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Mind Map Learning Technique: An Educational Interactive Approach

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Research Article

Mind Map Learning Technique: An Educational Interactive

Approach 1
Rafat Rezapour-Nasrabad *
1- Assistant Professor, Nursing Management Department, School of Nursing and Midwifery, Shahid Beheshti
University of Medical Sciences, Tehran, Iran, Email: [email protected]
Received: 15.01.2019, Revised:15.02.2019, Accepted: 15.03.2019
ABSTRACT
Introduction: Traditional methods such as using chalk and board or lecture are amongst the best means of
information transfer, but there is no guarantee of knowledge transfer through such methods. Visual teaching
techniques (mind map) help effective learning in 65% of visual learners. Nowadays, critical thinking is increasingly
gaining ground in the education of nursing students, which is applied through various educational strategies including
mind mapping as one of these innovative learning methods. Therefore, the present study was designed and
implemented to evaluate the effectiveness of the Mind Map Learning Technique (MMLT) to improve the learning of
nursing students.
Methods: In the present quasi-experimental study, two equal groups of six-semester nursing students were selected
for four sessions of Nursing Management course in two separate classrooms of intervention and control groups.
Students in both classrooms were identical in terms of age and gender. A sample size of 40 students was determined
per classroom. In this study, the mind mapping process consisted of five steps, which were taught to students before
the study onset. Finally, the researcher used a written test and an assessment sheet as data collection tools to
achieve the study objectives.
Results: Overall, all students in the intervention group agreed with the new method of teaching. Also, the results of
the independent t-test revealed statistically significant (P < 0.05) differences between mean scores in learning lessons
obtained by the intervention and control groups.
Discussion and conclusion: Both nursing graduates and students should be able to think critically to solve clinical
problems. The best strategy to do this is to acquire the skills needed to draw mind maps, which should be addressed
by clinical instructors and nursing schools. A review on the current state of science in terms of conceptual mapping
indicates that this learning method can help nursing educators to prepare students for active learning of critical
thinking in order to work in complex health care centers.
Keywords: Mind Map, Nursing, Learning

to learning-based education through visual techniques in

INTRODUCTION classrooms (5).
Typical teaching methods, including solving a problem by In MMLT, concepts that are hard to learn for learners
teaching with chalk and board in small groups of are readily retrieved and learnt through graphical
students, are a method of teaching. Mind map is a drawings. MMLT is an active learning method with a
learning technique in which a non-linear approach is comprehensive centrality, and is a graphical method for
used for learning, which makes the learner examine and transferring a large amount of knowledge-based
explore different concepts using various relationships information (6). Nowadays, critical thinking is
that can be linked from a central topic to peripheral increasingly gaining ground in teaching nursing students,
branches (1). Creativity and idealization are effectively which is applied by various educational strategies
strengthened in this educational method (2). In fact, including MMLT as one of these innovative learning
mind map is an interactive learning approach that methods (7). Therefore, the present study aimed to
persuades students to focus more precisely on classroom investigate the effectiveness of MMLT in improving
topics, and learning lessons is not only a boring issue for nursing students' learning. It was hypothesized that
students, but it becomes an attractive and useful topic MMLT-trained students would have more significant test
(3). Traditional methods, such as using chalk and board scores than those exposed to traditional learning
or lecture, are amongst the best means of information methods.
transfer, but there is no guarantee of knowledge transfer
through these methods. Visual teaching techniques METHODS
(mind map) help effective learning in 65% of visual In the present quasi-experimental study, two equal
learners (4). Transferring available knowledge and groups of six-semester nursing students were selected
information by instructors to students with traditional for four sessions of Nursing Management course in two
methods does not guarantee to understand by students, separate classrooms of intervention and control groups.
especially in classrooms, which in turn poses a challenge Students in both classrooms were identical in terms of
to learning. To solve this challenge, it is necessary to age and gender. A sample size of 40 students was
change the educational approach from learning-centered determined per classroom. After obtaining informed

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 Rezapour-Nasrabad / Mind Map Learning Technique: An Educational Interactive Approach

consent from the students for this study and drawing 2. Start with an open and innovative attitude and a brain
their collaboration, the researcher explained the goal drain process that provokes new communications and
and the method of this study to students in a meeting ideas.
with both classrooms. The classroom that agreed with 3. Place all categories related to the central concept in
the new teaching method was considered as the the form of concentric branches and sub-branches on
intervention group and the other as a control. The the central concept without evaluation and judgment.
intervention group was divided into five subgroups that 4. Use keywords, photos, and icons to quickly record
received four sub-classes separately in two theoretical ideas.
and two practical meetings. Theoretical sessions (60 5. Topics related to the central concept should be best
minutes) included lectures using data presentation and organized throughout.
group discussions covering concepts, methods, benefits,
and mind mapping programs. Students also learned DATA COLLECTION TOOLS
about the basics of using mind map by mapping the main The researcher used a written test and an assessment
topic at the center with branched keywords in a sheet as data collection tools to achieve the study
divergent pattern according to the mind mapping objectives. The 50-minute written test included a
principles. The practical section was implemented in two questionnaire with 20 four-choice questions related to
sessions and the students performed practical training in the discussed topics. Questions reflected different
the production of mind maps for the selected topics. cognition levels according to Bloom's classification. The
Three topics were selected as study materials, including scores obtained from the students were compared
planning, organizing, and decision making. During the between the two groups. Additionally, students'
training course, participants were able to ask questions perceptions of MMLT as a new educational method were
about the new technique and its application. Control obtained using a questionnaire of 11 pre-designed
group students were taught the same subjects using questions in the intervention group.
usual teaching methods during four theoretical sessions. The test was held with the four-choice questionnaire of
At the completion of four training sessions, students in 20 questions in two steps before and after the
both classrooms were evaluated using identical intervention. Students were asked to write their age,
evaluation tools, as detailed in the following steps: gender, and marital status at the end of the sheet. The
1. Concept analysis second tool evaluated students’ perceptions of MMLT as
In this stage, students draw up a mind map individually a new learning method in the intervention group. This
and analyzed it in each teaching session for a week to tool included 11 questions with positive and negative
further appreciate and understand important and answers. Responses were scored on a five-point Likert
challenging concepts with the help of their knowledge. scale categorized from "Absolutely agree" to "Absolutely
2. Group formation disagree." Responses were scored from 5 to 1,
In this stage, the students after group formation start to respectively. The scores were reversed for negative
draw mind maps through the review of comments and responses, so that a higher score indicated greater
views of all group members, reviewing the mind maps of agreement. Scores of the 11 questions were summed up
each member, examining their common points, and and a mean score was determined for each question
collecting required information about a concept. with a maximum score of five.
3. Presentation The formal validity and reliability of the tools were
In this stage and at the end of each week, the original evaluated and corrected by a number of nursing faculty
mind map is presented in the classroom by the group members from different groups. The perception scale
representative. To begin, groups of four students were reliability was also assessed through its internal
set up in the classroom and each group started drawing consistency test. These results were obtained from
up a mind map with proper organization and Cronbach's alpha of 0.86, which is higher than the
coordination. The process of mind mapping taught to acceptable level.
students in this activity included the following steps:
1. Start a mental map by writing a concept in the center RESULTS
of a paper as the main symbol of the subject. Results of data analysis are summarized in the following
tables.

