UNIVERSITI TEKNOLOGI MARA (UiTM)

A STUDY ON THE USAGE AND THE PERCEPTION OF USING MIND MAPPING AMONG SECONDARY SCHOOLS AND TEACHING EDUCATION INSTITUTE STUDENTS IN KELANTAN

NADHIRAH SAIDAH BINTI CHE HARON

UNIVERSITI TEKNOLOGI MARA SHAH ALAM 2012

A STUDY ON THE USAGE AND THE PERCEPTION OF USING MIND MAPPING AMONG SECONDARY SCHOOLS AND TEACHING EDUCATION INSTITUTE STUDENTS IN KELANTAN

NADHIRAH SAIDAH BINTI CHE HARON

AN ACADEMIC EXERCISE SUBMITTED IN PARTIAL FULFILLMENT FOR THE DEGREE OF BACHELOR OF EDUCATION (TESL)

FACULTY OF EDUCATION UNIVERSITI TEKNOLOHI MARA SHAH ALAM 2012

UNIVERSITI TEKNOLOGI MARA SHAH ALAM 2012

A STUDY ON THE USAGE ANDTHE PERCEPTION OF USING MIND MAPPING AMONG SECONDARY SCHOOLS AND TEACHING EDUCATION INSTITUTE STUDENTS IN KELANTAN

NADHIRAH SAIDAH BINTI CHE HARON

LATIHAN ILMIAH INI TELAH DIKEMUKAKAN UNTUK MEMENUHI SEBAHAGIAN DARIPADA SYARAT UNTUK MEMPEROLEH IJAZAH SARJANA MUDA PENDIDIKAN DALAM PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA (TESL) DENGAN KEPUJIAN

__________________________ PUAN FARIDAH BINTI TAHIR

________________ TARIKH

DECLARATION With the most gratitude, I hereby declare that this study is genuinely mine except for some of the quotations and summaries that have been duly acknowledged

________________ DATE

___________________________________________ NAME: NADHIRAH SAIDAH BINTI CHE HARON STUDENT ID: 2008411142

PENGAKUAN Dengan penuh rasa kesyukuran, saya dengan ini mengakui bahawa karya ini adalah hasil karya saya sendiri kecuali nukilan dan ringkasan yang setiap satunya telah saya nyatakan sumbernya dengan jelas dan terperinci

__________________ TARIKH

____________________________________________ NAMA: NADHIRAH SAIDAH BINTI CHE HARON NO.PELAJAR: 2008411142

TABLE OF CONTENTS

ACKNOWLEDGEMENT ABSTRACT ABSTRAK LIST OF TABLES LIST OF FIGURES

i ii iii iv v

CHAPTER 1 : INTRODUCTION

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Introduction Background of the Study Statement of the Research Problem Purpose of the Study Research Objectives Research Questions Hypotheses Significance of the Study Limitations of the Study Definition of Terms

1 3 4 5 6 6 7 8 9 10

CHAPTER 2 : LITERATURE REVIEW

2.0 2.1 2.2

Introduction Overview of Previous Research Conclusion

11 14 20

CHAPTER 3 : RESEARCH METHODOLOGY

3.0 3.1

Introduction Research Design & Methodology 3.1.0 Design 3.1.1 Sample 3.1.2 Instruments

21 22 22 23 23 24 24

3.2 3.3

Methods of Data Collection Methods of Data Analysis

CHAPTER 4 : FINDINGS & ANALYSIS OF DATA

4.0 4.1 4.2

Introduction Profile of the Respondents Results of Research Questionnaire 4.2.0 Section B : Students preferences using Mind Map in making notes 4.2.1 Section C : Students presentation using Mind Map in the classroom 4.2.2 Section D : Students interest in reading Mind Map notes. 4.2.3 Section E : Open-Ended question

25 26 29

29

34

35 42 44 46

4.3 4.4

Discussion and Interpretation of the Findings Conclusion

CHAPTER 5 : SUMMARY, CONCLUSION & RECOMMENDATIONS

5.0 5.1 5.2 5.3 5.4

Introduction Summary/Conclusion of the Findings Implications of Research Findings Recommendations for Further Research Conclusion

47 48 50 52 53

List of References

54

Appendices A sample of Questionaire 58

ACKNOWLEDGEMENT

In the name of God, the Most Gracious and Most Merciful With all my sincere heart, I would like to praise Allah SWT for giving me strengths and courage to finish up this academic exercise without many problems. Then, I would really to express my highest gratitude and thanks to my beloved supervisor, Madam Faridah Binti Tahir who has assisted and guided me patiently in completing my academic exercise. Besides that, I would like to thank some lecturers in English Department of Institut Perguruan Kota Bharu for giving some supports and advices. Apart from that, my special thanks to the teachers, administrators, staffs and students of Sekolah Menengah Vokational Pengkalan Chepa, Kelantan. I appreciated the full cooperation given by the class teacher and the students from Form 4 Pengurusan Perniagaan 2 students in giving me a chance to conduct my survey in their classroom. In addition, I would like to thank my fellow friends, B.ed (TESL) Cohort 5 IPGKKB-UITM for participating in my study. Lastly, my most valuable thanks my beloved parents who have given me emotional support that drives me to complete my research and to those who helped me directly and indirectly. Thank you.

ABSTRACT

This research is the study on the usage and the perception of using Mind Mapping among secondary school students in Sekolah Menengah Vokational Pengkalan Chepa, Kelantan and B.Ed TESL trainee teachers of Teaching Education Institute Kota Bharu Campus. Basically, there are 50 participants participated in this research. There are 3 main research objectives of this study are to find out whether the students prefer to use Mind Map in making their own notes for the revision, to investigate whether the students apply the Mind Map approach for their presentation in the classroom and to find out whether the students are interested in reading Mind Map notes. The data was collected through a set of satisfaction questionnaires which the participants responses were converted into agree (strongly agree or agree) or disagree (strongly disagree or disagree). The questionnaires were arranged into 3 sections that represent 3 research objectives and the last section is for an open-ended questions. The findings of this research were converted into percentages. It showed the majority of the students agreed they apply Mind Map approach in making their own notes for the revision, using Mind Map in their presentation in the classroom and they prefer to read Mind Map notes compared to the conventional/traditional notes.

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ABSTRAK

Kajian ini adalah mengenai persepsi pelajar terhadap penggunaan Peta Minda di kalangan pelajar Sekolah Menengah Vokational Pengkalan Chepa, Kelantan dan juga di kalangan pelajar B.Ed Tesl di Insitut Perguruan Kampus Kota Bharu, Kelantan. Secara umumnya, seramai 50 orang pelajar yang terlibat dalam kajian ini. Kajian ini mengandungi 3 objektif yang utama iaitu untuk mengkaji kecenderungan pelajar menggunakan teknik Peta Minda dalam membuat nota rujukan, mengkaji penggunaan Peta Minda di dalam bilik darjah oleh pelajar dan mengkaji kecederungan dan minat pelajar membaca nota Peta Minda. Data kajian dikumpul menggunakan soalan-soalan kajian bebentuk skala Likert di mana respon-respon pelajar dalam bentuk setuju (sangat bersetuju atau setuju) atau tidak bersetuju ( sangat tidak bersetuju atau tidak bersetuju). Soalan-soalan kajian disusun kepada 3 bahagian yang mewakili 3 kajian objektif dan bahagian terakhir adalah untuk satu soalan subjektif. Data kajian ditukar dalam bentuk peratusan. Keputusan kajian menunjukkan majoriti pelajar bersetuju bahawa mereka menggunakan pendekatan Peta Minda dalam membuat nota rujukan,

menggunakan Peta Minda dalam pembentangan di dalam bilik darjah dan akhir sekali mereka mengakui mereka berminat membaca nota Peta Minda berbanding nota dalam bentuk karangan.

