Name: MAIMUNAH BINTI MUHAMMAD
Similarities/Differences in the
Research Questions found in
No
main journals read.
1 RQ1: The review on the implementation of
Title : Penilaian Pelaksanaan Program I-
Think: Satu Pengenalan.
Author : Muhamad Sidek Said, Phd
Year : 2013
RQ1 – Does the implementation of this I-Think
Program impact the P & P in the
classroom?
RQ2 – Does the I-Think Program is a good
program to be considered in the
future?
Methodology used in the journal.
RQ1 – Reviewing the implementation of the I-
Think Program in the classroom.
Questionnaire
RQ2: ask sample a question to find the
RQ2 –Respond to the implementation of the I-
Think Program for the future.
Questionaire
Class: 7 PISMP TESL 1
Findings in the journal.
this program is very encouraging…
The students agreed that if an I-Think
Program regarded as the latest
thinking tools (91.38%). Previously we
did not find a solid and comprehensive
tools to encourage thinking skills (aside
for a simple mind map).
93.8% agree with the effectiveness of
this teaching technique as the 8 maps
focus different types of thinking
process.
power of I-Think program in the future
associated with higher-order thinking
(HOTS) which is a big agenda
contained in the Education
Development Plan 2013-2025.
91.36% respondents said that this
program will produce creative thinkers
among students in the future. Learning
elements such as responsive to think
and think-pair-share learning activity
will be very useful even in the future.
76.55% respondents stressed that all
teachers should teach using I-Think
maps.
journal to The Present
Research You Are Doing
Similarity:
Discussing the impact and effectiveness of I-
Think Program in the teaching and learning
program
Method- Questionnaire is considered in my
research to identify the responses of the
target pupils on the usefulness of I-Think
Map.
Differences:
This journal is only questioning the
effectiveness of I-Think program in an overall
sense without focusing specifically on certain
subjects or teaching components.
In my research, I am planning on focusing on
the usage of I-Think Maps and its usefulness
in helping pupils identifying main points,
supporting details and sequence of a reading
text.
2 Action research process is based on the ‘action
Title : The Use of Mind Mapping to research cycle’ that was developed by Calhoun
Develop Writing Skills in UAE (Mills, 2007, p.25). Calhoun’s cycle consists of
Schools five phases of inquiry that includes selecting an
Author : Shamma Al Naqbi area or problem of collective interest, collecting
Year : 2008 data, organizing data, analyzing and
interpreting data, and taking. It has practical
framework that can be easily followed and this
cycle is very flexible.
RQ1: What is the impact of the use of the mind RQ1: Interview: In this study my students’ work
mapping strategy under exam was used as a basis for the informal
conditions? interview, which gave me a chance to get a
greater understanding of my students’
perspectives of their learning. Moreover,
the students informally engaged in
conversation about their work, which was a
good investment of time and gave me clear
picture of students’ abilities and responses
to the use of the mind mapping technique
in their writing. I analyzed the students’
work by looking at how effectively their
mind maps helped them in
RQ2: How effective is the mind mapping RQ2: Observation: using observation notes as
technique can help students to answer a data collection tool allowed me to obtain
writing tasks more effectively in their useful data about my students’ reaction
coursework? onwards writing tasks under exam
conditions, and whether they use the mind
mapping technique or return to their own
writing.
RQ1: While interviewing Student C’s
response to the question about mind
maps improving her understanding:
she said: Yes, I think about the topic
more and I have more ideas to write
if I use mind mapping. However there
is an issue of timing.
I implemented different strategies to
help the students overcome this
problem. There was a noticeable
transformation where students learnt
after brainstorming ideas how to be
specific in choosing the best ideas to
write about.
RQ2: Throughout my observations I noticed
that the students did not have
problems with brainstorming ideas
using the mind mapping technique
for their topic. For example, I gave
them a task to write about the
benefits of doing sports and the
students came up with lot of
interesting and valuable ideas to
write about.
Similarities:
The application of Mind Mapping in teaching
language skills.
The concept of using visual aids in learning
language is commendable and practically the
same.
Methods: I am planning on observing pupils
reaction towards the use of visual aids in
learning.
