Conglomerating Inquiry-Based Learning and Mind Mapping to Promote Science Learning

This study aimed to assess 8th-grade students’ learning achievements in General Science by integrating inquiry-based learning with mind mapping strategies. This quantitative study utilised a quasi-experimental design with a control group and an experimental group, using intact groups, focusing on the General Science content. Lessons for teaching the experimental group were prepared by researchers and validated by experts. Whereas a test to assess pre- and post learning of the students of both groups was developed from three units of General Science based on MCQS, Short Questions and Long Questions. The test was validated by experts and pilot tested for item analysis. The finalised test was used as pre and post measurement of learning in two levels: understanding and application. After the conduct of the experiment for eight weeks, the results of both groups were compared using a t-test. The results of both groups were significantly different, indicating that the experimental group performed better on both understanding and application levels. Therefore, it is concluded that inquiry-based learning, coupled with mind mapping, is effective for the enhancement of understanding and application of concepts for eighth-grade general science students. It is recommended that inquiry-based teaching, coupled with mind mapping, may be used to teach General Science to female students.