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LIST OF TABLES

Table 1: Section A (Demographic Data) Table 2: Section B (Students preferences using Mind Map in making their own notes) Table 3: Section C (Students presentation using Mind Map in the classroom) Table 4: Section D ( Students interest in reading Mind Map notes)

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LIST OF FIGURES

Figure 1: Section E (Open-ended question) Figure 1.0: The use of Mind Map approach is suitable to be applied by the teachers/lecturers in the classroom Figure 1.1: Reasons for answer YES Figure 1.2: Reasons for answer NO

CHAPTER 1

INTRODUCTION

1.0 Introduction

Every student has their own learning style. Learning style is a common way that people learn. There are three common styles that the students preferred in their learning which are visual learners, auditory learners and kinesthetic learners. The teachers might recognize that each student prefers different learning styles. Some students might have a mix of learning styles and some of them might find that they have only a dominant style of learning. In fact, the students might use the different style of learning in the different circumstances. The students who are able to identify their learning styles, they might be able to maximize their strengths and improves their weaknesses in learning.

In my study I would like to put more focus on the mind map technique which involves the visual learners. The visual learners learn something through seeing. They learn best when they see visual displays like pictures, diagram, colourful and interactive words. Hence, one of the best techniques for the visual learners is the mind mapping. According to Budd (2004, as cited in Reima AlJarf, 2011 ), "mind map is a graphic organizer in which the major categories

radiate from a central image and lesser categories are portrayed as branches of larger branches."

Then, according to Stephens & Hermus (2007, as cited in Reima Al-Jarf,2009 ), "the mind map is helpful for visual learners as they are illustrative tools that assist with managing thought, directing learning, and making connections."

1.1

Background of the Study

Mind mapping was firstly developed by Tony Buzan who is a mathematician, psychologist and brain researcher. He developed the mind mapping as a special technique for people who are taking notes as briefly as possible and also encouraged them to be more interesting and creative as much as possible. Since then, mind mapping turned out to be usable in many different ways other than just simple note taking. Nowadays, most of the students who are using the mind map come out with the creative and interactive by including the images and colourful words in their mind map.

The method of mind mapping involves the two halves of the human brain which are performing the different tasks. The left side is mainly responsible for logic, words, arithmetic, linearity, sequences, analysis, lists and the right side of the brain mainly performs tasks like multidimensionality, imagination, emotion, colour, rhythm, shapes, geometry, and synthesis. According to Buzan (1976, as cited in Astrid Brinkmann), "Mind mapping uses both sides of the brain and letting them work together and thus increases productivity and memory retention. This is accomplished by representing logical structures using an artistic spatial image that the individual creates. Then, according to Svantesson (1992, p.44 : Beyer, 1996 as cited in Astrid Brinkmann,2003), "Mind mapping connects imagination with structure and pictures with logic.

1.2

Statement of the Research Problem

In the book " Use your Memory" by Tony Buzan (2003), " Most people forget what they note because they use only a tiny fraction of their brain in the note-taking process. The mind mapping technique will allow you to remember a whole book." He also stated that " Standard note-taking systems use sentences, phrases, list and lines and numbers. Such system uses only the left-cortex Memory Principles of words, lists, logic, order, sequence and number."

For example, the students in Malaysia tend to write down the new vocabulary with the translation in the student's own language next to it especially when they learn the new vocabulary because they are not aware of using the mind map. I have experienced it during my school year. So, when the students want to do a revision before exam or during brainstorming session, they face the difficulties to revise & memorize all the words because they have many pages of the words that are completely at random and irrelevant to each other.

Research done by Toi (2009, as cited in Dr. Mrs Indumati Bharambe, 2012), " Mind map can help the children recalls words more effectively than using lists, with improvements in memory of up to 32 %."

1.3 Purpose of the Study

The purpose of the study is to find out whether the students prefer to use the mind map in making their own notes for the revision. Besides that, it is aimed to investigate whether the students apply the mind map for their presentation in the classroom. Last but not least, this study also means to find out whether the students are more interested in reading notes or slides in the mind map form. The student's opinions are very significant for this study as it will help me to know whether the theory that had been introduced by Tony Buzan is really useful for them.

1.3

Research Objectives

The objectives of the study are

a)

To find out whether the students prefer to use the mind map in making their own notes for the revision.

b)

To investigate whether the students apply the mind map approach for their presentation in the classroom.

c)

To find out whether the students are interested in reading the Mind Map notes.

1.5 Research Questions

The research questions of the study are :

a)

Do the students prefer to use mind map in making their own notes for the revision?

b)

Do the students apply the presentation in the classroom?

mind map approach for their

c)

Do the students interested in reading the Mind Map notes?

1.6 Hypotheses

The hypotheses of the study are :

a)

The students prefer to use mind map in making their own notes for the revision.

b)

The students apply the mind map technique for their presentation in the classroom.

c)

The students are interested in reading the Mind Map notes.

1.7 S i gn i f i c an ce of th e S tu d y

It is hoped that this study will benefit to the students as well as to the teachers. It is also hoped that the study could be used for the students in order to identify their own learning styles whether they are aware that they are visual learner who are prefer to deal with the images, drawing and colourful words. So, if they are able to recognize their learning styles, they can fully use it for the sake of their learning. In fact, they can adapt and apply the mind map method for different circumstances like in constructing their own notes and also in applying for their presentations.

Besides that, this study is also very useful for the teachers because it helps them to recognize their student's learning styles. In fact, the results of the study can determine whether the students are the visual learners who prefer to use the interactive mind map in their learning which provide the particular teacher the useful information about their student's. Then, the teachers can prepare the appropriate teaching materials for the students. If the results show the students prefer to use the mind map, the teacher supposedly provide the reading materials in the mind map form as much as possible or the teachers might apply the mind map in the lesson in order to attract the student's interest.

1.8 Limitations of the Study

This study might be carried out with several limitations. Since this study is focuses on the student's perception, therefore the results of the findings are from the student's point of view and not the overall perspective from the teachers. So, I might not be able to know whether the teachers do agree or interest with the mind map technique or in the other way round.

1.9 Definition of Terms

1.9.1

The definition of Oxford Terms i- Students Student is a learner who is enrolled in and educational institution

ii- Mind Mapping A diagram used to represent words, ideas, tasks or other items linked to and arranged around a central key words or ideas.

1.9.2

The definition of Operational Terms i- Students The respondents of this study who are from Form 4 students from secondary school students in Kelantan and B.Ed Tesl students of Teaching Education Institute Kota Bharu Campus.

ii- Mind Mapping The interactive way of taking notes like bubble map, tree map or circle map besides the standard note-taking systems that use lines, sentences and numbers.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

In the book "Mind mapping Your Personal Guide to exploring Creativity and Problem-Solving" by Joyce Wycoff (1991), he stated that the mind mapping has an almost unlimited number of uses and there are for writing, project organization, brainstorming, meetings, "To Do" lists, presentations, note taking and personal growth. The first use is for writing and he stated that whether we are organizing material for a report for work or exploring a character for a new novel, mind mapping will help us bring depth and richness to our writing because it allows us to get into the material so quickly and it helps break writer's block and get our writing project flowing. The second use is for the project organization. He stated that mind mapping is an excellent way to begin "chunking" down a project. We can have a basic structure of any project mapped out in just a few minutes.