Table 1. Absolute and relative frequency of students in two groups of intervention and control by age, sex, and
marital status
Frequency Percent
Age Intervention <20 12 30.0
20-25 24 60.0
>25 4 10.0
Control <20 11 27.5

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 Rezapour-Nasrabad / Mind Map Learning Technique: An Educational Interactive Approach

20-25 29 72.5

Gender >25 0 0
Intervention F 20 50.0
M 20 50.0
Control F 18 45.0
Marital status M 22 55.0
Intervention Married 13 32.5
Single 27 67.5
Control Married 6 15.0
Single 34 85.0
Based on (Table 1), 60% of participants in the were single in the intervention and control groups,
intervention group and 72% in the control group aged respectively.
between 20 and 25 years. In terms of gender, the (Table 2) shows students’ perceptions about the benefits
number of girls and boys was equal in the intervention of teaching with the new educational approach in the
group, while most (55%) of students were boys in the intervention group.
control group. Also, 67.5% and 85% of the participants

Table 2. Students' understanding of teaching with the new educational method in the intervention group
Frequency Percent Cumulative percentage
Better learning I agree 15 37.5 37.5
I totally agree 25 62.5 100.0
Better understanding I agree 17 42.5 42.5
I totally agree 23 57.5 100.0
Recall of information I agree 14 35.0 35.0
I totally agree 26 65.0 100.0
Organizing information I agree 16 40.0 40.0
I totally agree 24 60.0 100.0
Summarizing information I agree 15 37.5 37.5
I totally agree 25 62.5 100.0
Deletion of wrong concepts I agree 14 35.0 35.0
I totally agree 26 65.0 100.0
Individual study I agree 13 32.5 32.5
I totally agree 27 67.5 100
Quick review I agree 11 27.5 27.5
I totally agree 29 72.5 100.0
Learning pleasure I agree 11 27.5 27.5
I totally agree 29 72.5 100.0
Not according to my learning method I agree 1 2.5 2.5
I have no opinion 3 7.5 10.0
I disagree 23 57.5 67.5
I totally disagree 13 32.5 100.0
Learning agent is not stable I agree 1 2.5 2.5
I have no opinion 1 2.5 5.0
I disagree 24 60.0 65.0
I totally disagree 14 35.0 100.0
Based on (Table 2), all students in the intervention group teaching method as these two questions were scored
responded “Agree” and “Absolutely agree” to the reversely. Students, therefore, generally agreed on
questionnaire concerning participants' understanding of teaching with the new method. (Table 3) shows the
the new educational approach. Most of the answers average scores obtained in the intervention and control
were “totally agree” for the first 9 questions of the groups. (Table 4) represents the statistical difference
questionnaire, and the majority of responses were between mean scores in the intervention and control
“disagree” to two questions of 10 and 11, both of which groups.
reflect the participants’ agreement with the new

Table 3. Average test scores in the intervention and control groups

Group N Mean SD SE of mean

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 Rezapour-Nasrabad / Mind Map Learning Technique: An Educational Interactive Approach

Test score Intervention 40 15.5500 2.44897 0.38722

Control 40 13.0500 2.97813 0.47088

Table 4. Mean difference of test scores between the intervention and control groups
t df Sig. Mean difference SE of difference
(2-tailed)

Test score Equal variances assumed 4.101 78 0.000 2.50000 0.60964

As a result of an independent t-test with equal variances, addressed by clinical instructors and nursing schools (11,
the mean difference of scores obtained in the 17). They need active educational strategies to promote
intervention and control groups is statistically significant meaningful learning because active learning will not be
(P < 0.05). feasible by relying on traditional methods that are reliant
on the memory and content memorization (12-16). A
DISCUSSION AND CONCLUSION review on the current state of science in terms of
Mind map as an interactive learning technique plays an conceptual mapping indicates that this learning method
important role in the improvement of communication can help nursing educators prepare students for active
skills and effective learning (7). Mind mapping is an learning of critical thinking to work in complex health
innovative learning method in which learners can boost care centers (6).
and develop memory through a unique learning method
and help create a new environment for information
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