A scoping review on implementation of I-think maps and its effects on higher order thinking skills in Malaysian schools / Lina Mursyidah Hamzah and Wan Mazwati Wan Yusoff
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 pape...
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Format: | Article |
Language: | English |
Published: |
Universiti Teknologi MARA,
2021.
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Subjects: | |
Online Access: | Get fulltext View Fulltext in UiTM IR |
LEADER | 02471 am a22002053u 4500 | ||
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001 | 53716 | ||
042 | |a dc | ||
100 | 1 | 0 | |a Hamzah, Lina Mursyidah |e author |
700 | 1 | 0 | |a Wan Yusoff, Wan Mazwati |e author |
245 | 0 | 0 | |a A scoping review on implementation of I-think maps and its effects on higher order thinking skills in Malaysian schools / Lina Mursyidah Hamzah and Wan Mazwati Wan Yusoff |
260 | |b Universiti Teknologi MARA, |c 2021. | ||
856 | |z Get fulltext |u https://ir.uitm.edu.my/id/eprint/53716/1/53716.pdf | ||
856 | |z View Fulltext in UiTM IR |u https://ir.uitm.edu.my/id/eprint/53716/ | ||
520 | |a 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. | ||
546 | |a en | ||
650 | 0 | 4 | |a Teaching (Principles and practice) |
650 | 0 | 4 | |a Study skills |
650 | 0 | 4 | |a Performance. Competence. Academic achievement |
650 | 0 | 4 | |a LC Special aspects of education |
655 | 7 | |a Article |