The third use is for the brainstorming which the individual and group brainstorming sessions respond positively to the free flowing structure of mind mapping. The fourth use is for the meetings where much of our work time is spent in meetings. Mind mapping gives us a way to make the time more
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productive. The fifth use is for "To Do" List. The author stated that if standard "to do' lists don't seem to be working for us, he suggested to try the mind mapping.

The sixth use is for the presentations which mind mapping gives us an easy way to prepare for speeches and it helps our audience to understand and remember more of what we are presenting. The seventh use is for the note taking in which it is visually interesting method of note taking allows us to recognize information as we receive it, add connections and associations and increase the retention of the information. The last use mention by the author in this book is for the personal growth which the mind mapping taps into our deepest thoughts and provides an effective method of discovering our inner selves.

In the book entitled " The Mind Map Book" by Tony Buzan with Barry Buzan (2003), they stated that there are seven benefits of teaching with Mind Maps. First of all is it automatically inspires interest the students, thus making them more receptive and cooperative in the classroom. Secondly is to make lessons and presentations more spontaneous, creative and enjoyable, both for the teacher and the students. Thirdly, rather than remaining relatively rigid as the years go by, the teacher's notes are flexible and adaptable. In these times of rapid change and development, the teacher needs to be able to alter and add to teaching notes quickly and easily. Then, they stated that because mind map present only relevant material in a clear and memorable

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form, the students tend to get better marks in examination. Besides that, unlike linear text, mind map show not just the facts but the relationship between those facts, thus giving the students a deeper understanding of the subject. The other benefit is the physical volume of lecture notes is dramatically reduced. According to them, the last benefit is the mind map useful especially for the children with `learning difficulties', particularly dyslexia. By freeing the child of the 'tyranny of semantics', which often accounts for 90 per cent of the difficulty, the mind map allows the child a far more natural, complete and accelerated self-expression.

In the same book above, they were also stated that there are seventh benefits of Mind Map Notes. Firstly, the mind map notes enable the students to keep the whole knowledge `picture' in view at all times, thus giving you a more balanced and comprehensive understanding of the subject in its entirety. Then, it takes up far less space than linear notes. Between 10 and 100 pages of text can be summarized on one large mind map page. Then, mind map notes give the brain a central focus and structure within which to integrate the knowledge of any subject. It also increases the brain's 'hunger' for knowledge. Besides that, it allows the students to relate our own thoughts and ideas to those expressed in books, lectures or presentations. It is also far more effective and efficient for review purposes. Lastly, they stated that the mind map notes can enhance the student's memory and understanding of books, lectures and presentations and enable the students to excel in any course of study.
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2.1 Overview of Previous Research

There are several researches that are closely related to this study. These researches would give an overview over the issue of Mind Mapping. First of all is the research by Mr Bang Khanh Nong, Mr Tuan Anh Pham, Ms Thy Nu Mai Tran from Teacher Training Component ICT, VVOB Education Program Vietnam in their research entitled " Integrate the Digital Mindmapping into Teaching and Learning Psychology". The aim of this paper is to examine the effects of digital mind mapping over paper-based mind mapping and conventional teaching method on students academic achievement and attitudes in teaching and learning Psychology. One of the research questions focused on the student's perception regarding using mind map in learning activities. Then, the results showed that most of the students in two groups see that the mind mapping in general supports them to learn in different ways: brainstorm and categorize ideas, understand the concepts, and work with peers. However, some students showed it difficult to adapt the mind mapping techniques and especially the digital mind mapping at the starting point.

The second research entitled "Using mind-maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning" by Maureen E. Cain , the head teacher at Newchurch Community Primary School, Culcheth, Warrington. The research was carried out during literacy lessons and other lessons where it was appropriate. The two teacher
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researchers were given designated time for observations and write-ups twice a term, but much of the research was conducted by observing children in their normal everyday lessons. From the interview, the teacher researcher felt that

"The use of mind maps has enabled the children, who had a variety of barriers to their learning, to produce a finished piece of work without having to conform to preset expectations of what a 'good' piece of work looks like. They are keen to use this tool and they know how it helps them to learn. It would appear that mind-mapping has allowed all the children to produce a piece of work from a starting point which is equal. " (Maureen E. Cain, 2001)

In the research "Mind Map as a Classroom Exercise" by John W. Budd (2003) from Industrial Relations Landgrant Term Professor Industrial Relations Center University of Minnesota. He discussed about an in-class exercise in which small groups of students create a Mind Map for a specific topic. This exercise is another example of an active and collaborative learning tool that instructors can use to move beyond "chalk and talk." For example, when the students created their mind map, a collaborative relationship between the instructor and students can also be established as the instructor helps with the constructions of the Mind Maps, but as a "guide on the side" not as the "sage on the stage" (Falloff and Pratt 2001, 108).

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The next research deal with Mind Mapping is Enhancing Freshman Students Writing Skills with A Mind Mapping Software by Reima Al-Jarf. Her paper is being presented in the 5th International Scientific Conference eLearning and Software for Education Bucharest, April 09-10, 2009. The aim of the study is to investigate the impact of using a mind mapping software for brainstorming , generating and organizing ideas on students acquisition of English writing skills. The research questions for this study are does utilization of mind mapping software have any positive effects on EFL freshman students writing achievement as measured by the post-test and does utilization of a mind mapping software have any positive effects on freshman students attitudes towards writing skill development and mind map activity.

On the other hand, the author would like to found out the effect of mind mapping towards students writing achievement and students attitudes. The participants are EFL freshman students and they are being divided into two groups which are the control group and the experimental group. The control group received writing instruction that depended on the textbook only and while the experimental group received writing instruction that depended on the textbook in addition to a mind mapping software that was used for brainstorming, generating and organizing ideas in the pre writing strategies. The result was analyzed by pre and post test. During the pre test, both groups are required to write a paragraph and the result showed there is no significant differences between both groups in their writing ability before the instruction

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began. Meanwhile, the results of post test for both groups were significantly improved but the experimental group show higher score than the control group. In terms of students attitudes, the post treatment questionnaires showed that all of the students found the mind map software fun and helpful in generating and organizing ideas and considered it a new way of brainstorming and planning a paragraph and they become faster in generating and organizing ideas for their paragraph.

The next research entitled The Effects of Concept Mapping on Students Learning Achievement and Interests by Chei-Chang Chiou (November,2008) from Department of Accounting, National Changhua University of Education, Changhua, Taiwan, ROC). The aim of the research is to find out whether concept mapping improved students learning achievement in advanced accounting course within the School of Management and to identify students attitudes towards using concept mapping as a learning tool. The participants involved 124 accounting students from 2 classes. They were divided into two groups which are the control group who maintained normal traditional curriculum activities and the experimental group utilized concept maps in teaching and learning. Both groups used the same textbooks. The instruments of the research is the accounting achievement test which used in pre and post test and the questionnaires used to investigate the students attitudes towards their learning experiences. In terms of achievement test-scores, both experimental and control groups showed no significant differences in pre-test. While in the post

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test, the experimental outperformed the control group. Indirectly, it indicated the experimental group that was exposed to concept mapping has a significantly higher achievement than the control class that received traditional expository teaching. On the other hand, in term of students perceptions on concept mapping, the results showed for question 1 -4 which to investigate whether the concept mapping strategy improved learning, 97% of them agreed that concept mapping helped them to learn accounting. For question 5 10 which represented the degree of the affective acceptance of the concept mapping, 95% consider using the concept mapping learning strategy, 84% felt they like using concept mapping to assist them in learning accounting and 90% satisfied with adopting concept mapping to learn accounting.

