UTILIZING DIGITAL MIND MAPPING APPLICATION IN ENHANCING STUDENTS' IMMEDIATE ACHIEVEMENT AND KNOWLEDGE RETENTION

This study aims to determine the immediate achievement and knowledge retention levels among students who utilize the digital mind mapping application and to ascertain the effect of utilizing digital mind mapping on students’ immediate achievement level in terms of pretest and direct post-test, as well as on students’ knowledge retention level in terms of direct post-test and delayed post-test. This research study employed a one-shot pretest-posttest pre-experimental research design. Data were gathered from thirty-six (36) seventh-grade students of Tongantongan National High School through pretest, direct post-test, and delayed post-test questionnaires. The data were subjected to descriptive statistics such as the mean, percentage and frequency and analyzed using Paired t-test at 0.05 level of significance. The result of the study revealed that the students have poor immediate achievement level and knowledge retention level. Furthermore, the paired t-test analysis showed that there is a significant difference in students’ immediate achievement level in terms of pretest and direct post-test, and there is also significant difference in students’ knowledge retention level in terms of direct post-test and delayed post-test. It indicates that despite the students' poor achievement and retention level, the utilization of the digital mind mapping application has a positive effect on enhancing students’ ability to acquire and retain knowledge. The overall result encourages higher authority, curriculum experts, and educators to leverage technology and consider utilizing digital mind mapping application as a method in optimizing the students’ achievement and retention level.