Effectiveness of Mind Mapping as an Instructional Approach to Increase Student Engagement and Motivation in Large Classroom Settings: A Study Among First-Year Nursing Students at The Maldives National University
DOI:
https://doi.org/10.62338/rpcx8945Keywords:
Mind Mapping, Student Engagement, Motivation, Nursing Education, Large Classroom SettingsAbstract
In large classes, maintaining student focus and motivation is often problematic. Traditional approach to lectures can lead to passive learning and less participation by students. This study proposes mind mapping as a potential solution, to assist a more engaging and motivating learning environment. Mixed-methods research was used in which both quantitative and qualitative approaches were applied. The forty-two first year nursing students in this school participated in the study with a division into experimental group using mind mapping while the other control group underwent traditional teaching. Engagement and motivation scores before and after intervention were quantified using standardized questionnaires whose data was analyzed on SPSS. It also involved thematic analysis of student feedback for further understanding. An increase in engagement scores was observed for those who participated in the experiment as opposed to those originating from the control population (P <. 05). The qualitative findings are presented also in 3 main categories: better understanding, more engagement, and higher motivation. The results, to the best of our knowledge, are the first of their kind in large class size to show that the students are even more engaged and more motivated in mind mapping as hypothesized. Teachers in large classroom environments could adopt some mind mapping in their teaching methods to help motivate students to participate more. The results of this study suggest that mind mapping holds promise as an instructional technique that can be used in large classrooms to positively affect student engagement and motivation. While future research could evaluate the lasting effects and the generalizability of mind mapping to different educational settings.
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