















































 
 
  

 

47 
 
 

p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 2, August 2021: 47-58 

©2021 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
Homepage: https://scie-journal.com/index.php/SiLeT 
Email: silet@scie-journal.com 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Effect of Mind Mapping as a Learning Tool on Online Learning of 
Chemistry 

G A Nyagblormase1, *A O Gyampoh1, J Hinson2., B Aidoo3, E Yeboah4 
1Science Department, Kibi Presbyterian College of Education (Ghana) 

2Science Department, Holy Child College of Education - Takoradi (Ghana) 
3School of Education, University of Iceland (Iceland) 

4Science Department, Mount Mary College of Education - Somanya (Ghana) 

Article Info  ABSTRACT 

Article history: 

Received August 18, 2021 
Revised September 17, 2021 
Accepted September 19, 2021 
Available Online September 19, 2021 

The advent of the Covid-19 pandemic brought distortions in the 
academic calendar of nations when educational institutions were 
closed. As a way of filling the gap created in the trend, tertiary 
institutions introduced online learning to support students’ learning 
while at home. There was also the need to introduce alternative 
learning approaches to students that will help them summarize and 
represent the lengthy lecture notes and reading materials into 
meaningful and memorable units. This study looks at the 
effectiveness of mind maps in promoting this home-based online 
learning.  The participants were seventy-one (71) first-year Bachelor 
of Education students pursuing a 4-year degree program in Basic 
Education in Kibi Presbyterian College of Education. One group 
consists of students pursuing Home Economics as their major and the 
other primary education. A test and questionnaire were used to 
collect data. T-test was used to test the significance of the 
performance of the two groups, and multiple regression was used to 
find an association between the use of the strategy and students’ 
performance. The statistical software used for data analysis was 
IBM’s SPSS version 25. The result shows that the mind map strategy 
helped learners retain knowledge; however, students’ understanding 
of concepts was low. 

Keywords: 

Covid–19 
Graphic organizer 
In-class learning 
Online learning 
Tutors 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
The need for online learning, synchronous or asynchronous, arose globally and in Ghana due to 
Covid -19 pandemic. The pandemic set in when tertiary institutions in Ghana were to resume 
for the second semester of teaching and learning activities. The sudden change from in-class 
learning to online learning came as a challenge to both teachers and learners, as the country’s 
educational system, until then, placed little or no emphasis on online education. 

It was a challenge for tutors in Colleges of Education because most of them had little 
knowledge in Information and Communication Technology (ICT) and had no background on 
online lesson planning and teaching strategies. More complicated was the lack of knowledge of 
teachers on the use of online teaching tools and software. In a study to assess the preparedness 
of tutors of Colleges of Education for online teaching in the Covid-19 period, Gyampoh et al. 
(2020) found that only 33.3% of tutors interviewed could teach confidently online, while 66.7% 
need further training to deliver lessons online confidently.  For online learning to be successful, 
tutors must invest more time in intensive preparations such as lesson plan preparation to meet 
online needs and technical abilities to encode and upload learning materials. 

http://u.lipi.go.id/1586183902
http://u.lipi.go.id/1587708325
https://scie-journal.com/index.php/SiLeT
mailto:silet@scie-journal.com
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.46627/silet


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

48 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Students equally have their challenges. Most of them stayed in remote villages where 
mobile networks are not available. Even though they are students in tertiary institutions, most 
do not have modern communication gadgets like smartphones and laptops that could help 
them access their learning notes and other information on the internet. Financial constraints 
prevented most learners from acquiring data to access information posted on their various 
learning portals. These challenges are embedded in the list of five common challenges of online 
learning enumerated by Kumar (2015): adaptability, technical issues, computer literacy, time 
management, and self-motivation. Again, Kumar (2015) opined that the sudden transition from 
classroom face-to-face instruction to online learning posed problems to the students who had 
the traditional mindset. 

The second semester commenced amid all these challenges, and both tutors and students in 
Colleges of Education were expected to start teaching and learning of the semester’s courses 
online. Despite the shortcomings of teachers as far as communication technology is concerned, 
teaching and learning must continue. Teachers had to adopt creative teaching strategies to help 
learners to learn the content of courses with ease. According to Rankin and Brown (2015), 
innovative learning strategies promote meaningful learning, student engagement, and peer 
interaction. 

