Effects of Mind Mapping and Synectics on the Whole Brain Learning and Creative Production of High Ability Pupils

Abstract

The scientific and technological transformation of any nation depends largely on the maximization of the whole brain potentials of the citizenry; particularly, special education of the high ability persons. Studies have shown that many high ability children under achieve their potentials due to the use of inappropriate learning strategies and method of instruction often based on the left brain processing style. Therefore, this study investigated the effects of training in mind mapping and synectics techniques on whole brain learning and creative production of high ability pupils. The study was guided by nine specific purposes, seven research questions, and eight null hypotheses. The study was a quasi-experimental research, with a non-equivalent pretest–posttest control group design involving two treatment groups, and one control group. One hundred and sixty-nine high ability pupils identified in 34 government approved primary schools in Nsukka urban area using validated Test Score and Teacher Nomination identification instruments composed the population for the Study. Three sample schools with large number of high ability pupils were selected through purposive sampling technique, and assigned to treatment conditions using simple random sampling technique of simple toss of the coin. In all, twenty-one high ability pupils in the three sample schools constituted the sample for the study. The independent variables studied were mind mapping and synectics, while the dependent measures were whole brain learning and creative production. Three primary six regular teachers and three class assistants at the sample schools implemented the validated training programmes on mind mapping, synectics and conventional instructional method. Instruments for data collection were adapted versions of Creative Productivity Test Battery and Whole Brain Self-Report Questionnaire used as pretest, and the reshuffled versions used as posttest. The internal consistency reliability coefficients of the instruments were determined using the Cronbach Procedure. Extraneous variables capable of affecting the experiment and the external validity of the study were controlled. Data collected from the study were analyzed using percentage, mean, and standard deviation to answer the research questions; while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic. Major findings of the study revealed that effects of training in mind mapping and synectics on high ability pupils’ whole brain learning were not significant; that training in mind mapping and synectics had significant effects on creative production. Gender had no significant influence on neither whole brain learning nor on creative production; and that there was no significant interaction effect of treatments (mind mapping and synectics) and gender on high ability pupils’ whole brain learning; and that there was no significant interaction effect of treatments and gender on high ability pupils’ creative production. The findings of the study imply that the brain’s cognitive and creative potentials of high ability pupils were not optimized; since, most of them remained left brain dominant irrespective of training in mind mapping and synectics. It was recommended that regular teachers, special educators, curriculum planners, parents, guardians/counselors and other allied professionals should be trained in the use of mind mapping and synectics strategies in order to foster whole brain development and harness the rare creative potentials of high ability pupils in the Nigerian regular school system. And that a period of training longer than eight weeks will be requisite if whole brain learning state will be attained. The limitations of the study and suggestions for further studies were equally highlighted.