MIND MAPPING: A METACOGNITIVE APPROACH TO ELEVATE ACHIEVEMENT IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS

Metacognitive Strategies have always played a vital role in teaching learning process. Mathematical learning is solely based on these strategies. Several metacognitive approaches have been adopted by teachers to elevate the learning levels of students in mathematics. The basic feature of mathematics learning is to enable human mind to think logically. Mind mapping provides the students enough space to think about his thinking while learning mathematics. In this study the investigator aims ind the answer for the question that how the learning levels of students canbe augmentedusingMindmapping as ametacognitive approach? For this an Experiment was conducted on secondary school students of Sangrur district in Punjab. This paper provides a brief overview of the study.


INTRODUCTION
In Mathematics Learning metacognitive strategies have played an indispensable role. A metacognitive approach in mathematics correlates with fundamental components of metacognition that are applicable to student for mathematics learning. There are numerous mechanisms affect the learning of mathematical concepts and processes, comprising cognitive development, neurological development, syntax, and perceptive. Self-monitoring and self-control over thinking are two most important components in metacognitive strategies. Mind Maps were originated by Tony Buzzan. Mind mapping is a technique of connecting main ideas using pictures, lines and links. A principal idea is connected through lines to other ideas which in turn are connected with other allied ideas. A mind map construction needs self-monitoring and selfcontrol over thinking process which brings mathematics in metacognitive strategies.

SIGNIFICANCE OF STUDY
Since decades mathematics learning have been linked with traditional learning techniques. Those traditional techniques have made mathematics a rigid subject where students feel themselves abide by the rules. Students some time got bored with them and lose interest in the subject. Mind mapping provides the students a chance to express their own ideas and demonstrate their creative skills along bounded with mathematics principals. Mind maps helps students in development of cognitive abilities using their metacognition processes. This study was conducted to enquire the relationship between mathematics achievement and Mind Mapping.

• To develop a Mind Mapping programme in Mathematics
• To study the mathematics achievement of students.
• To study the effect of Mind mapping on Mathematics Achievement.
• To compare the effect of Mind Mapping and Traditional teaching method on annual scores in mathematics of secondary school students.

HYPOTHESIS OF THE STUDY
• There will be no signi icant effect of Mind Mapping on mathematics achievement of secondary school students.
• There will be no signi icant effect of Mind Mapping and Traditional teaching method on male and female secondary school students.
• There will be no signi icant effect of Mind Mapping on annual scores in mathematics of secondary school students.

DESIGN OF THE STUDY
The study was based on experimental research. Pre-test -post-test two group design was adopted for the study. The experimental group was exposed to mind mapping, whereas control group was exposed to traditional teaching strategy.

RESEARCH TOOLS
• Mind Mapping Programme • Mathematics Achievement Test • Achievement in mathematics of students in inal term Examination

SAMPLE OF THE STUDY
This study was conducted in Sangrur district of Punjab. The population for the study was all the 9 th grade students of Sangrur district. Purposive Sampling Technique was used for in the study. The study was conducted on random sample of 100 Secondary school students of class IX from Govt. Schools of Punjab.

Hypothesis-1
There will be no signi icant effect of Mind Mapping on mathematics achievement of secondary school students.
The researcher explored the of difference between post test scores and annual term mathematics achievement scores with two factor analyses of variance for repeated measurements on a single factor using ANOVA test. The analysis of scores showed a signi icant difference in achievement scores in mathematics. These results rejected the null hypothesis.

Hypothesis-2
There will be no signi icant effect of Mind Mapping and Traditional teaching method on male and female secondary school students.
To explore the effect of gender on achievement scores in mathematics Analysis of Variance test and Scheffe test were applied for data analysis. The test results showed that there was no signi icance difference on achievement in mathematics in terms of gender. These results accepted the null hypothesis.

Hypothesis-3
There will be no signi icant effect of mind mapping on annual scores in mathematics of secondary school students.
In order to assess signi icant difference between annual scores in mathematics averages of the experimental group and the control group, the independent sample tests were performed. The analysis showed that there is a signi icant difference between groups in favour of experimental group The experimental group scored an average of 89.70 while the control group scored an average score of 72.30.

CONCLUSION
The study revealed that Mind Mapping provided the students a chance to selfregulate and control their thinking patterns. Mind mapping signi icantly affected the achievements of students. Following facts were revealed by the experiment.
• Mind Mapping augmented the level of Mathematics Achievement of the students.
• The gender did not dominate the Mathematics Achievement of Experimental group.
• Mind Mapping instigated positive effect on Academic Achievement.