A Scoping Review on Implementation of i-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

Autor/inn/en	Hamzah, Lina Mursyidah binti; Wan Yusoff, Wan Mazwati binti
Titel	A Scoping Review on Implementation of i-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools
Quelle	In: Asian Journal of University Education, 17 (2021) 2, S.169-182 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Teaching Methods; Thinking Skills; Foreign Countries; Program Implementation; Elementary School Students; Secondary School Students; Academic Achievement; Research Reports; Correlation; Pedagogical Content Knowledge; Barriers; Measures (Individuals); Visual Aids; Learning Processes; Malaysia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Ausland; Sekundarschüler; Schulleistung; Research report; Forschungsbericht; Korrelation; Pädagogische Kompetenz; Messdaten; Anschauungsmaterial; Learning process; Lernprozess
Abstract	Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students' acceptance of the program; examine its impact on HOTS and students' achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers' levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students' achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students' HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students' HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01