVE STUDY REGARDING MIND MAPPING TECHNIQUES VERSUS TRADITIONAL METHOD OF TEACHING MATHEMATICS AT THE PRIMARY SCHOOL LEVEL

Abstract

Purpose: The main purpose of the study was to compare the effectiveness of teaching through mind mapping techniques with traditional methods of teaching Mathematics at the primary school level.

Methodology: The study design was experimental to find out the significant difference between the two groups. Twenty students were randomly selected twenty out of thirty-nine students from primary school. The respondents were equally distributed into two groups (experimental and control groups) and were equally treated for the whole month the experimental group via mind mapping techniques and the control group through the traditional method of teaching Mathematics at the Primary School level in the district Lakki Marwat. Both groups (Experimental and Control groups) were administered post-test after successful completion to both groups to highlight the significant difference between these two teaching methods in the teaching of Mathematics at the primary school level in district Lakki Marwat. Valuable suggestions were suggested regarding mind mapping techniques and traditional methods of teaching Mathematics at the Primary School level.

Main Findings: The collected data was measured and the significant difference between the Mean scores of the Experimental group and Control group was probed. The results of the current study showed that the learning achievement of the experimental group was better thanthe control group after successful statistical analysis using Mean, Standard Deviation, T-test, Coefficient of variance, and correlation.

Implicationsof the Study: According to the findings of the study, the learning achievementsof the experimental group were found better than the control group. In the light of findings, mind mapping techniques were perceived as highly significant in the teaching-learning process of Mathematics at the Primary school level in district Lakki Marwat. The study will be quite vital for the teachers and students at the Primary school level to adopt mind mapping techniques for the teaching-learning process to easily present the complex ideas, points, and views images before the Primary school students to ensure quality education.

Novelty: The findings of the study will play an important role in the promotion of students’ learning through mind mapping techniques at the Primary school level by clarifying the basic ideas of primary school students through new ways and brainstorming approaches using images, pictures, diagrams, and graphs, etc.