Zeenat Mesk, Mohammad Qtait, Nesreen Alqaissi, Ahmad Amro, Mahmood Asafrah, Fayez Zeedat, Hasan Zeedat, Mohammad Daoud, Dana Asafrah, Nour Hmedat
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引用次数: 0
Abstract
Background: Anatomy and physiology courses are cognitively demanding and may be associated with academic difficulty and reduced motivation among undergraduate nursing students. Learner-centered strategies, including mind mapping, may enhance learning by supporting active knowledge construction, conceptual integration, and engagement.
Aim: This study evaluated the effectiveness of mind mapping on academic achievement and motivation among undergraduate nursing students enrolled in an Anatomy and Physiology I course. A secondary exploratory aim was to examine whether improved outcomes could be achieved without increased self-reported study time.
Methods: A quasi-experimental, non-randomized controlled design was conducted during the 2024-2025 academic year among undergraduate nursing students at Palestine Polytechnic University, Palestine. Participants were allocated to an experimental group receiving mind mapping-based instruction (n = 41) or a control group receiving traditional lecture-based teaching (n = 41). Academic achievement was assessed using a structured post-test aligned with course learning outcomes. Motivation was measured using a validated questionnaire at the end of the intervention only. Weekly study time was assessed using a self-reported categorical item. Independent-samples t-tests and chi-square tests were used, with effect sizes and 95% confidence intervals calculated.
Results: The experimental group achieved significantly higher academic achievement scores (M = 22.07, SD = 4.20) than the control group (M = 20.15, SD = 3.21), t (80) = 2.33, p = .022, Cohen's d = 0.52. Motivation scores were also higher in the experimental group (M = 4.02, SD = 0.36) than the control group (M = 3.58, SD = 0.66), t (80) = 3.26, p = .002, Cohen's d = 0.75. Weekly study time did not differ significantly, χ2 (3) = 5.93, p = .205.
Conclusion: Mind mapping improved academic achievement and post-intervention motivation. However, learning-efficiency findings should be interpreted cautiously because study time was self-reported and efficiency was not directly measured.
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