The Asian writer, Abu Afeefah had conducted a study on "Teaching Vocabulary through Mind Mapping Technique to the Tenth Grade Students of SMA Negeri 15 Palembang." the objective of this study is to find out whether or not it is significantly effective to teach vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang. This research is the experimental research where the students were divided into two groups which the control and experimental group. Then, the findings showed the experimental group which applied the mind mapping scored the highest mean in the vocabulary test compared to the control group which was not used the mind mapping technique. In conclusion, it was effective to teach vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang.
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Another local author is Huzaina Abdul Halim (2006) from University of Malaya conducted her study on "The Students Preferences in Learning Literature Component of The Malaysian Secondary School English language Syllabus." Generally, this research was aimed to to investigate the student's attitude towards learning literature and determining the types of activities they prefer. In the study, the students are required to draw a mind map based on the poem 'The Dead Crow'. Based on the results of the study, most students like to do mind mapping in the literature lesson. Students gave several reasons for liking the activities. According to them, mind mapping was fun because they argued a lot and they had the chance to draw. They also felt free to express their ideas on paper rather than giving opinions there and then. Students also liked comprehension questions because they were used, to them and some felt this portrayed learning more.

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2.2 Conclusion

In conclusion, according to all the literature reviews, the mind mapping techniques do have many benefits to the students as well as to the teachers. In fact, the mind map helps them to understand the lesson better and help them to remember more. Furthermore, the mind map encouraged them to have a collaborative relationship when the students working together in making the mind map for their presentation. Besides that, the students involved in the research done by the authors found that the mind mapping is very interactive and they enjoyed doing the mind map.

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

Basically, in this chapter, it consists of 3 subtopics which are Research Design Methodology, Methods of Data Collection and Methods of Data Analysis. First of all, Research Design Methodology would cover the design of the study, sample of the study and the instruments used in the study. Then, Methods of Data Collection covers on how data would be collected. Lastly, Methods of Data Analysis would explain further on how the data collected would be analyzed. On the other hand, this chapter explains the overall information of the basic procedure in collecting the data and the flow overview of this study.

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3.1 Research Design and Methodology

3.1.0 Design

In this study, only the quantitative data was used. So, a set of questionnaires was designed to collect the quantitative data. The questionnaires consisted of the closed-ended questions which I used the satisfaction questionnaires or Likert Scale except for the Section A and Section E. There are five options that brings different label. The options are strongly agree, agree, not sure, disagree and totally disagree. Generally, the questionnaires were divided into four sections. Section A will be a demographic data in order to collect the respondents background and the knowledge of Mind Mapping. Section B consists of the questionnaires that are meant to answer the first research question is to find out the students preferences using Mind Map in making their own notes for the revision. Section C consists of the questionnaires that might lead to answer the second research questions on the students presentation using Mind Map in the classroom and the last section is Section D where the questionnaires meant to answer the third research question which to investigate the students interest in reading Mind Map notes. The last section is an open ended question that asks for respondents short answer on their opinion towards Mind Map approach. The sample of questionnaires will be included in the appendices section.

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3.1.1 Sample

The subjects of this research are 50 students from the secondary school in Kelantan and in Teaching Education Institute Kota Bharu Campus. The selected schools are Sekolah Menengah Vokasional Pengkalan Chepa, Kelantan which used to be my practicum school. The respondents for secondary school students are form 4 Pengurusan Perniagaan 1 students. While, the respondents for Teaching Education Institute Kota Bharu Campus are B.Ed Tesl students. Apart from this, the subjects are not selected based on their ethnicity, age and gender. This is because, the objectives of this study is to investigate the student's perception towards the mind mapping technique.

3.1.2 Instruments

In this study, the instrument used for this study is the survey questionnaires. Survey questionnaires have been used as a main procedure to gather information and collect data because it is easier to conduct and to obtain information needed from a big number of participants. Thus, a survey questionnaire entitled 'Perception of students on the Mind Mapping Technique' will develop for this study. The data obtained from the questionnaire was presented in the form of quantitative data and converted into percentages.

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3.2 Methods of Data Collection

In this study, the questionnaires were distributed to 50 students from the secondary schools in Kelantan and Teaching Education Institute Kota Bharu Campus. The respondents took approximately 10 minutes to complete the questionnaire. They need to respond to all of the questions in the questionnaire. Since the students have the difficulties in answering the questions due the language barrier especially Form 4 students, I assisted them for each question by explaining and translating verbally. The answers for the questions are actually depending on the participant's degree of agreement and disagreement. The priority of this study is to know the participant's opinions, which are based on their own experience on the research topic.

3.3 Methods of Data Analysis

In this study, the quantitative method was used as the instrument in analyzing the data. The data was gathered from the study and analyzed by the Statistical Package for the Social Sciences (SPSS) and presented in the form of tables and figures of pie chart. The findings were converted into percentages. With the final result, it is hoped that inferences can be made pertaining to the research questions and several recommendations could be generated for enhancement.

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CHAPTER 4

FINDINGS AND ANALYSIS OF DATA

4.0

Introduction

Generally, this chapter would discuss on the findings and analysis of data. First of all is the finding on the profile of respondents. Then are the findings on the 3 research objectives which are divided into 3 different tables. Each table consists of items of questionnaire, total number of respondents, number of students responses to the satisfaction questionnaire in Likert scale form. The responses for each item were converted into agree (strongly agree or agree) or disagree (strongly disagree or disagree). The students responses were converted into percentages. While, for an open-ended question in Section E, the findings are divided into 3 different pie charts that represent the Yes or No answers and the reasons for their answers and it converted into percentages also. This chapter ended with the discussion and the interpretation of findings.

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The Usage and the Perception of the Students on Mind Mapping Approach
4.1 Profile of the Respondents

Table 1. Section A (Demographic Data) AGE 13 17 years 18 years and above Total Number of respondents 25 25 50 % 50 50 100

The knowledge of Mind Mapping Yes No Total Number of Respondents

Number of respondents 50 0 50

% 100 0 100

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Based on the chart above, it shows the participants consist of 50% of 13-17 years and 50% of 18 years and above. I purposely choose two groups of age that represent secondary school students and university students. The school students are from Form 4 students from vocational college of Pengkalan Chepa and the university students are from Teaching Trainees Institute of Kota Bharu. But, I do not have any intention to use age as any variables in my study because my focus is only the students perception. Since my topic is to find out the students perception on the mind mapping approach, so the participants of my study are supposed to be the students who experience the teaching and learning process in their classroom or lecture. The second background demographic data that I collected from my study is the participants knowledge on Mind Mapping approach. This data is very significant to my study because it determines and affects their answers for the next questions in Section B, C and D. Luckily, 100% of the participants know what mind mapping is. Either they know how to draw or use the mind map or not, at least they have the basic idea on the mind mapping approach. Indeed, the knowledge of mind mapping would help them to answer other questions easier because they have a schemata and background knowledge on mind mapping.

