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A quasi-experimental pre-test, post-test, non-equivalent and non-randomized 2×2×3 factorial design was used with 64 sampled students: 28 in the experimental group and 36 in the control group. A 20-item multiple-choice instrument and a retention test after two weeks were analyzed using mean, standard deviation, ANCOVA, and independent t-test at 0.05.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-mind-mapping-instructional-strategy-on-students-retention-in-physics-in-senior-secondary-schools/591787/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-mind-mapping-instructional-strategy-on-students-retention-in-physics-in-senior-secondary-schools/591787.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study investigating about physics education?","Question",{"text":112,"@type":113},"The study investigated how mind mapping instructional strategy affects students’ retention in physics in senior secondary schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and what groups were used?",{"text":117,"@type":113},"The research used a quasi-experimental pre-test, post-test design with a non-equivalent, non-randomized approach, forming an experimental group using mind mapping and a control group using the conventional method.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students’ retention outcomes measured and analyzed?",{"text":121,"@type":113},"Retention was assessed with a retention test conducted after two weeks. Data were analyzed using mean and standard deviation, while hypotheses were tested using ANCOVA and independent t-test at the 0.05 significance level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591787,1792188450,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Anatolian Journal of Education No.1  \ne-ISSN: 2547-9652  \nApril 2021 ● Vol. 6,  \n[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 145-156  \nEffect of Mind Mapping Instructional Strategy on Students’ Retention in Physics in Senior Secondary Schools  \nAbdulrasaq Oladimeji Akanbi  \nPh.D., Department of Science Education, University of Ilorin, Ilorin, Nigeria, [akanbi.ao@unilorin.edu.ng](akanbi.ao@unilorin.edu.ng)  \nYahaya Wasiu Olayinka  \nDepartment of Science Education, University ofIlorin, Ilorin, Nigeria, [yahayawasiu361](yahayawasiu361@gmail.com)[@gmail.com](yahayawasiu361@gmail.com)  \nEsther Ore Omosewo  \nProf., Department of Science Education, University ofIlorin, Ilorin, Nigeria, [oresewo2k@gmail.com](oresewo2k@gmail.com)  \nRidwan Enuwa Mohammed  \nPh.D., Department of Science Education, University of Ilorin, Ilorin, Nigeria, [mohammed.re@unilorin.edu.ng](mohammed.re@unilorin.edu.ng)  \nThis study examined the effect of mind mapping instructional strategy on students’ retention in physics in senior secondary schools. The research is a quasi-experimental design of the pre-test, post-test, non-equivalent and non-randomized 2 X 2 X 3 factorial design. 64 students were sampled for this study out of which 28 formed the experimental group (mind mapping instructional strategy) while 36 of the respondents constituted the control group (conventional method) . The pre-test and post-test contained 20 multiple-choice questions with four options oneof which was the key factor while others were distractors. Multiple-choice questions were validated by three university professors. A retention test was also conducted after 2 weeks of the whole exercise. Data collected were analysed using the mean and standard deviation to answer the research question while hypotheses were tested using Analysis of Covariance (ANCOVA) and independent t-test at 0.05 significant level. Findings revealed among others that there was a significant effect of the mind mapping instructional strategy in physics in senior secondary schools It was therefore, recommended among others that mind mapping instructional strategy should be used to teach physics concept at the senior secondary school level of education for abetter performance because it improves students’ performances in physics.  \nKeywords: physics teaching, mind mapping instructional strategy, retention, senior secondary school, physics  \nINTRODUCTION  \nPhysics is one of the basic science subjects offered at the senior secondary school in Nigeria. Physics is an important subject in the secondary school curriculum because it helps the learners to apply the principles acquired through knowledge and skills to construct appropriate scientific devices from available resources (Feinstein, 2011; Kiboss, 2011) . In addition, it prepares learners for scientific and technological vocations and this plays a major role in technological, socio-economic and industrial development in many countries of the world. (Mirko, Dusanka & Mirjana, 2012) . Physics is a key discipline in producing qualified engineers, scientists, teachers and researchers among others.  \nCitation: Akanbi, A. O., Olayinka, Y. W., Omosewo, E. O., & Mohammed, R. E. (2021) . Effect of Mind Mapping Instructional Strategy on Students’ Retention in Physics in Senior Secondary Schools. Anatolian Journal of Education, 6(1), 145-156. [https://doi.org/10.29333/aje.2021.6112a](https://doi.org/10.29333/aje.2021.6112a)  \n146 Effect of Mind Mapping Instructional Strategy on Students’…  \nDespite the importance of Physics as a key subject for the technological development of a nation, the students’ performance is still below expectations (Ballah & Ugwumba 2015) . A number of reasons have been identified by researchers (Harry, 2011, King’aru, 2014, Ogunleye, 2009, Ogunleye, & Babajide, 2011) as factors that are contributing to the poor and fluctuating performance in Physics. Some of the reasons adduced for the poor performance in physics include students’ poor attitud","cbCaie7snplIQQ1N","https://ap.wps.com/l/cbCaie7snplIQQ1N","pdf",267864,12,"English","# Introduction\n## Physics education context in Nigeria\n## Students’ performance challenges in physics\n## Instructional strategies and mind mapping concept","[{\"question\":\"What was the study investigating about physics education?\",\"answer\":\"The study investigated how mind mapping instructional strategy affects students’ retention in physics in senior secondary schools.\"},{\"question\":\"How was the research designed and what groups were used?\",\"answer\":\"The research used a quasi-experimental pre-test, post-test design with a non-equivalent, non-randomized approach, forming an experimental group using mind mapping and a control group using the conventional method.\"},{\"question\":\"How were students’ retention outcomes measured and analyzed?\",\"answer\":\"Retention was assessed with a retention test conducted after two weeks. Data were analyzed using mean and standard deviation, while hypotheses were tested using ANCOVA and independent t-test at the 0.05 significance level.\"}]","Effect of Mind Mapping Instructional Strategy on Students’ Retention in Physics in Senior Secondary Schools | PDF",1792073209]