Evaluation of the Mind Mapping Learning Strategy's Effectiveness on Permanent Learning

Abstract

Objectıves: This study was conducted to evaluate the effectiveness of the mind mapping learning strategy on permanent learning in comparison to the instruction given using the classical method.

Materials and Methods: This study adopted a non-randomized controlled experimental design. The target population was nursing students enrolled in the Faculty of Health Sciences, and the sample was composed of first-year students who received the Psychology course. The data were collected in 3 stages through the Socio-demographic Form prepared by the researchers and the Schizophrenia Knowledge Form. The data obtained were analyzed in the SPSS package program. Data analyses included percentages, means, independent groups t-test, Friedman Test, Wilcoxon signed-rank test, and Bonferroni Correction.

Results: The pretest mean score of the experimental group was 2.96±1.260, the posttest mean score was 5.82±2.124, and the Permanence test mean score was 7.24±1.540. As to the control group, the pretest mean score was 3.00±1.242, the posttest mean score was 4.00±1.633, and the Permanence mean score was 6.18±2.455. The permanence test was analyzed to determine the effect size of the methods used in the experimental and control groups. It was found that the instruction given using the mind mapping method was more effective than the instruction given using the classical method.

Conclusions: As a result of the comparison of the mind mapping method with the traditional teaching method, it was concluded that the mind mapping method was more effective in storing and recalling knowledge. The effectiveness of mind mapping has been proven by implementing it in nursing education for the first time, addressing an abstract topic, and having assessments in longer intervals than other studies.