Effect of Mind Mapping Techniques on Students’ Intrinsic Motivation at BS (Hons) Level in Lahore

Abstract

This study aimed to examine the impact of the mind-mapping technique on the intrinsic motivation of BS (Hons) students in Lahore, specifically focusing on public sector university students. Motivating learners is a critical aspect of enhancing academic performance and learning experiences. Mind mapping, as a visual learning tool, is believed to enhance students’ motivation and cognitive engagement. However, its impact on intrinsic motivation, especially at the undergraduate level in Pakistan, is underexplored. A quantitative, causal-comparative design was used. A multistage sampling method selected 300 BS students from Lahore’s public universities. Data were collected using two structured questionnaires. Descriptive (mean, SD) and inferential statistics (t-test, regression) were analyzed via SPSS. Findings revealed a significant positive effect of the mind-mapping technique on students’ intrinsic motivation. No gender-based difference was found in motivation outcomes. Mind mapping should be integrated into university teaching practices. Teachers should be trained and encouraged to use it as a regular instructional strategy to enhance student motivation and engagement.