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INDICATOR 1 : ABBREVIATION FOR TABLES AND FIGURES

SA Strongly Agree A - Agree NS - Not Sure D - Disagree SD - Strongly Disagree TR Total Number of Respondents R - Number of Respondents

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4.2 Results of Research Questionnaires 4.2.0 Table 2. Section B (Students preferences using Mind Map in making their own notes.)
STATEMENT 1- Know how to draw Mind Map. 2- Drawing Mind Map to make notes. 3- Drawing Mind Map in taking notes during a lecture/ class 4- Drawing Mind Map in making notes after a lecture / class 5- Drawing Mind Map notes after learning a new topic. 6- Drawing Mind Map notes after the revision. 7- Drawing Mind Map notes before the test or examination. 8- Drawing Mind Map using colourful pen/colourful pencils. TR 50 50 50 SA R 16 8 4 % 32 16 8 R 28 20 8 A % 56 40 16 R 6 9 17 NS % 12 18 34 R 0 10 12 D % 0 20 24 R 0 3 9 SD % 0 6 18

50

16

32

11

22

11

22

10

20

50 50 50

5 8 12

10 16 24

12 21 20

24 42 40

17 12 9

34 24 18

9 5 5

18 10 10

7 4 4

14 8 8

50

21

42

16

32

10

12

29

Based on Table 2, there are 8 items in section B. Basically, section B is aim to discover the first research objective which is to find out the students preferences using Mind map in making their own notes. The 5 majors Likert Scale was used to get the students responses which are Strongly Agree, Agree, Not Sure, Disagree and Strongly Disagree for all questions. First of all, the first item is the knowledge on drawing Mind Map. Basically, this item is to find out the percentage of students who know how to draw Mind Map. The result showed the highest percentage of students, 56% of them agreed that they know how to draw Mind Map. Meanwhile, there was none of them or the percentage was 0%, strongly disagreed that they do know how to draw Mind Map. So, it means that majority of the students have a basic schemata on Mind Map knowledge. Indeed, it would help them to answer other questions on the use of Mind Map easily. The second item is the students preferences drawing Mind Map in making their notes. The highest percentage, 40% agreed that they draw Mind Map to make their own notes. While, only 6% strongly disagreed. Indeed, the result signified that most of the students prefer to draw Mind Map in note taking instead of linear or conventional note taking. Perhaps, they find Mind Map note taking easier done compared to write in a linear form. The third item is the students preferences drawing Mind Map in taking notes during a lecture or class. The findings showed the highest percentage, 34% of them were not sure whether they draw Mind Map to make notes during the

30

lecture or class hour. Plus the second highest percentage, 24% of them disagreed they draw Mind Map notes during the class. While, only 8% of them agreed they draw Mind Map in taking notes during lecture or class hour. I think majority of the students did not know how to draw Mind Map notes during the lecture or class because most of the teachers did photocopy notes from the revision books and distribute to each of the student or they write down the notes on the whiteboard and asking the students to copy them on the exercise books. Hence, it limits the students creativity and time to design their Mind Map notes during the lecture or school hour. The fourth item is the students preferences drawing Mind Map in making notes after lecture or class. The highest percentage of students, 32% of them agreed they draw Mind Map to make notes after class. While, there was only 22% of them were not sure and disagreed on the statement. As I mentioned above, the majority of the students did not draw Mind Map during class because they are not given chances or time by the teacher to create their own notes. But, as they go back to their house or hostel, they grab the chance to create their own Mind Map notes during the study time or they might simplify the notes given by the teacher into Mind Map form based on their own creativity. The fifth item is the students preferences drawing Mind Map notes after learning a new topic. The highest percentage showed 34% of them were not sure whether they draw Mind Map notes after learning a new topic. But, the second highest percentage, 24% agreed they draw Mind Map notes after learning a new topic. Basically, I think majority of them prefer to draw Mind Map notes instead of
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conventional notes after learning a new topic because they find it easier to understand the topic and put more focus on the key points or main points only. Then, they can do the exercises on the topic by referring the Mind Map notes they draw only and it is much simpler and easier. The sixth item is the students preferences drawing Mind Map notes after the revision. The result showed 42% of them which was the highest percentage agreed they draw Mind Map notes after the revision. As concerned that most of the students would do their revision if the examination or test is just around the corner. Hence, the students find out revise Mind Map notes is much easier than revise the textbook that pack too much unnecessary information. Like the famous saying said Study Smart Not Study Hard. It means by drawing Mind Map notes could save their time while doing the revision but at the same time they can grasp the gist of important information. While, there is only 8% of them strongly disagreed on the statement. Anyhow those minority students who disagreed on drawing Mind Map notes after the revision were not the type of the students who love to do their own notes but more prefer to revise on their teachers notes, revision book or the textbook. The seventh item is the students preferences drawing Mind Map notes before the test or examination. The highest percentage, 40% of them agreed they draw Mind Map notes before the test or examination. While, there was only 8% of them strongly disagreed on the statement. Somehow this item is quite similar to the previous item. Hence, I think the majority of the students preferred to draw Mind Map notes before the test or examination because they found out it much simple
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and easier that copying the linear notes like in the textbook. I believe they know how to draw a simple and complete Mind Map because their teacher might teach them or expose them to the drawing skill of Mind Map. Hence, they might not face many problems in designing their Mind Map notes. The last item under Section B is the students preferences drawing Mind Map notes using colourful pen or pencils. We could not deny the function of colorful wordings and pictures to make the notes more interactive, colourful and beautiful when it comes to Mind Map drawing or notes. Somehow, an interactive Mind Map can capture the students interest and motivates them to revise on the notes. According to the findings, it showed the highest percentage, 42% of them were strongly agreed they use colourful pen and pencil while drawing Mind Map notes. While there was only 4% of the disagreed on the use of colourful pen and pencil to draw Mind Map notes.

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4.2.1 Table 3. Section C (Students presentation using Mind Map in the classroom )
STATEMENT 9- Teachers/lecturers exposure on the use of Mind Map in classroom. 10- The use of Mind Map in teaching by teachers/lecturers. 11- Teachers/lecturers encouragement on the use of Mind Map in my presentation. 12- The use of Mind Map in the presentation. 13- The use of Mind Map makes the topic presentation easier. 14- The improvement of students confidence level in presentation using Mind Map. 15- The use of Mind Map attracts the listeners/audiences attention. 16- The use of Mind Map by teachers/lecturers is interesting and attractive. TR 50 SA R 16 % 32 R 20 A % 40 R 7 NS % 14 R 5 D % 10 R 2 SD % 4

50

18

36

14

28

18

10

50

10

13

26

19

38

12

14

50 50

7 15

14 30

12 23

24 46

19 4

38 8

6 3

12 6

6 5

12 10

50

16

20

40

15

30

50

18

12

24

19

38

12

50

19

28

23

46

34

Based on Table 3, there are another 8 items for section C. Basically, the purpose of section C to discover the second research objective which is to find out the students presentation using Mind map in the classroom. The ninth item is the exposure on the use of Mind Map in the classroom by the teachers or lecturers. The highest percentage, 40% of the agreed their teachers/lecturers exposed the use of Mind Map in the classroom. While, there was only 4% of them strongly disagreed on the item. Somehow, the findings signified the awareness of the teachers/lecturers on the importance of Mind Map in teaching and learning process was higher. Apart from that, the findings could be a positive indicator to the new program introduced by our Ministry of Education which is I-Think program that promote Mind Map skill among students. The tenth item is the use of Mind Map in teaching by the teachers/lecturers. The findings showed 36% of them which was the majority strongly agreed that their teachers/lecturers use Mind Map in teaching and learning process. While, the lowest percentage,8% strongly disagreed on the statement. The findings did tell us that the use of Mind Map in the classroom is wider and higher among the teachers/lecturers. I believe most of our teachers/lecturers nowadays are aware the benefits of Mind Map in delivering their lesson. The eleventh item is the teachers/lecturers encouragement on the use of Mind Map in students presentation. The highest percentage showed 38% of them were not sure whether their teachers/lecturers encouraged them to use Mind Map in their presentation. But, the second highest percentage, 26% agreed that their

