Impact of Mind Maps on Student's Reading Comprehension at Secondary and Higher Secondary Levels in District Buner

Abstract

This study aims to determine how mind-mapping strategies develop the reading comprehension of English language learners in grades ten and twelve. The study focuses on teaching English grammar and text, keeping in view their textbooks. The researcher has used a quasi-experimental design. The study sample comprised sixty students, thirty from the tenth and thirty from the twelfth grade. Thirty students were placed in the experimental group and thirty in the control group. The experimental group received the mind mapping treatment for one month, whereas the control group was given instructions via traditional methods. The researcher analyzed both qualitative and quantitative data from pre-and post-tests and an interview to test the impact of mind-mapping strategies on the participants' reading comprehension. The data were analyzed through a t-test. The statistical analysis showed a significant difference in the mean score of both groups and showed that mind-mapping strategies positively impact the students reading comprehension.