Aims: This study investigated the effect of a Mind Maps-based instructional intervention on mathematics achievement in elementary school students. Methodology: A quasi-experimental, single-group pretest–posttest design was employed. Participants (N = 38) were fifth-grade students randomly selected from a public elementary school in Al-Muzahimiyah, Riyadh, Saudi Arabia. A validated mathematics achievement test was administered before and after the intervention, which consisted of structured lessons integrating the Mind Maps strategy. Data were analyzed using a paired-samples t-test, with effect size calculated using eta squared (η²). Results: Analysis revealed a statistically significant increase in mathematics achievement scores following the intervention. The mean posttest score (M = 12.42) was significantly higher than the mean pretest score (M = 6.87). The effect size was large (η² = 0.735), indicating that the Mind Maps strategy accounted for approximately 73.5% of the variance in post-intervention achievement scores.
Ayed AlGhamdi (2025) studied this question.