One significant component of online learning is that the learners must take responsibility 
for their learning. Online learning is likened to adult-based knowledge in which the learners 
must take charge and own their learning, mostly learning independently in a holistic manner. 
That is, it is self-directed learning, and this implies that the success of a student in an online 
course depends on the learning effort put in by the learner. The challenge for the instructor is 
how to design appropriate instructional approaches to increase student activity and student 
responsibility concerning their own learning. Another role of the teacher is to provide the 
necessary course materials and guidance to the learner. 

Based on these challenges, the researchers examined Mind Map learning strategy on 
students’ learning of Pure and Impure substances, a concept that is part of their second-
semester chemistry course for level 100 students in Home Economics and Primary Education 
majors. The research examines how effective the Mind Map learning strategy will promote 
students’ retention of knowledge, understanding of concepts, and procedural knowledge in the 
concept. There had been several publications on online learning, but few studies have 
highlighted the use of mind maps as a learning tool in chemistry among pre-service graduate 
teachers in Colleges of Education in Ghana. The researchers believed this study would add 
knowledge to teaching and learning strategies adopted by College of Education tutors in this 
Covid-19 period. 

Purpose of the study 
This study aimed to compare the effectiveness of the mind map learning strategy to the 
traditional lecture method in online learning to promote understanding of chemistry concepts. 
The concept covered was Pure and Impure substances, which includes compounds and 
mixtures and separation or purification techniques. 

LITERATURE REVIEW 
According to Meister (n.d.), a mind map is a visual display of information in the form of a 
diagram. It is a “visual tool used to organize information,” take notes and summarize concepts 
(Jiang, 2020). The open-flowing format of mind mapping supports the natural thinking process 
(Wilson et al., 2016) and makes it a suitable representation style. D’Antoni et al. (2010) describe 
mind maps as multi-sensory tools that may help medical students organize, integrate, and 
retain information. 

The mind map is a useful teaching and learning technique that helps learners to learn more 
effectively. It can improve learners’ mode of recording information, support, and enhance their 
ability to solve a problem creatively. As a graphic organizer, mind maps summarize 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

49 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

information in a format that the mind finds easy to recall (Adodo, 2013) hence supports 
remembrance. It makes lengthy conventional notes more compact and helps making 
associations and generalizations easier. 

The mind map is a kind of graphic organizer that teachers employ to summarize concepts. 
Graphic organizers are visual illustrations of ideas, information, and verbal statements. The 
theme or concept, or subject of a mind map, is centrally located, from which sub-concepts 
radiate. 

 
Figure 1. Sample mind map adapted from Researchers (2021) 

In Chemistry, mind maps help teach inquiry process skills in defining features, charts, and 
diagrams. Chemistry teachers can use them as instructional strategies to record observed 
information or from reading to create a descriptive model of phenomena. According to 
Brinkmann (2003), visual appeal can boost memorization and recall, which is expected to speed 
up the learning process. 

Employing the mind map technique in lesson delivery makes students learn a sense-
making process (Zhao, 2003), and it is an active learning technique. Ueckert and Gess-Newsome 
(2008) describe active learning techniques (short demonstrations, think-pair-share, group 
projects, case study, role-play, etc.) as processes that recognize individuals’ engagement with 
the content of a lesson and with others. Active learning unveils initial ideas, makes connections 
between ideas, and helps to construct new knowledge from learners’ experiences. 

The researchers believe that mind mapping activities will promote a deeper level of 
approach to the learning process. More significant learning would also be achieved, based on 
Vekiri’s (2002) research that visual displays play a vital role in the learning process. Students 
representing their knowledge in pictorial forms are helpful because they can self-regulate their 
learning since they will externalize their thoughts and compare them with the thinking of 
others. Spencer et al. (2013) found that mind maps are creative and unique learning methods in 
which students expand their memory and recall critical topics. 

Researchers found that using mind map as a learning strategy improves students’ grades in 
Chemistry (Abi-El-Mona & Abd-El-Khalick, 2008), increases the achievement scores of students 
(Horton et al., 1993), and promotes retention of knowledge (Nesbit & Adesope, 2006). Mind 
maps are instrumental in notetaking and arranging thought (Boyson, 2009), planning, and 
organizing information (Wilson et al., 2016). Meister (n.d.) argues that student’s ability to create 
mind maps can lead to faster memorization of information, ease of writing essays, and the 
student’s ability to create engaging presentations. 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