Differences:
I am focusing specifically on the concept of
Thinking Maps, a set of specific visual aids
that serve the purpose of extracting outputs
from pupils through various types of thinking
skills. Official visual maps certified by MOE.
While Shamma Al Naqbi researched on the
development of writing skills using Mind
Maps, I am planning on researching the
advantageous of using Thinking Maps in
testing the pupils’ reading comprehension.
3 Title : Mind Maps : A Powerful Approach Using Mind Maps Effectively Mind Mapping is an extremely effective
to Note-Taking  Use Single Words or Simple method of taking notes. Not only do Mind From this article, I could extract the
Author : Elizabeth Eyre Phrases – Many words in normal Maps show facts, they also show the fundamental function of mind maps and its
Year : 2011 writing are padding, as they ensure overall structure of a subject and the effectiveness in the method of taking notes
that facts are conveyed in the correct relative importance of individual parts of it. and extracting inputs from a reading text. The
This article discusses on the powerful effect of context, and in a format that is They help you to associate ideas, think usefulness of the mind maps as a tool to
using mind-maps in note-taking and identifying pleasant to read. creatively, and make connections that you assist pupils in summarizing the information
important points from reading texts  Print Words – Joined up or indistinct might not otherwise make. they read from a text.
writing is more difficult to read.
 Use Color to Separate Different Mind Maps are useful for summarizing
Ideas – This will help you to separate information, for consolidating large chunks
ideas where necessary. It also helps of information, for making connections, and
you to visualize the Mind Map for for creative problem solving.
recall. Color can help to show the
organization of the subject. To use Mind Maps effectively, make sure
 Use Symbols and Images – you print your words, use different colors to
Pictures can help you to remember add visual impact, and incorporate symbols
information more effectively than and images to further spur creative
words, so, where a symbol or picture thinking.
means something to you, use it. (You
can use photo libraries like
iStockPhoto to source images
inexpensively.)
 Using Cross-Linkages – Information
in one part of a Mind Map may relate
to another part. Here you can draw
lines to show the cross-linkages. This
helps you to see how one part of the
subject affects another.
4 Similarities:
Title : Mind Mapping: Scientific Research
and Studies RQ1:Observation
Author : Tony Buzan Interesting and engaging: Goodnough
Year : 2010 and Woods (2002)4 discovered that
partakers in their study perceived Mind
Mapping as a fun, interesting and
RQ1: How can Mind Maps facilitate the learning motivating approach to learning. Several
process? of these participants attributed the fun
aspect to the opportunity to be creative
when creating Mind Maps through lots of
choice in colour, symbols, key words and
design.
Organisation and understanding:
Research by D’Antoni and Pinto Zipp
(2005)5 found that, from a pool of 14
physical therapy students, 10 out of 14
agreed that the Mind Map technique
enabled them to better organise and
integrate the material presented in their
course.
Concentration: A study conducted at
Newchurch Community Primary School
in Warrington showed a variety of
improvements in pupils’ learning after
Mind Mapping was introduced. Evidence
includes improved concentration, staying
on task for longer periods of time,
improved questioning and answering
during class discussions and improved
independence. Cain (2001/2002)6.
Mind Maps also promote active learning,
foster motivation, improve confidence,
and support a diverse range of learning
styles and levels of ability – all in a fun
way!
RQ1: Whole brain thinking In the research by Tony Buzan, he uses
Mind Mapping brings together your left observation method to help identify the
brain (words, logic, numbers, linearity) benefit of using visual maps in learning
and right brain (curves, colour, process.
creativity, images, space) which Methods: I am planning to observe pupils
dramatically increases your mind reaction towards the use of visual aids in
power. By using both cortical sides learning.
simultaneously you are maximising
your brain’s potential. The more you
integrate left and right brain activities, Differences:
the more the brain’s performance This journal is only questioning the
becomes synergetic. This means that effectiveness of visual maps in an overall
each cortical skill enhances the sense without focusing specifically on English
performance of other areas so that the subject or its language components.
brain is working at its optimum. Sperry, In my research, I am planning on focusing on
R.W. (1968)59 the usage of I-Think Maps and its usefulness
Associations and connections in helping pupils identifying main points,
Mind Maps are based on associations supporting details and sequence of a reading
and connections. Once ideas are text.
displayed in Mind Map form, patterns
of thought can be easily examined
revealing similarities and linkages
between information in different parts
of the map. By encouraging people to
link apparently different ideas and
concepts in this way, Mind Mapping
actually promotes divergent and highly
creative thinking. White, R. and
Gunstone, R. (1992).
