Mind Mapping on Junior High School Performance in Chemistry

Abstract

The study assessed the status of mind mapping as a strategy in teaching Grade 7 Chemistry at Zapatera National High School, Sikatuna St., Brgy. Zapatera, Cebu City, Cebu, Philippines. Each group were given two different treatments – the Control group having the chalk talk method and the Experimental group having the mind mapping for five (5) weeks. The pre-test revealed that both groups were described as “Poor”. Among all the competencies tested, the distinguishing of mixtures from substances based on set properties got the lowest mean. After five (5) weeks, the post-test showed that the respondent's group performed differently. The Control group got a grand mean of 7.23, which is “Good” while the experimental group got 9.65, which is also “Good” but slightly higher than that of the control group. As to the significant difference in the post-test of the respondent groups, the Control group’s performance revealed that there is a significant difference. Meanwhile, the Experimental group’s post-test performance result is “Highly Significant”. “Mind Mapping” as a strategy evidently showed a vital connection on the improvement of the Junior High School performance in Chemistry. It is more effective in both teaching and learning process as compared to the chalk talk method. Thus, the proposed learning activities is highly recommended.