50 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Mind maps are helpful to instructors. Edwards and Cooper (2010) indicated that mind 
maps help the instructor prepare and review lectures, while Nesbit and Adesope (2006) found 
that when teachers use mind maps, it helps them vary their teaching methods, and diverse 
learners may benefit from this diversity. Mind maps affect forcing students to learn information 
since it enables them to organize information meaningful and add images and color to it. Nesbit 
and Adesope (2006) indicated that the use of mind maps lowers the extrinsic cognitive load. 
Chandler and Sweller (1991) described cognitive load as the working memory load experienced 
by learners as they interact with materials. Mind maps enhance students’ learning by creating a 
visual image of the concept being learned (Budd, 2004). Mind maps improve the metacognitive 
skills of learners (Astriani et al., 2020) and permit students to make associations with material 
meaningfully. Budd (2004) indicated that mind maps are used as ‘reflective tools’ that enable 
the extended association to be made to materials. 

In teaching Chemistry, Anil (2018) argues that mind maps can create wonders in learners’ 
output. He indicated that mind maps could help learners gather and hold many data and 
encourage problem-solving because learners see new or novel pathways, increase retention, and 
make learners achieve higher levels of creativity, increased concentration, and clear 
organization of thought. Mind maps, to him, improve the mental ability of learners, help to 
remember names, facts, formulae, and figures, and make recall easy. Meister (n.d.) also listed 
the following advantages of mind maps: 

• The radiant structure mind map resembles the way our brains store and process and 
retrieve information. 

• Mind maps convey the relationships between individual ideas, so you see hierarchy and 
the entire concept in diagrams. 

• Memorization is maximized as the colors, pictures, and connections the mind map use 
make things easier to recall. 

THEORETICAL FRAMEWORK 
Mind mapping hinges on the constructivist approach or theory. Constructivism believes that 
people build their knowledge in their minds from what they do (Işman, 1999). When 
constructing information, the constructivist theory is concerned with the process, as Durmuş 
(2001) found. Information depends on our knowledge of the subject matter, our experiences 
with the subject matter, how we arrange our experiences about the subject matter, and our 
beliefs about our experiences. The lens through which we view the world is established by our 
various experiences. Students and teachers do not have the same knowledge and experience, 
making the transfer of teachers’ personal experiences incomplete. Mind mapping requires 
employing these tools, which provide a useful and long-lasting education (Bütüner, 2006). 

Research Questions 
Three research questions were formulated to guide this research, and one hypothesis was tested 
using a student’s t-test. 

1. What learning strategies do students use before and during the Covid-19 period? 
2. What is students’ perception about using the mind map learning approach to the 

learning of scientific concepts? 
3. What is the effect of using the mind map learning approach in the online learning of 

chemistry? 

H0: there is no significant difference in students’ performance using lecture and mind map 
learning strategies in online learning of chemistry. 
H1: there is a significant difference in students’ performance using lecture and mind map 
learning strategies in online learning of chemistry. 

 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

51 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

METHODOLOGY 

Research Design 
The study examines the effect of mind maps in online teaching on students’ performance in the 
chemistry concepts of Pure and Impure Substances and Mole Concept. It employs the 
experimental versus control group design. Two intact levels 100 groups were purposively 
selected and randomly assigned to experimental and control groups. Forty students offering 
Home Economics as their major formed the Experimental group, while thirty-one (31) students 
offering Primary Education create the control group. The two groups were purposively selected 
because they provided General Chemistry as a core course for that semester. A simple ballot 
was conducted to assign the two groups into experimental and control groups. The 
experimental group was introduced to the mind map learning approach, while the conventional 
method was used on the control group. 

Participants 
The participants in this study are first-year Bachelor of Education students pursuing a 4-year 
degree program in Basic Education in Kibi Presbyterian College of Education. One group 
consists of students pursuing Home Economics as their major and the other primary education. 
The chemistry course mounted for the two groups for the semester was General Chemistry. The 
General Chemistry course was designed to consolidate and expand the content, and skills 
students have acquired from their lessons in Integrated Chemistry at the senior high school 
level, particularly topics in chemistry. It also reflects some of the issues treated at the primary 
school level and the senior high school. To the Home Economics students, the General 
Chemistry course is to increase their knowledge in the chemistry of food and related ideas. The 
Home Economics group comprises 40 students – 36 females and 4 males, while the Primary 
Education group includes 31 students consisting of 18 females and 13 males.  