 RQ2: Is Mind Maps suitable as a teaching aid?
5 Title: Mind Mapping: A Graphic Organizer for
the Pedagogical Toolbox
Authors: Karen Goodnough and Robin Long
Publication: Science Scope, Vol. 25, No. 8, pp 20-24
Date/Year: May 2002
RQ1: What are the ways that Mind Mapping
can be used for the teaching and learning of
middle school science?
RQ2: How to best use Mind Maps in the
classroom?
RQ2: Using Mind Mapping for lesson planning
can help teachers or trainers identify a
logical plan or teaching route and
increases recall of the subject matter.
This can boost teaching confidence and
facilitate the smooth running of
programmes. Boyson (2009) Affirm that
Mind Mapping is a powerful cognitive tool
which can be used in a variety of ways
because of its ability to evoke associative
and non-linear thinking.Found Mind
Mapping to be a useful strategy for
introducing new concepts, providing a
whole-class focus for a large research
project, assessing learning of individuals
and offering greater choice in how people
chose to complete assignments and
projects.
RQ 1&2: RQ 1&2:
The subjects of the study were 16 sixth grade Key results Similarities:
students with mixed academic ability. Mind The researchers found Mind Mapping to be The application of Mind Mapping in teaching.
Mapping was used in a single unit of science a useful method for: The concept of using visual aids in learning
midway through the year. The Mind Mapping • Introducing new concepts – The use of language is commendable and practically the
technique was introduced to the students coloured markers helped to enhance same.
initially with a background lesson on using memory as students made connections Methods: I am planning on observing pupils
symbols and then with a lesson on the specific amongst ideas and it was an activity reaction towards the use of visual aids in
elements of Mind Mapping, which included that students generally enjoyed. The learning.
creating a Mind Map while working in groups. creation of symbols was also
Throughout the science unit, Mind Mapping motivating to many students.
assignments were used extensively for • Providing a whole-class focus for a Differences:
teaching and learning. Once students became large research project – Using a large I am focusing specifically on the concept of
more comfortable with the technique, teacher- class-generated Mind Map as a focus Thinking Maps, a set of specific visual aids
directed use of the tool decreased and a variety for a unit of study was one of the most that serve the purpose of extracting outputs
of Mind Mapping activities were employed for successful applications of Mind from pupils through various types of thinking
enhancing student learning. Mapping in this study. It proved to be skills. Official visual maps certified by MOE.
 an excellent method for fostering team
collaboration.
• Assessing student learning – Mind
Maps offer a non-traditional format of
testing that allows teachers to
determine whether poor written work is
due to a misunderstanding of science
concepts or under-developed writing
skills.
• Offering choice in student assignments
and projects – By the end of the unit,
some students chose Mind Maps
periodically when completing
assignments, indicating that it was the
format which best enabled them to
show their understanding.

6 Title : Mind-mapping helps children RQ1: Key results RQ1: Similarities:

remember lessons
Author : Miriam Haskell
Publication : The Fayetteville Observer
Date/Year : 8th Oct 2005
RQ1: How teachers in Warrenwood Elementary
School use Mind Mapping to help
children recall information from a lesson?
Many teachers at the school began using Mind
Mapping in 2003. They saw the need for a new
approach to teaching that would help them
support the different ways in which children
learn. With Mind Mapping, children who
struggle to read or write can communicate
using pictures and other visual aids instead.
Children come up with picture clues that help
them remember different facts, rather than
memorising long notes.
Several benefits of using Mind Mapping are
reported by the school.
• Children respond well to it because it is
an enjoyable activity. They think they are
drawing and playing, not taking notes.
