Enhancing algebraic retention through Tony Buzan&#039;s mental imagery: A gender-sensitive study in tenth grade students of Zahedan

Rigihosseinabadi, Vahid; Heydarzadegan, Alireza; Azhini, Mahdi; Rostamymalkhalifeh, Mohsen

doi:10.22034/api.2026.2062317.1329

Enhancing algebraic retention through Tony Buzan's mental imagery: A gender-sensitive study in tenth grade students of Zahedan

Articles in Press

Document Type : Original Article

Authors

Vahid Rigihosseinabadi ¹

Alireza Heydarzadegan ²

Mahdi Azhini ³

Mohsen Rostamymalkhalifeh ⁴

¹ Ph.D. Candidate, Department of Mathematics SR.C, Islamic Azad , University,Tehran.Iran

² Assistant Professor, Faculty of Cognitive Sciences, University of Sistan and Baluchestan, Zahedan, Iran

³ Associate Professor,, Department of Mathematics SR.C, Islamic Azad , University,Tehran.Iran

⁴ Associate Professor,, Department of Mathematics SR.C, Islamic Azad , University,Tehran.Iran.

10.22034/api.2026.2062317.1329

Abstract

This study aimed to investigate the effect of imagery-based instruction on the retention of mathematical concepts and content among students. The research employed a quasi-experimental design with a pretest-posttest and a control group, along with a two-week follow-up assessment. The study population included 10th-grade students from districts one and two of Zahedan during the 2022–2023 academic year. A total of 80 students were selected through convenience sampling and randomly assigned to experimental and control groups, each consisting of 20 girls and 20 boys.

Initially, a pretest was administered to assess the baseline knowledge of both groups. The experimental group received instruction using mental imagery techniques, whereas the control group was taught through conventional methods. After the instructional period, a posttest was administered, followed by a retention test two weeks later to evaluate the long-term retention of mathematical concepts. Data were analyzed using SPSS version 24, employing paired sample t-tests and analysis of covariance (ANCOVA), with a significance level set at 0.05.

The results of the paired t-tests showed a significant increase in posttest and follow-up scores in the experimental group compared to the pretest (p < 0.05), while no significant changes were observed in the control group. Furthermore, ANCOVA results confirmed the significant and positive effect of imagery-based instruction on the retention of mathematical concepts (p < 0.001).

Keywords

:Buzan'

s Mental Imagery, Algebraic Retention, Gender, Mathematics Learning, Secondary Education , Long -Term Memory

Subjects