35

teachers/lecturers ask them to apply Mind Map in their presentation. While, there was only 10% of the students strongly agreed. So, the findings showed the importance of teachers/lecturers encouragement to promote the use of Mind Map among the students. If the teachers/lectures fail to support their students to use the Mind Map, they might not aware and realize the benefits of using it and later they could apply to make their own notes outside of the classroom. The twelfth item is the use of Mind Map in students presentation in the classroom. The findings showed 38% of them were not sure whether they use Mind Map in their presentation. While the second highest percentage, 24% agreed they use Mind Map in their presentation. If we compared to the eleventh item, the findings were quite similar which majority of them claimed they use Mind Map in their presentation in the classroom. I believe the main factor that influences them to use Mind Map in their presentation is the encouragement given by the teachers/lecturers as the findings showed in the previous item. The thirteenth item is the use of Mind Map in students presentation makes the topic presentation easier. The highest percentage, 46% of the students agreed present the topic or task given is much easier using Mind Map. Meanwhile the lowest percentage, 6% of them disagreed on the use of Mind Map make the topic presentation easier. As concerned that Mind Map approach helps the student to visualize and organize ideas well, so it would make the topic more tangible. In fact, it is easier for them to present the topic using Mind Map because it much simpler and less unnecessary details that can save the students time for their presentation. Compared to the conventional of presentation, it more difficult to present because it much longer.
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The fourteenth item is the use of Mind Map in students presentation improves the students confidence. The highest percentage,46% agreed they feel confident using Mind Map during their presentation. While the lowest percentage,6% disagreed. If we compared the findings to the previous item, it had a similarity which the highest percentage of the students agreed the use of Mind Map in the presentation is easier, so it would build up their confidence. So, we could not deny the benefits of using Mind Map in the presentation give the positive impact towards the students in terms of content of the presentation as well as the students development. The fifteenth item is the use of Mind Map in students presentation attracts the friends/audiences attention. The highest percentage, 38% were not sure whether their friends/audiences give more attention towards their presentation if they use Mind Map. But, the second highest percentage, 24% of them agreed that their friends give more attention if they use Mind Map in their presentation. Basically, due to the use of interactive and colourful pictures or wordings in Mind Map drawing, so it attracts the audiences interest to give more focus on their presentation. The sixteenth item is the use of Mind Map by the teachers/lecturers and friend in their teaching and presentation in the classroom attract the students interest. The findings showed the highest percentage,46% of the students agreed that the use of Mind Map in the classroom by their teacher/lecturers or friends attracts their interest. But, none of them disagreed which means that none of them deny the use of Mind Map in the classroom. Overall, either teachers or students, the use of Mind Map in the classroom helps them to present their tasks in simplest and easiest and interesting way.

37

4.2.2 Table 4. Section D ( Students Interest in Reading Mind Map Notes)

STATEMENT 15- Reading Mind Map notes. 16- Reading Mind Map notes before the test or examination. 17- Reading Mind Map notes improve the students memory. 18- Reading Mind Map notes improve the students understanding of the particular topic/concept. 19- Reading Mind Map notes that are colourful and interactive. 20- Reading Mind Map notes easier than reading conventional/ traditional notes. 21- Reading Mind Map notes improve the students motivation in learning. 22- Using Mind Map notes improve the organization of ideas/thoughts. TR 50 50 SA R 24 22 % 48 44 R 17 19 A % 34 38 R 8 7 NS % 16 14 R 1 1 D % 2 2 R 0 1 SD % 0 2

50

20

40

17

34

12

24

50

19

38

17

34

13

26

50

25

50

15

30

12

50

14

28

22

44

12

24

50

20

40

15

30

14

28

50

11

22

22

44

18

38

Based on Table 4, there are last 8 items in section D. Basically, the aim of this section is to find out the students interest in reading Mind Map notes which it is the third research objective of this study. The seventeenth item is the students interest in reading Mind Map notes. Based on the findings, the highest percentage,48% strongly agreed they love to read Mind Map notes compared to the lowest percentage, 0% strongly disagreed. Based on the previous findings, the majority of the students did love to draw their own Mind Map notes. So, it did affect the students interest to read the Mind Map notes drawn by themselves or others. The eighteenth item is the students interest in reading Mind Map notes before the test or examination. The majority of them, 44% were strongly agreed and there was 2% of them disagreed and strongly disagreed. Compared to the seventh item, the highest percentage agreed they draw Mind Map notes before the examination and it same goes to this item which the highest percentage loves to read Mind Map notes before the examination. Perhaps, they read Mind Map notes from the revision book, teachers notes or they draw Mind Map notes for themselves. The nineteenth item is the improvement of students memory through reading Mind Map notes. 40% of them agreed their memory was increased if they read Mind Map notes. Meanwhile, none of them disagreed. As concerned, Mind Map notes cover the main points only and it involves an interactive and colourful pictures and wordings. Hence, both right side of brain and left side of our brain work at the same time which increases our memory.

39

The twentieth item is the development of students understanding on the particular topic/concept through reading Mind Map notes. The result showed 38% of the students were strongly agreed their understanding on the particular topic was improved if they read Mind Map notes compared 0% of them disagreed. Somehow Mind Map notes link one idea to other ideas through a set of branches and those correlations are significance to each other. On the other hand, Mind Map notes organize the points as well as possible. So, it helps the students to see a clear picture of information. The twenty-first item is the students interest reading Mind Map notes due to the colourful and interactive diagram and pictures. 30% of the students agreed they like reading Mind Map notes because it is colourful and interactive. While 2% of them disagreed and strongly disagreed on the statement. Indeed, the use of colourful pens or pencils make the notes more interesting plus a variety colour of words or fonts motivates the students to revise on those notes without feeling bored and dull. The twenty-second item is reading Mind map notes easier than conventional/traditional notes. The highest percentage, 44% agreed reading Mind Map notes was much easier than conventional/traditional notes. But, there were only 2% of them disagreed and strongly disagreed. It means that majority of them prefer Mind Map notes compared conventional/traditional notes that most of them comes in a linear form. Generally, based on the previous findings, there are many factors that make Mind Map easier to revise than other notes like the focus on main points only, the use of branches that connect with each other and also the colorful diagram, pictures and fonts.
40

The twenty-third item is the improvement of students motivation in learning through reading Mind Map notes. The highest percentage, 40% of the students were strongly agreed their motivation in learning increased if they read Mind Map notes compared to 0% of them were disagreed. On top of that, as they found reading Mind Map notes easier than a conventional/traditional note, their level of motivation was higher. Furthermore, as they found out reading Mind Map notes was easily

understand the particular concept, improve the students memory and interesting, it motivates them to learn better. Lastly, the twenty-fourth item is the use of Mind Map improves the organization of ideas and thoughts. Based on the findings, the highest percentage, 44% of them agreed through Mind Map, they can organize ideas and thoughts better. Meanwhile 4% of them were disagreed. Basically, Mind Map emphasizes one focused idea, one word per line/branch which the lines must be connected and it goes from the most important points to the less important points. These principles of Mind Mapping really help the students to organize their ideas and thoughts better and avoid from disorder information.