• It helps children answer questions on
end-of-grade tests. Those who can’t
easily recall a page of notes can
remember a picture and its associations
in the Mind Map to answer questions.
• It works across the curriculum, in any
subject.
• It provides a personal approach to
learning for the children.
The application of Mind Mapping in teaching.
The concept of using visual aids in learning
language is commendable and practically the
same.
Methods: I am planning on testing pupils’s
applicationof using visual aids in their reading
skills.
Differences:
I am focusing specifically on the concept of
Thinking Maps, a set of specific visual aids
that serve the purpose of extracting outputs
from pupils through various types of thinking
skills. Official visual maps certified by MOE.
7 Title : Mind the Map: How Thinking Maps
Affect Student Achievement
Author : Daniel Long, (St. Francis Xavier
Elementary),
Dr. David Carlson,(Arizona State
University)
Publication : Vol. 13, Issue 2
Date/Year : 2011
RQ1: How Thinking Maps could be utilized by
the students to broaden critical thinking
skills?
RQ2: How Thinking Maps could enhance their
understanding of the content being
presented?
RQ 1&2:
Quantitative Methods
During the course of the intervention, the
students were consistently assessed on
their understanding of the thinking maps by
constructing one using an assigned
prompt. At the end of the intervention, they
were asked to construct a thinking map in
lieu of writing a 5-paragraph essay. To
analyze the students’ thinking maps, I
noted not only the students’ correct use of
the thinking map, but also whether the
information they presented was accurate.
Students were given a point if they
correctly used the map, another point if the
information used was correct, and a third if
they contributed sufficient details to the
map.
Qualitative Methods
The qualitative data consisted of my
observations and pre/post intervention
surveys. These methods were used to
gather data as the intervention was taking
place, allowing me to assess whether or
not the students understood the thinking
maps as they were creating them. Because
of the instructional methods used (direction
instruction, group instruction, and individual
creation), I was able to walk around during
class to visually observe the students work.
Observational Notes. Observation notes were
taken a minimum of three times a week
during the intervention period, and were
used to illustrate student development for
each of the thinking maps. My notes
consisted of short phrases or common
words that could be used to identify
RQ 1&2: Discussing the impact and effectiveness of I-
The biggest change for students using Think maps in the teaching and learning
the Thinking Maps has been their ability program and the development of pupils’
to connect prior information to the learning
content that is currently being studied. Planning on using both quantitative and
Because of the nature of Social Studies, qualitative methods in collection of data.
each of the events covered in class is Analysing the changes of pupils’ collected
somehow related to either a prior world marks before and after using the Thinking
event or has its roots in a particular maps
theoretical perspective. In order to fully
understand the scope of what is being The research studies the changes of the
taught in class, it is important for pupils after using the Thinking Maps and its
students to constantly apply prior effectiveness in helping pupils organize the
knowledge to new material. Therefore, I information from a reading text into a thinking
surmised that students would benefit map in order to answer related
from a method for linking new learning to comprehension questions.
past learning. In the post-survey results,
all the students found the Thinking Maps
allowed them to “get their thoughts onto
paper”, thereby increasing their ability to
make connections across the curriculum.
While reviewing the assessment that
required students to respond to a prompt
via a Thinking Map, I noted that their
answers reflected greater
understandings of content than
assignments that relied on short answer
or essay formats. This did not surprise
me, as many of the students had
difficulty organizing their thoughts into
coherent essays or crafting precise short
answer responses. Many students simply
restated their main points without
providing significant supporting details.
Thus, many of them received low grades
when they were asked to write
specifically about particular an events

8 Title : Bifocal Assessment in the Cognitive
Age: Thinking Maps for Assessing
Content Learning and Cognitive
Processes
Author : David Hyerle and Kimberly
Williams
Date/Year : 2013
RQ1: How can teachers and students, as self-
directed, self-assessing learners, look through
a bifocal lens to determine what factual and
conceptual content knowledge students have
gained?
positive or negative reactions to the maps.
