Mind Mapping and Science Performance of Grade 5 Pupils Nilda V. San Miguel nildssanmiguel@gmail.com Department of Education, Lumban District, Lumban, Laguna, Philippines, 4014 Abstract This study aimed in determining the effect of mind mapping to the science performance of Grade 5 Pupils of San Juan Elementary School. Two strategies were executed by the researchers in order analyze the performance of 40 pupils. For the direct teaching, the teacher delivered the topic on “Female Reproductive System” with proper procedure – from motivation to evaluation. Another strategy being executed by the teacher is by integrating mind mapping so as to evaluate the students‟ understanding using the same topic. The result of evaluation was documented. Using direct teaching using traditional strategy and through multimedia presentation, the 40 pupils obtained a mean of 2.15 and sd 1.66 in a 5- item quiz. On the other hand, peer teaching generated a mean of 3.55 and sd 1.38. Lower coefficient of variation was observed in the result of integrating mind mapping (0.39) than the result of direct teaching (0.77), showing that integrating mind mapping in the teaching process generated a less varied scores than direct teaching. Using paired t-test, the t- computed was -4.11 while the t-critical was 1.99. These values showed that integrating mind mapping in the lesson proper has significant effect to the science performance of the pupils. The conclusion is supported by the p-value 0.00. Based on the result of this study, recommendations to Science teachers, school heads, district supervisors and future researchers were given at the end of the study. Promotion of integrating mind mapping in teaching should be one of the foci of educators so as to improve science performance of pupils. The teacher-researchers reflected also on the importance of involving the learners on the process of teaching-learning as they themselves are the center and not the teachers. Key words: mind mapping; Science; pupils; performance 1. Introduction Education is the process of transferring knowledge to the next generation. It is also preserving information so that the future generation can still benefit from the patience and determination of the past. This is the reason why the Department of Education (DepEd) is continually improving the curriculum. From BEC Curriculum, to RBEC, then the Understanding by Design (UBD), and the latest which is the K to 12 Basic Education Program. This K to 12 Basic Education program came from the concept in the international scenario. There are many countries around the world, even countries from Asia, which uses this twelve year development program for the basic education, and the Philippines is already lagging behind this educational setting. Singapore has gone ahead of in such a way that they have already developed their high standard of education system. Many countries are importing their materials especially in Math and Science subjects. This country is topping in the list of quality education base from the internationally conducted contests and exams like the one being done by the Trends in Math and Science Studies (TIMSS). But how should knowledge is transferred to students in such a way that the knowledge would be retained to them? Many studies have been conducted to investigate on the effectiveness of different strategies like cognitive approach, deductive approach, inductive approach, spoon-feeding approach, peer-tutoring, group activity, simulation, and many other means of instructing. 76 www.ijrp.org IJRP 2021, 87(1), 76-81; doi:.10.47119/IJRP1008711020212351