Mind mapping activities 
As a result of the Covid -19 pandemic, lesson delivery, and learning have changed from face-to-
face to online. In Kibi Presbyterian College of Education, Google Classroom and Moodle were 
used for asynchronous lessons, while Zoom, Telegram, and WhatsApp were used for 
synchronous lessons. The tutors use multiple platforms to deliver their lessons because students 
who miss the synchronous sessions can access the asynchronous platforms. As the weeks 
unfolded, the researchers realized that the number of students who accessed the Zoom sessions 
declined and never exceeded a quarter of the entire class. The number of students who visited 
the Google Classroom to assess the lessons posted there was better than the synchronous 
attendance. 

The researchers then thought of a learning strategy that would help learners summarize 
lessons posted on the asynchronous platform in the forms of PowerPoint, videos, and write-ups 
in diagrammatic forms that would aid lesson assimilation and memory. A lesson on using a 
mind map as a learning strategy was posted on the Google Classroom platform for students in 
the Home Economics major group to study. They were also invited to a synchronous session on 
zoom and were taken using a mind map as a learning strategy. The researchers, having been 
assured that the students understood using mind maps as a learning strategy, posted two 
lessons on the google platform for the learners to study. The lessons were on the mole concept 
and pure and impure substances. The students were told to explore the ideas and draw mind 
maps on the two pictures. This exercise they submitted in person to the course tutors for 
assessment. 

However, the Primary Education major group was not taken through the mind mapping 
activities but were taken through the lessons presented in the synchronous and asynchronous 
forms. When the Covid-19 pandemic subsided a bit, the students returned to college for four 
weeks face-to-face. Two weeks were used for revision and two weeks for examination. Within 
the revision week, the researchers gave an eight-item test to both the Primary Education major 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

52 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

group and the Home Economics group to determine the effect of the mind mapping activities 
on the experimental group. The researchers wanted to determine whether the mind-mapping 
activities could enhance or improve learners’ knowledge, concepts, and procedural knowledge. 
Also, the experimental group was given a questionnaire to examine their experience with the 
mind mapping learning strategy.  

Instrumentation and Data collection 
The researchers used two tools to collect data for the study. These include tests and 
questionnaires. The test was made up of eight items. Items 1-4 were designed to test students’ 
recall of knowledge. Items 5 and 6 were designed to test students’ understanding of the 
concepts under study, while items 7 and 8 were designed to test students’ procedural 
knowledge in terms of mole calculations. In scoring the tests, the researchers used two scoring 
approaches. In one method, the marks scored in the knowledge, understanding, and procedural 
domains were scored on a 4-point Likert scale (very adequate, adequate, fair, and inadequate. 
All the points in all 8 items were summed up to give the student’s total score in the other 
approach. An 18-item questionnaire was used to examine students’ perceptions about using the 
mind map learning approach. The questionnaire was administered to the Home Economics 
group only because they were taken through the mind map learning approach. Three of the 
items were open-ended, while the rest were graded on a 4-point Likert scale. 

To ensure the credibility and reliability of the test items and the questionnaire, the items 
were submitted to the research committee of the Chemistry department and the college 
assessment unit for review. Their recommendations and suggestions helped to reshape the 
items before they were given to the student. Due to the limited time, the students had to spend 
on campus and their preparation for the end-of-semester examinations, the items were not pilot 
tested. 

The data collected were analyzed using version 27 of IBM SPSS software. The statistics 
calculated are frequencies and paired sample t-test. 

Data Presentation and analysis 
Learning approaches students used before and during the Covid-19 period. 

Table 1: Learning strategy conversant with 

 N % 

Self study 12 30.8 
Diamond line conversant 

Concept map 
Mind map 

1 
4 
3 

2.6 
10.3 
7.7 

Group study 
Other 

18 
1 

46.2 
2.6 

Whether at home or in school, students must continue learning. There are many learning 
approaches, and individuals have their preferred strategies. Data on learners’ learning 
approaches before the pandemic shows a significant preference for group study and self-study. 
A few students used a concept map, while two students mention diamond nine. The responses 
showed that 59% of the students used at least one learning strategy, 5.1% used at least two 
strategies, and 15.4% used three strategies. 10.3 % used four or more strategies, while 10.3% 
used none, indicating that some students were not concerned about learning while out of 
school. 

During the Covid-19 lockdown, all the students mentioned self-study using online 
resources like U-tube videos and online texts, using search engines like Google, Yahoo, and 
Vidmate. Their responses showed that many of the students were willing to take responsibility 
for their learning in the instructor’s absence. 
 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

53 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Table 2: Descriptive statistics of different learning styles 

 N Mean SD Min. Max. 