The results were based upon the students’
uses of the three thinking maps that were
presented in class. Students were
evaluated as to whether or not they
appeared to understand the purposes and
uses of the maps during the presentation,
as well as their ability to complete thinking
maps on their own. Observations were
coded as either positive or negative. For
example, while learning the Double Bubble
Map, Student B attained positive results in
“Understanding the Map” and “Using
Sufficient Details,”, but was unable to
provide a brief description of the thinking
maps. On the final thinking maps
assessment, all of the focal students
Developing Fluency with Thinking. Since
1990, Thinking Maps have been
implemented in over 5,000 schools in the
United States, England, New Zealand, and
Singapore. Through this training, teachers
are offered processes for directly teaching
their students to use all eight maps within
and across every discipline and within
interdisciplinary projects. Once introduced,
modeled, and reinforced over several
years, students develop fluency with each
map. They are also able to transfer
multiple maps into each content area,
and issues. When asked to respond
using a thinking map, students were
generally able to provide relevant details
and address the questions being asked.
Using my observation journal, I noted
that most of the students had initially
shown difficulty understanding the Multi-
Flow thinking map, which asks them to
identify the cause and effects of specific
historical events. By encouraging
students to respond more often using this
type of thinking map, they became more
comfortable using this style of thinking
map, and they became more proficient in
predicting the outcome of historical
events. This action research project
demonstrated that when these students
used thinking maps on a regular basis,
they were able to perform various
thought processes invited by the type of
map they were required to create. Once
this became apparent to students, they
recognized Thinking Maps as important
to their academic success.
This evidence shows that this student has Similarity:
moved beyond basic fluency with each Discussing the impact and effectiveness of I-
map to a new level of being able to Think maps in the teaching and learning
independently apply and transfer multiple process and assessing pupils thinking
Thinking Maps to show factual process.
knowledge networked within conceptual Method- Questionnaire, pre and post testing,
displays. Importantly, all other students in and observation are the considered methods
the classroom also are able to select in my research. studying the pupils fluency in
which Thinking Map(s) they wish to use using thinking maps to transfer input into a
for the content and processes embedded visual forms and apply such visual forms to
in the text, much like carpenters selecting answer related comprehension questions.
multiple tools out of a toolbox according
to the task at hand. To extend this

RQ2: How can teachers and students, looking
down deeper at the thinking processes
that are the drivers of higher-order
learning?
9 Title : The Effect of Thinking Maps on
Reading Retention
Author : Melanie H. Brount
Date/Year : 1998
The purpose of this study was to see if short
term exposure to Thinking maps would show
measurable improvement in reading retention
and as a secondary benefit, help improve the
student’s narrative writing skills.
becoming spontaneous in their ability to
choose and use the maps for whatever
content information and concepts they are
learning.
Developing Transfer of Thinking for
Content Learning. While the fluency activity
is focused on assessing basic use with
each Thinking Map, the next step in the
process is the use of the maps for learning
and formative assessment. This is
analogous to the way educators define the
transition from “learning to read” to
“reading to learn.” Once students have
learned to use Thinking Maps, they use the
tools to think and learn and thus are able to
see their own thinking patterns for self-
assessment. They can also share their
maps in paired discussion or combine
them with peers in cooperative groups,
which offers an effective way for teachers
to effectively assess individual and
collaborative content knowledge and
concepts. Teachers may ask students to
use the map before, during, and after a
lesson or unit of study.
The student’s performance level was based on
how well they could answer multiple choice
questions on the following areas: main idea,
details, sequencing and vocabulary. Also
students were assessed on their narrative
writing ability.
First 2 weeks, students read stories aloud, had
oral discussion and took a test after reading the
materials.
Writing an essay by comparing and contrasting
analogy, a foreman on a construction job
tells the master carpenters what they are
suppose to build but cannot be
responsible for telling each worker which
tools to use for the actual building of the
final product. Once students gain basic
mastery over Thinking Maps, the teacher
can observe which kind of thinking the
students chose to do, the tools they
used, and the conceptual products that
they constructed. The teacher, like the
foreman, can thus see the products of
work and student choices of tools and
assess the outcomes while looking at the
formative development of thinking.