41

4.2.3 Figure 1. Section E (Open-ended question)

No 6%

Yes 94%

Figure 1.1 The use of Mind Map approach is suitable to be applied by the teachers/lecturers in the classroom

Attract the student's attention 20%

Easy to Easy to understand remember the the topic information 50% 30%

Figure 1.2 Reasons for answer YES

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Different students have their own learning style 100%

Figure 1.3 Reasons for answer NO

Figure 1 is the findings for the open ended questions in Section E. They were required to give a short response regarding their own opinion towards the use of Mind Map approach in the classroom by the teachers/lecturers. Then, they need to validate their answer by giving some supports. Based on the pie chart above, 94% of the students agreed on the use of Mind Map approach in the classroom by their teachers/lecturers compared to only 6% of them disagreed. After analyzing the data, I found out that there are 3 main factors that support their agreement on the suitability of Mind Map in the classroom. First of all, they believed if their teachers/lecturers use Mind Map in teaching, they can easily understand the topic, they can memorize the information quickly due to its focus on the key points and it is not lengthy and precise. While, the third reason is because Mind Map can attract their attention and longer their attention span due to colourful and interactive use of pictures and diagrams. On the other hand, the other 6% disagreed on the use of Mind Map in the classroom because they think different students have their own learning style and Mind Map approach is not necessary can help them in learning since they might prefer kinesthetic or visual approach.
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4.3

Discussion and Interpretation of the Findings

Based on the findings above, the students response to the satisfaction questionnaires are shown in Table 2, 3 and 4 except for Table 1 that is for demographic data. The responses for each item were converted into agree (answers of strongly agree, or agree ) or disagree (answes for strongly disagree or disagree) and were converted into percentages. Besides that, there was one open ended question that requires the students to give a short answer on their opinion towards the Mind Map approach either they agree or disagree by stating yes or no and state their reasons. The findings was converted into a percentage in pie chart form. Fist of all Table 2 is for the students preferences using Mind Map in making their own notes. According to Buzan (2000, as cited in Reima Al-Jarf, 2009), Mind Map can be used to generate ideas, take notes, develop concepts and ideas and improve memory. Basically, Mind Map is the useful way of note taking which it improves the way they record information. It does not only write the facts but also show the overall structure of a subject and the relative importance of individual parts of it that help them to associate ideas, think creatively, and make connections that the traditional/conventional notes might not do. Based on the findings in Table 2, the majority of them know how to draw Mind Map which was 88%. The majority of them draw Mind Map in note-taking regardless of any situations like before the examination or during the revision. It means the students prefer to take note using Mind Map approach compared to the traditional/conventional way of note taking. As they listen to a lecture and read the book, they can quickly draw Mind Map notes and
44

in fact the whole book can be summarized in one page. Later, they can recall the information using the map. Table 3 represents the students presentation using Mind Map in the classroom. The findings for this table was not only looking into the use of Mind Map presentation by the students only but also comes from the teachers role in using Mind Map in the classroom. Basically, the teachers influence an important role to encourage students to come out with the best learning approach. . Indeed, there is no single best way to teach but teachers who cater for the different needs of students by using a variety of teaching approaches is one of the ways towards an effective teaching. Based on the findings, there 3 items which were the ninth, tenth and eleventh item that showed the majority of the students agreed their teachers teach them to use Mind Map, their teachers use Mind Map in teaching and their teachers encourage them to use Mind map in their presentation. Besides that, table 4 findings show the students interest in reading Mind Map notes. Somehow, reading Mind Map notes help the students to separate what is important to know from irrelevant information, gather the irrelevant information in one page and identify the main ideas and supporting details. Generally, the findings showed the majority of the students reading Mind Map notes regardless of any reasons and situations. For example, they read Mind Map notes before the examination. Besides that, the findings indicated the benefits of reading Mind Map notes like improving student understands on the particular topic, increasing the students memory and motivates students in learning. In addition, the other reasons of motivating them to read Mind Map notes due to its colourful and interactive as it use
45

colourful fonts, wordings, pictures and diagrams. Farrand et al (2002, as cited in Paykoc F., Mengi B., Kamay P.O., Onkol P., Ozgar B., Pilli O., Yildrum H.) have recommended mind mapping as a study technique within medical curricula suited to problem based learning and using effective training for encouraging and motivating students to adopt a deeper level of learning

4.4

Conclusion

Generally, the findings show the students learn best and effectively when they use Mind Map approach because it involves visual displays like pictures, diagram, colourful and interactive words. We can conclude that the students are most likely the visual learners who learn through seeing. Besides that, the findings also present the Mind Map usage by the teachers/lecturers since they play an important role in choosing the best method in teaching according to the students needs. As they are aware of students interest in learning which is the Mind Map approach, the teachers/lectures need to apply this method in their teaching and learning process to help the students to achieve better academic performance. But, they should also cater the needs for the students who are not favour in Mind Map approach to avoid them from being left out.

46

CHAPTER 5

SUMMARY, CONCLUSION & RECOMMENDATIONS

5.0

Introduction

Basically, this last chapter for this research would cover on the conclusion of findings, the implications of research findings and lastly is the recommendations for further research. First of all, the conclusion of findings is the summary of the previous findings in the chapter 4 and then the recommendation for further research is the significance of this study towards the education field especially and specifically into the teaching and learning process. Next is the recommendation for further research is the discussion on the possible ways and suggestion to improve this study. Overall, this chapter is the conclusion of this study on The Students Perception towards Mind Map approach.

47

5.1

Summary / Conclusion of Findings

There are 3 main research objectives in this study which are to find out whether the students prefer to draw mind map in making their own notes for the revision, to investigate whether the students apply the mind map approach for their presentation in the classroom and to find out whether the students are interested in reading the Mind Map notes. Basically, those objectives cover up the students perception towards the Mind Map approach. Somehow, the findings of the study determined the positive or negative of students perception on Mind Map approach. As concerned, there are 3 main research objectives and so there were 3 major significant findings include the students perception on Mind Map approach. First of all, the findings on the students preferences in making Mind Map note. Based on the 8 items under the first research objective, 5 out 8 items were having the highest percentage that agreed they draw Mind Map notes regardless for their own revision before the examination, for note taking before or after class or for their own notes. Secondly, the findings showed on the students presentation using Mind Map in the classroom. There were 4 out of 8 items were having the highest percentage that agreed plus 1 item strongly disagreed on the use of Mind Map in the classroom either by the students or the teachers and the benefits of using Mind Map in the classroom. For the third research objectives is the students interest in reading Mind Map notes. There were 5 out of 8 items that had the highest percentage that strongly agreed they read Mind Map notes either for sitting the examination or for their own revision.
48

Apart from that, the majority of them strongly agreed on the benefits reading Mind Map notes like improving their memory and understanding. Apart from that, an open ended question that asked for the students opinion on the use of Mind Map in the classroom and their reason for their opinion showed 94% of them agreed on the use of Mind Map approach by the teachers/lecturers in the classroom because of few reasons like easy to understand, easy to memorize, interactive and could attract the students attention. In conclusion, the findings above signify the positive perception of the students towards the Mind Map approach in their teaching and learning process either inside or outside of the classroom. In fact, the findings also analyzed the benefits of applying Mind Map approach. However, we could not discriminate the minority who were not really in favour on Mind Mapping due to their different teaching learning style and those who were not having adequate skills and knowledge to use Mind Map. Hence, as teachers/lecturers, they should be more aware on the students needs and background to avoid from the left-out students.