Self study 11 8.36 3.53 3 13 

Group study 26 9.19 3.07 1 14 

Self and group study 11 10.45 3.75 5 15 

Multiple 23 10.57 3.64 2 18 

The descriptive statistics of the various learning styles are shown in Table 2. As indicated, 
the means for learning styles factors were not different from each other. 

A one-way independent-samples of variances (ANOVA) was conducted to investigate the 
impact of different learning styles on student’s achievement. There was a significant effect of 
different learning styles on exam performance, F (2,37) = .36, p > .001, np2 = .02. Bonferroni post-
hoc comparisons revealed that those who used self-study only and group study and self-study 
(M= 8.36, SD= 3.53) were lower but statistically insignificant (M= 8.00, SD= 3.23), students who 
used group study only and self and group study (M=9.19, SD= 3.07) were lower but statistically 
insignificant (M= 8.00, SD= 4.36). 

Table 3: Students’ perception about the use of mind map learning strategy 

Variable 
Percentage (%) 

Mean SD 
Agree Disagree 

I understand the mind mapping learning strategy 65.0 32.0 2.08 1.12 
Mind mapping is relevant learning strategy 83.8 16.2 1.68 0.82 
I can summarize lengthy lessons with mind mapping 71.8 28.2 1.97 0.96 
It has decreased the time spent on learning concept 65.7 34.3 1.97 0.99 
Easily recall concepts with mind map diagrams 73.0 27.0 2.03 0.93 
Can confidently draw mind map concepts in any subject 70.3 29.7 2.08 1.04 
My recall and memorization power has boosted 67.6 32.4 2.08 1.12 
I can make connections between ideas and concepts 78.9 21.1 1.74 0.98 
I can explain scientific concepts to friends 76.3 23.7 1.95 1.09 
I can perform better in tests with a mind map 73.0 27.0 2.03 1.09 
The mind map has stimulated my interest in Chemistry 65.8 34.2 2.21 1.14 
I can use my mind up to ideas for knowledge transfer 73.7 26.3 1.89 1.13 
Drawing a mind map on concepts wastes time 63.2 36.8 2.97 0.94 
I can use other graphic organizers than mind map 55.9 44.1 2.50 0.86 

Table 3 shows the responses to the questionnaire assessing students’ perceptions about 
using the mind map learning approach. A good number of the respondents agree with the 
advantages of the use of a mind map; that is, it can be used to summarize lengthy lessons 
(83.8%), recall concepts (73.0), boost memorization of concepts (67.6%), and see connections 
between ideas. However, most of them admitted that mind map is difficult to draw (64.1%), and 
it wastes their time (63.2%), but agreed that they would perform well when they are tested on 
concepts, they learn using mind maps (73.0%). The researchers then conclude that a mind map 
is a good learning strategy for online learning. It will help the learners to organize concepts in 
meaningful ways. 

Effect of the use of mind map learning approach in the online learning of chemistry 
The effect of using mind map learning approach on student’s academic performance was 
analyzed using an independent t-test. The t-test was conducted to explore the differences in 
means performance between the experimental group and control group. An alpha level of 0.5 
was utilized. Descriptive statistics are shown in table 3. Homogeneity of variance was 
conducted using Levene´s test with all the groups were normally distributed and variations 
were homogenous, F (1,32) = .506, p>.05, hence equal variances were assumed.  

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

54 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Table 4. Independent Samples t-test for control and experimental group scores 

 

Levene’s Test for 
Equality of 
Variances 

T-test for Equality of Means 

 Mean SD F Sig. t df 
Sig. (2-
tailed) 

Mean 
diff. 

Std. 
Err diff 

95% Confidence 
Interval of the 

Difference 

Lower Upper 

Control 7.81 3.06 
.506 .482 -1.933 32 .062 -3.527 1.825 -7.244 .190 

Experimental 11.33 2.31 

*p<0.01 

No statistically significant difference was found in the scores for the experimental group 
(M= 11.33, SD= 2.31) and the control group (M= 7.81 SD= 3.06) conditions; t (32) = -1.933, p>.05). 
A small effect was noted, d= 0.13, indicating a weak significance. This implies that using the 
mind map approach to online learning improved the learners’ performance in the Home 
Economics group than that of the Primary Education group who used the conventional 
approach to learning. The researchers then conclude that the mind mapping learning strategy 
improves student’s learning and performance. 

