The effect of using mind mapping technique on the academic success of students in teaching geometric objects at 8th grades

In this study, it was aimed to examine the effect of using the mind mapping technique on the academic success of students in the teaching geometric objects at 8th grades. In this regard, the study investigated the impact of using mind mapping technique on students' geometry achievement and their attitudes towards mathematics. The research utilized a controlled pre-test post-test experimental design. The study was conducted with students in the 8th grades of a selected school in Antalya. Considering the students' 7th grade end-of-year mathematics achievement scores, two groups (experimental group and control group) that were similar and equal in number were obtained. Prior to the application, a pre-test was administered to measure the students' level of knowledge on geometric objects. Additionally, a pre-test using the "Mathematics Attitude Scale" was conducted through a questionnaire to determine the students' attitudes towards mathematics. Subsequently, in the experimental group, the researcher gave information on how to use mind maps and sample applications were made for 5 weeks. At the end of the application, a post-test was administered simultaneously to measure the students' level of knowledge on geometric objects and their attitudes towards mathematics. The collected data were analyzed using SPSS software. In the scope of the study, students' attitudes towards mathematics and their achievement levels of geometric objects were examined. Descriptive statistical analysis revealed that students' positive attitudes towards mathematics were at a moderate level both in the pre-test and post-test. Furthermore, students' achievements in geometric objects was found to be at a low level in both the pre-test and post-test. The study then proceeded to examine the effect of mind mapping technique on geometry achievement. The ANCOVA analysis conducted in this context revealed that when students' geometry achievement scores from the pre-test were controlled, mind mapping technique did not have a significant effect on geometry achievement in the post-test. In other words, no significant difference was found between the achievement levels of the experimental group, where mind mapping technique was applied in teaching geometric objects, and the control group, where traditional teaching techniques were applied. Finally, the study investigated the effect of mind mapping technique on attitudes towards mathematics. The ANCOVA analysis conducted in this context revealed that when students' mathematics attitude scores from the pre-test were controlled, mind mapping technique did not have a significant effect on attitudes towards mathematics in the post-test. In other words, no significant difference was found between the attitudes towards mathematics of the experimental group, where mind mapping technique was used in teaching geometric objects, and the control group, where traditional teaching techniques were applied.