Özet:

The aim of this study is to determine the effect of the mind mapping technique employed in the “Information and Communication Technologies”(ICT) course on university students’ academic achievement as well as their views on the process. In the study, an explanatory sequential design, which is one of the mixed method designs using the combination of quantitative and qualitative data collection techniques, was preferred. In the quantitative aspect of the study, the design with an unequal control group, which is one of the quasi-experimental design models, was used. In the qualitative aspect of the study, on the other hand, phenomenology was utilised. The study group determined based on convenience sampling consisted of 65 first-year students who were studying in the Kayseri University Hüseyin Şahin Vocational School Child Development Programme during the 2018-2029 academic year. While experimental group included 33 students, control group included 32 students. During the eight-week process, the students made applications with the mind mapping technique in the ICT course. The researchers held an achievement test for the students before and after the application. The KR-20 reliability coefficient of the 16-question achievement test was calculated to be 0.70. Following the application, 15 students were interviewed. The quantitative data of the study were analysed by employing the Shapiro-Wilk normality test, dependent samples t-test, Wilcoxon signed-rank test, and MWU test. The qualitative data of the study were analysed by descriptive analysis. As a result of the study, it was determined that the students in the experimental group, who practised the mind mapping technique, had greater academic achievement in ICT course than those in the control group, who utilised traditional applications. The students were reported to have both positive and negative views towards mind map applications. Furthermore, it was concluded that the students shared their views on the cognitive and affective impacts of these applications on the course as well as the challenges they had with mind mapping.

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