EFFECTIVENESS OF MIND MAPPING TECHNIQUES ON CONCEPT FORMATION AND LEARNING CONSISTENCY AMONG SECONDARY LEVEL STUDENTS: AN EDUCATIONAL RESEARCH STUDY

The present study investigated the effectiveness of mind mapping techniques on concept formation and learning consistency among secondary-level students in Nadia District, West Bengal. A total of 300 students (150 male and 150 female) from five schools participated in the study. The research employed an experimental design with an experimental group receiving instruction through mind mapping techniques and a control group following traditional teaching methods. Data were collected using standardized achievement tests and observation schedules. Statistical analyses, including t-tests and ANCOVA, were conducted to evaluate the effects. The results revealed that students exposed to mind mapping exhibited significantly higher scores in concept formation and learning consistency compared to their peers in the control group (Novak &Cañas, 2008; Farrand, Hussain, & Hennessy, 2002; Chaudhuri & Dey, 2021). Additionally, gender-wise analysis showed no significant difference, indicating that mind mapping is equally effective for both male and female students (Svantesson, 2019; Singh & Kaur, 2017). The findings suggest that mind mapping is a learner-centered and inclusive instructional strategy that enhances cognitive organization, retention, and engagement. The study provides practical implications for teachers, curriculum planners, and policymakers to integrate visual learning strategies into secondary education.