Mind Mapping as a Strategy for Improving Students' Achievement in PISA-Type Mathematics Tasks: A Convergent Parallel Mixed-Methods Study

Abstract Objectives: This study examined the effectiveness of mind mapping in improving students’ achievement in PISA-type mathematics tasks. Method: A convergent parallel mixed-methods design was employed involving 60 Grade 7 students from a public secondary school in Iloilo Province, Philippines. Using cluster random sampling, two intact classes were assigned to the experimental group (n = 30) and the control group (n = 30), which received mind mapping instruction and conventional instruction, respectively. Data were gathered using validated, teacher-developed contextualized mathematics assessments administered as pre-test and post-test measures before and after a 6-week intervention. Findings: Results revealed that both groups initially demonstrated low achievement levels (experimental: M = 24.48, SD = 6.72; control: M = 23.44, SD = 7.44). Following the intervention, the experimental group achieved a significantly higher post-test mean score (M = 41.57, SD = 3.26) compared to the control group (M = 33.32, SD = 5.22), with a statistically significant difference, t(58) = -6.50, p < .001, indicating a large effect size (η² = .48). Within-group analysis further showed substantial improvement in the experimental group, t(29) = -12.77, p < .001, compared to the control group, t(29) = -6.03, p < .001. Qualitative findings revealed that mind mapping enhanced students’ organization of ideas, creativity, collaboration, and critical thinking in solving contextualized mathematical problems. Novelty: Despite growing evidence on the benefits of mind mapping in mathematics education, limited studies have examined its effectiveness in improving students’ performance in contextualized PISA-type mathematics tasks among Filipino junior high school learners. This study addresses this gap by providing contextualized empirical evidence that mind mapping can improve students’ mathematical reasoning, organization of ideas, and higher-order thinking skills through visual and collaborative learning strategies. Keywords: Mind Mapping, Mathematics Achievement, Contextualized Mathematics Problems, Mixed-Methods Research