Compare the scores of the test given to the Similarities:
students. Collect the average number of The application of Thinking Maps in teaching
students who got correct answers when language skills.
using thinking maps versus when students The concept of using visual aids in learning
were not exposed to it. Students improved language is commendable and practically the
in writing areas such as organization and same.
including specific detains in their writing. Methods: I am planning on observing pupils
most students finished in the allotted time reaction towards the use of visual aids in
when using thinking maps. learning.
The research also focuses on the the

10 Title : Critical Thinking Map to Improve
Content Area Comprehension of
Poor Readers
Author : Lornai Idol
Date/Year : 1987
The most important test of relevancy is whether
or not these techniques can be used to alter the
comprehension behavior of students who
appear to understand little of what they read.
This effectiveness can be demonstrated if
certain conditions prevail: (a) the reader is able
to employ the strategy, (b) the immediate
reading comprehension of the reader is
improved, (c) the reader demonstrates an ever-
increasing ability to use a strategy without
teacher assistance, (d) the reader continues to
read with improved understanding after the
artificiality of the instructional technique has
been removed, and (e) some generalizability of
the improvement can be found in reading
content not previously used for instruction, in
content relatively different from that used for
instruction, and in other applications of the
thinking process itself, as seen in some
standardized tests of nonverbal and verbal
thinking abilities.
two athletes and to express how they application using mind map to help pupils
personally felt about them. I allotted 30 minutes who are weak in their reading skills.
for them to work and complete their essays.
On the last 2 weeks; experiment students used
thinking maps as an aid. Used three types of
thinking maps: flow charts bubble maps and
double bubble maps. use same type of
assessment. multiple choice test and narrative
writing
Procedures Research design. Results Generic Questions Similarities:
In this design, subjects serve as their own All six students showed positive shifts in The application of Mind Mapping in teaching
control via the extended baseline across their ability to respond to the generic language skills.
subjects where each subject's baseline questions, asked after reading each lesson. The concept of using visual aids in learning
performance is expected to be depressed until The two special education students were language is commendable and practically the
initiation of the intervention (Baer, Wolf, & more likely to show a drop in maintained same.
Risley, 1968; Hersen & Barlow, 1977;Kazdin, behaviour when the critical thinking map Methods: I am planning on observing pupils
1982). In this study, the second baseline serves was removed. reaction towards the use of visual aids in
as a maintenance phase, during which The most impressive improvements were learning.
improved student performance would be seen in the remedial students; all four were
expected to maintain or stabilize after characterized by strong and positive shifts The research also focuses on the the
intervention removal; in comprehension from baseline to test application using mind map to help pupils
Instruction. phases (Figure 3). They maintained this who are weak in their reading skills.
Following baseline conditions, the teacher improvement in reading comprehension
modeled use of the critical thinking map, then when no longer required to use the critical
lead the student in completing the map, and thinking maps.
finally required the student to complete the map
independently (test).
Baseline conditions (A). During baseline
conditions, daily percent of correct
comprehension(primary dependent measure)
On the first day and subsequent days students
were shown the parts of the social studies
lessons to be read and asked to determine how
many pages were to be read. They were
reminded that they would answer written
questions about what they had read when they
 were finished reading the assignment silently.
Students then answered the five questions
being told to construct the best possible
answers without referring back to the lesson.
Sample are collected as a means of monitoring
accuracy and rate of reading
Intervention conditions (B).
During this phase the teacher modelled the
responses she desired when using the critical
thinking map (see Figure 1). Then the student
silently read the questions and wrote written
responses to the questions, as described for
baseline conditions. Finally, the timed sample
was collected. This modeling phase was
continued for at least three days unless
performance was at or above a criterion of 80%
correct responses to the generic questions. The
student wrote all responses on the map.
Baseline conditions were followed for
responding to questions and obtaining the
timed sample. Task mastery was defined by
setting a criterion level of 75% correct
responses to comprehension questions for two
out of three consecutive days

After reading about 10 reading materials from different arrays of journals, thesis and books, therefore, I as a researcher, would like
now to investigate the effectiveness of I-Think Maps to teach pupils identifying and organizing point form a reading text.