The Impact of Strategy-Based Teaching and Thinking Maps on Sixth Graders' Achievement

Abstract

This research focused on how strategy-based teaching with thinking maps affects sixth graders’ achievement in science, learning engagement, memory retention as well as from the aspect of educational psychology. The participants were students from an Arab community in northern Israel. A mixed-method design was used, incorporating both quantitative methods in the form of pre-test/post-test and qualitative methods such as interviews, observations, and student reflection journals. Results indicated that students who used thinking maps in their lessons, compared to those taught through traditional methods, showed statistically significant improvements in their science scores and memory retention. Students qualitatively demonstrated improved engagement, enhanced understanding of concepts, and developed structured organized thought. Teacher participants noted improvements in classroom coalitions and cooperation. It appears that thinking maps have the potential to improve science education by enhancing motivational cognitive structures, interaction, and dynamics in a classroom setting. With respect to interviews and reflections, the qualitative analysis led to a range of insights through the thematic approach which enhanced the understanding and the deeper insights of the quantitative results particularly about motivation and clarity of concepts.