The Impact of Thinking Maps on Enthusiasm, Attitude and Learning Style: An Action Research Study of Students in Management Course
Science Journal of Education
Volume 3, Issue 5, October 2015, Pages: 107-113
Received: Aug. 18, 2015;
Accepted: Sep. 1, 2015;
Published: Sep. 11, 2015
Views 5822 Downloads 154
Shahibudin Ishak, School of Business Management, College of Business, Universiti Utara Malaysia, UUM Sintok, Kedah Darul Aman, Malaysia
Follow on us
Enthusiasm, attitude and learning style are the factors that make students are more eager learners and become active participants in their learning. Little research at higher education level considers Thinking Maps as a tool in teaching and learning. Thus, this action research investigates the impact of Thinking Maps on enthusiasm, attitude and Learning style of student in learning the Principles of Management. The results should assist the lecturer in make teaching is more students centered learning. Eight Thinking Maps were used as the mind mapping maps method to increase students ' enthusiasm and change attitude and Learning style. The sampling of eighty students from the same group was chosen for the study. Researcher uses three kinds of instruments in collecting the data, namely; lecturer's observations, reflection and pre and post intervention survey were used to record changes in enthusiasm, attitude and style for learning during study period. The result shows the students express their tendency to use Thinking Maps method in learning. Additionally, the students increase their enthusiast in learning principle of management but their attitude and learning style not much change.
Thinking Maps, Enthusiasm, I-Think, Action Research, Education Management
To cite this article
The Impact of Thinking Maps on Enthusiasm, Attitude and Learning Style: An Action Research Study of Students in Management Course, Science Journal of Education.
Vol. 3, No. 5,
2015, pp. 107-113.
Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pelajaran Malaysia. (2005). Manual Kajian Tindakan. Kuala Lumpur: BPPPDP, KPM.
Thinking Maps, Inc. (2011). Thinking Maps. Retrieved Dicember 29, 2014, from http://www.thinkingmaps.com.
Ikhsan Othman, Rohizani Yaakub. (2010). Aplikasi Teori Kecerdasan Pelbagai dalam Pelaksanaan Kurikulum. Asia Pasific Journal of Educators and Education. Vol.25: 21-32.
Yahya Othman, Azmey Haji Othman. (2012). Keberkesanan Penggunaan Peta Minda dalam Pengajaran dan Pembelajaran Karangan Argumentatif di Sebuah Sekolah Menengah Arab di Negara Brunei Darussalam. Jurnal Pendidikan Bahasa Melayu. Vol.2, Bil. 2: 32-45.
Abu Bakar Nordin. (2013). Kurikulum Ke Arah Penghasilan Kemahiran Berfikiran Kritis, Kreatif dan Inovatif. Jurnal Kurikulum dan Pengajaran Asia Pasifik. Bil 1. Isu 1.
Hyerle, D. (2011). Student successes with Thinking Maps, Second edition. Thousand Oaks: Corwin Press.
Kemmis, S. & McTaggart, R. (1988). The action research planner. Geelong, Victoria, Australia: Deakin University Press.
Hall, G. E., & Hord, S. M. (2006). Implementing Change; Pattern, Principles and Patholes. United States of America: Allyn & Bacon.
Fullan, M. (2007). The new meaning of educational change. 4th Edition. New York: Teacher’s College Press.
Oliva, P. F. (2005). Developing the curriculum. New Jersey: Pearson Education.
McNiff, J. (1988). Action Research: Principles and Practice. London: Routledge.
Coughlan, P. & Coghlan, D. (2002). Action research for operations management. International Journal of Operations and Production Management, Vol. 22, No. 2, 220 – 40.
Clem Adelman. (1993). Kurt Lewin and the Origins of Action Research. United Kingdom: University of Reading.
Stringer, E. T. (1999). Action research. 2nd Ed. Thousand Oaks, CA: Sage.