Effectiveness of the Cornell Method and Mind Mapping in Enhancing the Students’ Writing Skills

Writing proficiency plays a vital role in achieving academic success, yet a significant number of Senior High School students encounter difficulties in mastering essential writing skills. This study investigated the effectiveness of two structured pre-writing strategies, the Cornell Method and Mind Mapping, in improving students’ writing performance. A quasi-experimental research design was employed with 80 Grade 11 students from a private university in Cagayan de Oro City, divided into two intervention groups. Pre- and posttests were conducted using a research-made questionnaire with a rubric, and statistical analyses were performed to evaluate improvements. Results indicated that both interventions significantly enhanced overall writing proficiency. However, Mind Mapping produced greater improvements, particularly in content development and organization, suggesting that visual and relational idea structuring supports clearer and more coherent writing. The findings highlight the value of systematic pre-writing strategies in strengthening students’ ability to plan, connect, and express ideas effectively. Integrating Cornell Note-Taking and Mind Mapping into classroom instruction may therefore enhance writing outcomes among Senior High School learners.