The Impact of Learning Strategies and Mind Mapping on Student Academic Performance

This study examines the relationship between learning strategies, self-confidence, and participation in an optional mind map assignment to determine their impact on academic performance in an Electrical and Computer Engineering course at a large public research university. Using a profiling approach, we identified distinct student learning profiles and analyzed how these factors influence final exam performance. To achieve this, we used K-means clustering analysis to categorize students and conducted statistical tests to explore relationships among key variables. Our analysis identified three distinct learning profiles, with notable differences in the use of Elaboration, Metacognitive Self-Regulation, and Organization strategies. Highly Strategic Learners demonstrated strong study habits but lower confidence, whereas moderately engaged learners exhibited the highest confidence. The final exam scores did not significantly differ across clusters. Our findings indicate that Effort Regulation and Time and Study Environment Management were significantly correlated with final exam performance, while self-reported confidence showed no significant relationship with scores. Additionally, mediation analysis suggested that participation in mind map assignments may enhance the effectiveness of Effort Regulation, offering a potential indirect benefit for academic success. Students who engaged in the mind map assignment reported higher Organization-related learning strategies. However, participation had a weak positive correlation with final exam performance. These findings suggest that while perceived confidence does not predict performance, structured learning techniques and targeted assignments may positively influence student outcomes.