Table 5: Comparison of students’ performance in knowledge recall, concept understanding, and 
procedural knowledge. 

Variable 
Percentage (%) 

Inadequate Mean SD 
Adequate Adequate Fair 

Knowledge recall 15 38 25 2.5 2.55 1.011 
Understanding 10 10 20 57.5 3.40 1.128 

Procedural knowledge 33 25 30 12.5 2.23 1.050 

 
Students’ score in the three cognitive domains was graded as very adequate (VA = 5), 

adequate (A = 4), fair (Fair = 2 to 3) and inadequate (In = 0 to 1). Table4 shows that 53% of 
students displayed good knowledge recall when using the mind mapping learning strategy, 
while 25% displayed fair recall of knowledge. In terms of knowledge recall, that of 23% of the 
students was inadequate. Only 20% of students performed well on concept understanding, and 
another 20% showed fair understanding. As many as 60% of the students showed an 
inadequate understanding of the scientific concepts. The researchers reasoned that student 
using mind maps in their studies only attempt to memorize the concept rather than pay 
attention to understanding the concepts. In the following procedures, the table indicated that 
60% of students showed adequate knowledge in this area, while 30% showed adequate 
knowledge. However, the procedural knowledge of 13% of students was found to be 
inadequate; that is, 88% of students showed adequate knowledge in following procedures. The 
researchers, therefore, conclude that the use of mind map learning strategy in online learning of 
Chemistry, in this study, favors knowledge recall and procedural knowledge but limits 
understanding of concepts. 
  

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

55 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Performance of students in terms of gender   

Table 6: Independent samples t-test comparing males and females in knowledge recall, concept 
understanding, and procedural knowledge. 

Factors Gender N Mean SD 

Knowledge recall 
Male 

Female 

4 

36 

2.25 

2.58 

1.50 

0.97 

Understanding concepts 

 

Procedural knowledge 

Male 

Female 

Male 

Female 

4 

36 

4 

36 

3.50 

3.39 

2.00 

2.25 

1.29 

1.13 

1.16 

1.05 

* p< 0.001 

Table 6 showed there were no significant differences between male and female students‘ 
knowledge acquisition in terms of ´´recall´´ (t= -0.62, p=.539), no significant differences in 
understanding in terms of gender (t=0.19, p=.855), and there were no significant gender 
differences in terms of procedural in favor of female ( t=-0.45, p= .657).  

Students’ perception of mind mapping  
Students expressed their personal views about the use of the mind map concept. Table 3 shows 
a few of the positive and negative opinions expressed by learners. Students’ dispositions and 
ideas were vital on the use of mind maps for learning. Participants described their positive 
beliefs of being in mind map enacted learning environment. Their comments provide better 
information about mind mapping helped them to learn. Participants reported mind mapping 
helped them to recall knowledge from the concepts.  

Shanty said “mind map increased my creativity and productivity because it is an excellent tool to 
generate more ideas. The mind map is not difficult to draw, and you can also use it on other subject 

areas…..It is a relevant strategy, and it has helped me a lot”. 

The participants also expressed mind mapping enhanced their understanding of concepts 
and transferred the knowledge in other areas.  

According to Liza, mind map makes learning easy and fast, and many concepts are captured when 
using mind map……It helps you know all the areas of the topic. 

The participants reported mind mapping is an effective instructional strategy in a 
chemistry classroom. 

Agbe also opined that the mind map learning approach is an excellent approach to learning. It helps 
you easily recall concepts related to the topic…... it is ideal for personal studies, group studies, and online 

studies…….It is a good strategy because it does not waste time, and it helps you recall what you have 
learned. 

Despite the benefits of the mind mapping approach, the participants reported having 
difficulty using it to learn.  

According to Kofi, it is challenging to study when learning…. I find it challenging to use it. 
……. It was very confusing the first time was introduced to it. 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

56 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Most students who used the mind map learning approach gave positive comments about it. 
The positive comments go to reinforce the findings of earlier researchers about the use of the 
approach.  

DISCUSSION AND CONCLUSION 
The study’s findings showed that learners who used the mind map learning approach during 
the online learning period displayed improved performance than students who used the 
traditional method in learning. This finding supports earlier research on the effectiveness of the 
mind map strategy (Adodo, 2013; Abi-El-Mona & Abd-El-Khalick, 2018; Astriani et al., 2020). 

