The Effect of Using Mind Maps on Improving Fractions Comprehension among Fifth-Grade Primary Students

Abstract

This study aimed to investigate the effect of using the Mind Mapping Strategy on improving the understanding of fractions among fifth-grade students at Al-Awael Basic Education School in Nalut during the academic year 2025–2026. The study adopted a quasi-experimental design involving two groups. The study sample consisted of 35 female students, who were randomly assigned to two groups: an experimental group of 17 students taught using the Mind Mapping Strategy, and a control group of 18 students taught using the traditional teaching method. The research instrument consisted of an achievement test administered as both a pre-test and a post-test to measure students’ academic achievement in the unit on common fractions. The statistical analysis revealed no statistically significant differences between the mean scores of the experimental and control groups on the post-test, although the experimental group achieved a higher mean score than the control group. The results also showed statistically significant differences between the pre-test and post-test scores of the experimental group in favor of the post-test, indicating an improvement in the students’ academic achievement after being taught using the Mind Mapping Strategy. Based on these findings, the study recommends encouraging mathematics teachers to employ the Mind Mapping Strategy in teaching mathematics because of its potential to enhance students’ academic achievement. It also recommends conducting further studies with larger samples and in different educational settings to examine the effectiveness of this strategy more comprehensively.