49

5.2

Implications of Research Findings

Basically, the research findings of this study could be a positive indicator towards our system of education. As concerned, our current system of education is more emphasis on exam oriented. So, teachers/lecturers put less focus on the other teaching methods besides applying teacher centered instead of student-centered approach which they do talk more than the students. Somehow, mind mapping approach is one way of leading to the student centered approach that provide many possible chances for the students to develop their own thinking skill and creativity in learning. Indeed, this Mind Map approach requires a lot of time and materials for preparation. Hence, it took time for the teacher/lecturers to apply this approach in the classroom. Besides that, the skill needs to be developed in order to become efficient in sketching and using Mind Map. It requires an adequate knowledge to master it. According to McCagg and Dansereau, studies of student mapping have indicated that a lack of familiarity with the technique can be frustrating for novice map makers training students to use the concept mapping technique can be tedious and time-consuming ( 991,p.320 as cited in Chei-Chang Chiou, 2008). Apart from that, if we look into our current textbook, the text is aligned to the left margin, often with bullet points repeated on every page. Based on the findings, the majority of the students prefer to have Mind Map approach compared the conventional/traditional notes since there are many benefits. For example, Mind Map helps the students to understand on the topic better, easily to memorize because it is not lengthy and more precise on the main points, increase the students attention span

50

because it is colourful and interactive. Hence, I hope this research findings can be a positive indicator in making any changes in our current textbook or revision book. Somehow, the Ministry could take an action to revise our current textbook and identify their lacks and improve them by applying the Mind Map approach. Indeed, our Ministry did take a proactive action in designing a new set of textbook which known as Graphic Novel. Basically, this graphic novel is a fictional story that is presented in comic-strip format that preset the written text in dialogue form instead of essay or point form plus provided the mind map, diagrams, colourful graphics and pictures. This graphic novel do help the students a lot in understanding the novel better and improve the students motivation in learning. Unluckily, the use of graphic novels is restricted into the lower-secondary school students and not for uppersecondary school students. I suggest the Ministry should not only making novel or short stories in a graphic form but also other subjects also like history, science and others. Generally, the collaboration of Ministry of Education with the Malaysian innovation Agency introduces I-Think Maps Programme as a new concept of Mind Mapping approach. They introduced 8 types of Mind Map like circle map, bubble map and bridge map. The purpose of this program is the visual thinking tools make it easy for the students to understand the concepts, analyze problems and find solutions. So, I hope by this research finding, it would support the program to establish further. Our main challenges nowadays are the examination based system that emphasis on students remembering and recalling facts but our hope in the future we can develop the students thinking and creativity skill through the Mind Map approach.
51

5.3

Recommendation for Further Research

There are a few recommendations for further research on this study in order to have more significant findings. First of all, I suggest this study can conduct both qualitative and quantitative survey. As concerned, the this study only focus on the students perception on the use of Mind Map approach through satisfaction questionnaire only. But if the research could expand to the use of qualitative analysis, we could conduct an interview with the teachers as well as the students. By conducting the interview session with the teachers, we could get more details regarding the limitations or problems they might face in order to apply Mind Map approach in teaching and learning process. Besides that, we can conduct the observation in the classroom to observe the students participation when the Mind Map approach is used. Lastly, I think this study can be conducted as an experimental research that involves the experimental group and control group. Basically, both groups receive different kind method of teaching which the experimental group receives the use of Mind Map approach in teaching and learning process and the control groups does not receive the teaching using Mind Map but they receive a traditional/conventional instruction like the use of textbook . But, the content or syllabus is still the same except the different use of approach. There must be pre test and post-test. This kind of method can define the effectiveness of using Mind Map in learning based on their result they collect after the research conduct which is the post test.

52

5.3

Conclusion

Basically, this research was conducted to find out the students perception on the usage of Mind Map approach in learning. It is very important for the students to identify their own learning styles in order to maximize their strengths and improves their weaknesses in learning. Furthermore, this research is very significant towards our current education system that move forward in making some changes in preparing the students in problem-solving skills and cultivating their critical thinking skills for the sake of their future. Hence, the Mind Map approach or I-Think program is one of the possible ways to achieve those objectives. It is hoped this research can be applied for the sake of our education system and can be developed further to get better findings.

53

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Paykoc F., Mengi B., Kamay P.O., Onkol P., Ozgar B., Pilli O., Yildrum H. (2004). What are the major curriculum issues: The use of Mind Mapping as a brainstorming exercise. Concept maps:Theory, Methodology, Technology. Proc.of the first Int. Conference on concept Mappin. A.J Canas, J.D.Novak, F.M. Gonzales, Eds, Pampiona, Spain 2004. Retrieved from

http://emu.academia.edu/olgapilli/Papers/512479/What_are_the_major_curriculum _issues_The_use_of_mindmapping_as_a_brainstorming_exercise

Reima Al-Jarf (2011). Teaching Spelling Skills with a Mind Mapping Software. Asian EFL Journal Professional Teaching Articles Volume 53 July 2011. Retrieved from http://www.asian-efl-journal.com/PTA/Volume-53-raj.pdf

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Reima Al-Jarf (2009). Enhancing Freshman Students Writing Skills with a Mind Mapping Software. The 5th International Scientific Conference eLearning and Software for Education Bucharest, April 09-10,2009. Retrieved from

http://faculty.ksu.edu.sa/aljarf/Publications

Wycoff J. ( 1991). Mindmapping Your personal Guide to Exploring Creativity and Problem Solving. Berkley Books are published by The Berkley Publishing Group, a division of Penguin Putnam Inc.

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APPENDICES

1-

Appendix 1 -Sample of Questionnaire

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Appendix 1 -Sample of Questionaire

UNIVERSITI TEKNOLOGI MARA (UiTM)

A STUDY ON THE USAGE AND THE PERCEPTION OF USING MIND MAPPING AMONG SECONDARY SCHOOLS AND TEACHING EDUCATION INSTITUTE STUDENTS IN KELANTAN

This questionnaire is distributed in accordance with the requirements for the subject EDU 650 Academic Exercise. It is hoped that this questionnaires will help me gather the data needed for my Academic Exercise. Therefore, your cooperation is highly appreciated and will be kept in confidential.
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The Usage and the Perception of the Students on Mind Mapping Approach
Section A Please tick ( / ) where necessary. Tick only one.

Age 13 - 17 years ( ) 18 years and above ( )

Do you know what Mind Mapping is? Yes ( ) No ( )

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Section B Please tick ( / ) where necessary. Tick only one.

12345-

Strongly Agree Agree Not Sure Disagree Strongly Disagree

No. 1. 2. 3.

Statements I know how to draw Mind Map. I draw Mind Map in making my own notes. I draw Mind Map in taking notes during a lecture/class.

4.

I draw Mind Map in making notes after a lecture/class .

5.

I draw Mind Map notes after learning a new topic.

6. 7.

I draw Mind Map notes after the revision. I draw Mind Map notes before the test or examination.

8.

draw

Mind

Map

using

colourful

pen/colorful pencils.

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Section C Please tick ( / ) where necessary. Tick only one.

12345-

Strongly Agree Agree Not Sure Disagree Strongly Disagree

No. 9.

Statements The teachers/lecturers teach me how to draw Mind Map.

10.

The teachers/lecturers use Mind Map in teaching.

11.

The teachers/lecturers ask me to use Mind Map in my presentation.

12.

I use Mind Map in my presentation in the classroom.

13.

I think it is easy for me to present the topics using Mind Map.

14.

I feel confident when I present the topics using Mind Map.

15.

My friends give more attention to my presentation if I use Mind Map.

16.

I like if my teachers/lecturers/friends use Mind Map in their

teaching/presentation.

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Section D Please tick ( / ) where necessary. Tick only one.

12345No. 17. 18.

Strongly Agree Agree Not Sure Disagree Strongly Disagree Statements I like reading Mind Map notes. I like reading Mind Map notes before the test or examination. 1 2 3 4 5

19.

I remember the information more if I read Mind Map notes.

20.

I understand the concept better If I read Mind Map notes.

21.

I like reading Mind Map notes because it is colorful and interactive.

22.

I think is easier to read Mind Map notes compared to

conventional/traditional note taking, 23. I feel motivated and interested

reading Mind Map notes. 24. I can organize my ideas/thoughts better using Mind Map.

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Section E (Open-ended question) 26Do you think Mind Map approach is suitable to be applied by the teacher/lecturer in the classroom? State the reasons for your answer. _________________________________________________________ _________________________________________________________ _________________________________________________________

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