Mind Maps and Their Impact on Improving Mathematics Achievement Among Elementary School Students

AlGhamdi, Ayed Mohammed M

doi:10.37653/juah.2025.157356.1332

	Mind Maps and Their Impact on Improving Mathematics Achievement Among Elementary School Students
Journal of University of Anbar for Humanities
Volume 2025, Issue 4, December 2025, Pages 1122-1145 PDF (4.17 M)
Document Type: Research Paper
DOI: 10.37653/juah.2025.157356.1332
Author
Ayed Mohammed M AlGhamdi^*
King Saud University
Abstract
Aims: This study investigated the effect of a Mind Maps-based instructional intervention on mathematics achievement in elementary school students. Methodology: A quasi-experimental, single-group pretest–posttest design was employed. Participants (N = 38) were fifth-grade students randomly selected from a public elementary school in Al-Muzahimiyah, Riyadh, Saudi Arabia. A validated mathematics achievement test was administered before and after the intervention, which consisted of structured lessons integrating the Mind Maps strategy. Data were analyzed using a paired-samples t-test, with effect size calculated using eta squared (η²). Results: Analysis revealed a statistically significant increase in mathematics achievement scores following the intervention. The mean posttest score (M = 12.42) was significantly higher than the mean pretest score (M = 6.87). The effect size was large (η² = 0.735), indicating that the Mind Maps strategy accounted for approximately 73.5% of the variance in post-intervention achievement scores.
Keywords
Mind Maps; Mathematics; Mathematics Achievement; Elementary Stage

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