The research outcome shows a need for instructors to introduce learners to creative 
learning approaches that will help them learn and generate knowledge for themselves, 
especially online education. A mind map is one of the innovative approaches that instructors 
can adapt at all levels to help learners organize lessons and concepts in a meaningful way since 
the approach makes students’ learning a sense-making process (Zhao, 2003) because it is an 
active learning technique (Ueckert & Gess-Newsome, 2008).  

The researchers were able to identify the misconceptions of learners in learners’ knowledge 
and re-plan their lessons to correct the misconceptions. This aligns with Edwards and Cooper 
(2010), who said that mind maps help the instructor prepare and review lectures. Nesbit and 
Adesope (2006) also indicated that mind maps help instructors to vary their teaching methods, 
and diverse learners can benefit from this diversity. The researchers suggest that tutors at 
colleges of education adopt this strategy to help pre-service teachers improve their procedural, 
recall, and understanding of knowledge levels. Brinkmann (2003) found that the approach can 
boost memorization and recall, which is expected to speed up the learning process. 
 
ACKNOWLEDGEMENTS 
The authors acknowledge the unconditional support from all participants in this project. Again, 
this project received no grant. 

REFERENCES 
Abi-El-Mona, I., & Abd-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ 

chemistry achievement. School Chemistry and Mathematics, 108(7), 298-312. 
Adodo, S. O. (2013). Effect of mind-mapping as a self-regulated learning strategy on students’ 

achievement in Basic Chemistry and technology. Mediterranean Journal of Social Chemistry, 
4(6) 163-172. 

Anil. (2018). Effectiveness of mind mapping technique in teaching chemistry to secondary 
school students in relation to their academic achievement. International Journal of Scientific 
Research in Chemistry and Technology, 4(2), 76 – 83. 

Astriani, D., Susilo, H., Suwono, H., & Lukiati, B. (2020). Mind mapping in learning models: A 
tool to improve student metacognitive skills. International Journal of Emerging Technologies in 
Learning (iJET), 15(06). https://doi.org/10.3991/ijet.v15i06.12657 

Brinkmann, A. (2003). Graphical knowledge display–mind mapping and concept mapping as 
efficient tools in mathematics education. Mathematics Education Review, 16, 35-48. 

Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1). 
https://doi.org/10.3200/JECE.35.1.35-46 

Bütüner, S. Ö. (2006). Açılar ve üçgenler konusunun ilköğretim 7. sınıf öğrencilerine ve diyagramları ve 
zihin haritaları kullanılarak öğretimi [Master’s Thesis, Balıkesir Üniversitesi]. 
DSpace@Balıkesir Kurumsal Akademik Arşiv. 
http://dspace.balikesir.edu.tr/xmlui/handle/20.500.12462/1622 

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition 
and Instruction, 8(4), 293-332. 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.3991/ijet.v15i06.12657
https://doi.org/10.3200/JECE.35.1.35-46
http://dspace.balikesir.edu.tr/xmlui/handle/20.500.12462/1622


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

57 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

D'Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning 
strategy facilitate information retrieval and critical thinking in medical students?. BMC Med 
Educ, 10. https://doi.org/10.1186/1472-6920-10-61 

Durmuş, S. (2001). Matematik eğitimine oluşturmacı yaklaşımlar. Kuram ve Uygulamada Eğitim 
Bilimleri Dergisi, 1, 91-107. 

Edwards, S., & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 
7(4), 236-239. 

Gyampoh, A. O., Ayitey, H. K., Fosu-Ayarkwah, C., Ntow, S. A., Akossah, J., Gavor, M., & 
Vlachopoulos, D. (2020). Tutor perception on personal and institutional preparedness for 
online teaching-learning during the COVID-19 crisis: The case of Ghanaian Colleges of 
Education. African Educational Research Journal, 8(3), 511-518. 
https://doi.org/10.30918/AERJ.83.20.088 

Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An 
investigation of the effectiveness of concept mapping as an instructional tool. Chemistry 
Education, 77, 95-111. 

Işman, A. (1999, March). Eğitim teknolojisinin kuramsal boyutu: Yapısalcı yaklaşımın 
(constractivisim) eğitim öğretim ortamına etkisi. Öğretmen Eğitiminde Çağdaş Yaklaşımlar 
Sempozyumu, Dokuz Eylül Üniversitesi, İzmir, Turkey. 

