Enhancing Grade 7 Learners’ Reading Comprehension Through Mind Mapping Technique in Kilikili National High School

This study explored the effectiveness of the mind mapping technique in enhancing reading comprehension among Grade 7 learners at Kilikili National High School. Reading comprehension is a foundational skill crucial to academic success, and its enhancement is an enduring priority in education. Although traditional strategies have been widely used, emerging evidence supports innovative techniques like mind mapping to address learning challenges, foster creativity, and stimulate engagement. Mind mapping, as a visual-organizational learning tool, aligns with cognitive learning theories and supports the holistic processing of information. Using a qualitative quasi-experimental design, two groups of learners—control and experimental—were taught using different methods. The experimental group engaged in reading activities that utilized mind maps, while the control group followed conventional strategies. Pre-tests and post-tests were administered to assess reading comprehension improvement. Data analysis involved SPSS-based t-tests to measure gains. Findings indicated that learners exposed to the mind mapping technique showed a notable improvement in their comprehension scores and exhibited higher levels of engagement and motivation. The study concludes that mind mapping is not only effective but also scalable and adaptable in secondary education. These insights serve as a valuable contribution for educators, curriculum developers, and policymakers aiming to create learner-centered environments and enhance educational outcomes through innovative pedagogical methods.