Examining the Effectiveness of Traditional Teaching and Mind Mapping in School Education

Abstract

The present study examines the effectiveness of the traditional teaching method and the mind map teaching method in school education, specifically in the subject of social sciences. The objective was to determine which teaching method yields better learning outcomes among school students. A sample of 80 students from Standard IX at the Defence Career Academy (Chhatrapati Sambhajinagar) was selected using simple random sampling and divided into two groups: one taught using the traditional teaching method (N = 40) and the other using the mind map teaching method (N = 40). The study was conducted over 30 working days, and achievement scores were recorded. The independent sample t-test was used for statistical analysis, revealing a significant difference between the two teaching methods (t(88) = 8.58, p < 0.01). The mean score for the traditional teaching method was 12.48 (SD = 3.06), while the mind map teaching method had a higher mean score of 18.74 (SD = 3.45), demonstrating its superior effectiveness. The findings suggest that mind mapping enhances students’ cognitive engagement, retention, and comprehension compared to the traditional method, which relies on rote learning. The study concludes that mind maps should be integrated into teaching methodologies for improved academic performance in social sciences.