Jiang, Y. (2020) Application of the mind map in learning English vocabulary. Open Access Library 
Journal, 7, 1-4. https://doi.org/10.4236/oalib.1106484 

Kumar, S. (2015, July 10). 5 Common problems faced by students in e-learning and how to overcome 
them. eLearning Industry. https://elearningindustry.com/5-common-problems-faced-by-
students-in-elearning-overcome 

Meister, R. B. (n.d.).  15 Creative mind map examples for students. Retrieved December 17, 2020, 
from https://www.mindmeister.com/blog/students-guide-to-mind-mapping/ 

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-
analysis. Review of Educational Research, 76(3), 413-448. 

Network Support (201, April 18). Why use graphic organizers in the classroom. Professional 
Learning Board. https://k12teacherstaffdevelopment.com/tlb/why-use-graphic-
organizers-in-the-classroom/ 

Sapitri, L., Rachmawati, E., & Surachmat, A. M. (2019). The use of mind mapping technique to 
increase EFL students’ motivation in writing (A case study at the eighth grade of a junior 
high school in Brebes) Journal of English Education and Teaching, 3(3), 392-402. 
https://doi.org/10.33369/jeet.3.3.392-402 

Spencer, J. R., Anderson, K. M., & Ellis, K. K. (2013). Radiant thinking and the use of the mind 
map in nurse practitioner education. The Journal of Nursing Education, 52(5), 291-293. 
https://doi.org/10.3928/01484834-20130328-03 

Ueckert, C. W., & Gess-Newsome, J. (2008). Active learning strategies: Three activities to 
increase student involvement in learning. The Chemistry Teacher, 75(9), 47-52. 

Vekiri, I. (2002). What is the value of graphical displays in learning?. Educational Psychology 
Review, 14(3), 261-312. https://doi.org/10.1023/A:1016064429161 

Wilson, K., Copeland-Solas, E., & Guthrie-Dixon, N. (2016). A preliminary study on the use of 
mind mapping as a visual learning strategy in general education chemistry classes for 
Arabic speakers in the United Arab Emirates. Journal of the Scholarship of Teaching and 
Learning, 16, 31-52. 

Zhao, Y. (2003). The use of a constructivist teaching model in Environmental Chemistry at 
Beijing Normal University. The China Papers, 2, 78-84. 

Zipp, G. P. (2011, September 7).  Using mind maps as a teaching and learning tool to promote student 
engagement. Faculty Focus. https://www.facultyfocus.com/articles/teaching-and-
learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-
engagement/ 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.1186/1472-6920-10-61
https://doi.org/10.30918/AERJ.83.20.088
https://doi.org/10.4236/oalib.1106484
https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-overcome
https://elearningindustry.com/5-common-problems-faced-by-students-in-elearning-overcome
https://www.mindmeister.com/blog/students-guide-to-mind-mapping/
https://k12teacherstaffdevelopment.com/tlb/why-use-graphic-organizers-in-the-classroom/
https://k12teacherstaffdevelopment.com/tlb/why-use-graphic-organizers-in-the-classroom/
https://doi.org/10.33369/jeet.3.3.392-402
https://doi.org/10.3928/01484834-20130328-03
https://doi.org/10.1023/A:1016064429161
https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/
https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/
https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/


Effect of Mind Mapping as a Learning Tool on Online Learning of Chemistry 

https://doi.org/10.46627/silet.v2i2.75 

 

58 
 

 

Studies in Learning and Teaching 
https://scie-journal.com/index.php/SiLeT 

 

Author (s): 

George Agbenyega Nyagblormase 
Science Department, Kibi Presbyterian College of Education (Ghana) 

Email: agbenyegageorge50@gmail.com 

 

*Alexander Obiri Gyampoh (Corresponding Author) 
Science Department, Kibi Presbyterian College of Education (Ghana) 

Email: ao.gyampoh@gmail.com 

 

James Hinson 
Science Department, Holy Child College of Education - Takoradi (Ghana) 

 

Benjamin Aidoo 
School of Education, University of Iceland (Iceland) 
Email: bea30@hi.is 

 

Ernest Yeboah 
Science Department, Mount Mary College of Education - Somanya (Ghana) 

 

https://doi.org/10.46627/silet.v2i2.75
https://scie-journal.com/index.php/SiLeT
mailto:agbenyegageorge50@gmail.com
mailto:ao.gyampoh@gmail.com
mailto:bea30@hi.is

