Anna Michael

MT1321004T

(A)

RESEARCH FIELD : TEACHING & LEARNING

(B)
RESEARCH PROPOSAL TITLE
A Thinking Class: The Impacts of i-Think Programme on the Students Reading Skills
(C)

RESEARCH SUMMARY
A recent study revealed the higher-order thinking skills (HOTS) among students and teachers
in Malaysia are of a very, very low level (Kestrel Education, 2011). Despite the Critical and Creative
Thinking Skills programme being introduced in 1994, teachers are found to be still lacking in the
HOTs-based teaching and learning processes. Lessons are teacher-centred and focus on preparing the
students for public examinations. This has led the Ministry of Education to take drastic measures in
reforming the education sector in order to produce human capital that are both creative and
innovative; and are able to face challenges of the 21st Century skills which demand higher-order
thinking skills. Hence, the i-Think programme was developed in 2011.
i-Think comes from the phrase innovative thinking. It is based on the visual tools or also
known as the Thinking Maps. The i-Think Programme is a new methodology for teaching and
learning, in Malaysia at least, that centres around eight thinking processes, each represented by a
thinking map, aimed at facilitating an innovation culture in primary and secondary school students.
This programme aims to inculcate thinking skills in students and school-based educators.
Literature Review
The review of the literature will examine theories and researches relevant to this study. In the
first part of the review, the curriculum standards, constructivism theory and brain research will be
discussed. The second part of the literature review will discuss thinking skills, graphic organizers, the
i-Think programme, the Thinking Maps, reading skills and the Section C of English 1119 Paper 2,
the assessment instrument that will be used in this research to determine students performance.
Previous researches of i-Think Programme
Since i-Think Programme is still very much new in Malaysia, there is not much research done
in the local scene. However, researches in other countries support the advantages of employing the
method as a teaching and learning tool. Malaysia is the second country, after Ethiopia, to have used
the Thinking Maps method. Studies are still being conducted in the pioneering countries such as
United States of America and the United Kingdom. An examination of students academic
performance after two years of Thinking Maps implementation in three Tennessee schools shows a
positive relationship between the Thinking Maps implementation and the improvement of students
reading skills (Katherine M. Hichies, 2006). It is also found that the implementation of Thinking
Maps has improved the students behaviour, being more motivated and hardworking in
learning(Sidek, 2012). Lee & Gan (2012), in his reflection, supported the use of Thinking Maps as
it helps students in organising thoughts and in presenting ideas; and also, facilitates comprehension.
Thinking Maps significantly improve students behaviour almost immediately after its
implementation (Sidek, 2013). Our students thinking abilities are at par with those from other
countries, facing technological development, globalization and innovation challenges; they need to
be the front liners. They need a practical thinking tool to enable them to be pro-active. The only

Anna Michael
MT1321004T

thinking tool to date that fulfills the needs of these students is the i-Think Programme. Many schoolbased educators who employ this method in their teachings have given positive feedbacks.
(D)RESEARCH OBJECTIVES
To determine the impacts of i-Think programme on the students reading skills.
Research Questions
1. Will students in the Experimental group demonstrate a significant difference in their post-test
scores compared to the pre-test scores?
2. Will students in the Experimental group demonstrate a significant difference in the post-test
scores compared to the post-test scores of the Control group?
3. Will there be a significant score difference between the Experimental group and the Control
group?
Purpose of the Study
This study is conducted to investigate the impacts of i-Think Programme on the students
reading skills. It is highly recommended in various daily activities, reading and writing, as it can
develop students ability to think critically and creatively.
Significance of Study
It is the researchers hope that this study will raise the local English teachers awareness on the
governments efforts to improve the education standards through i-Think Programme and prompts
their interest in employing the Thinking Maps technique as a strategy in improving the students
reading skills. Other than that, the current study will hopefully provide an insight on the students
reading issues; thus inspire a research area on investigating local students strategies reading.
Limitation of Study
Due to the nature of research, the problem of generalization of the research findings may
arise. Samples backgrounds, abilities, learning styles and preferences may differ from one and
another and, also, may be different in the two sample populations. What seem to be applicable in this
study may not be applicable in other studies. Nevertheless, the results of the current investigation
will serve to be insightful data for further adjustment and modifications of future studies.
(E)
RESEARCH METHODLOGY
This study is a mixed-method research as both quantitative and qualitative will be employed.
Research Design
1. Preliminary Questionnaire students background information
A simple questionnaire intended to find out the students knowledge on/of the i-Think
Programme reading activities; and learning strategies.
2. Pre-test and Post-test
This study is conducted based on quasi-experimental which compare reading test scores of two
intact groups the Experimental and the Control groups in the pre-test and post-test. The
dependant variables in this research will be the pre-test and post-test scores; while the
independent variable will be the i-Think programme.

Anna Michael
MT1321004T

Quasi-Experimental Design Table

Group

(R)
(R)

Experimental
Control

Preliminary
Questionnaire
and Pre-test

i-Think
Programme

Post-test

Research Conceptual Framework

Preliminary Questionnaire
& Pre-test

Control group

Experimental & Control

groups

Experimental group

LP1, Q1 & Observation

Key :

LP2, Q2
LP Lesson Plan, Q Quiz

Post-test

Experimental & Control

groups

i-Think Programme

LP5, Q4 & Observation

LP4

LP3, Q3 & Observation

(3)

Classroom observation
During Week 1, 4 and 8, the two groups will be observed using revised Thinking Maps
Classroom Observation Checklist that was created by CRSA RESA. This is to assess both teachers
and students behaviours during classroom activities.
Population and Sampling
Research focuses on two Form 4 classes from the two school, namely SMK St.Peter (M)
Kudat and SMK Matunggong that sizes have yet to be determined. SMK St.Peter (M) Kudat will
serve as an experimental group, while the later as the control group. SMK St.Peter (M) Kudat and
SMK Matunggong was chosen due to the fact that these two schools are the top schools in Kudat,
with similar or comparable students proficiency level in the English language.
Research Materials
(1)
Questionnaire
(2)
Lesson Plans
Detailed lesson plans for 8 weeks were constructed for the Experimental and Control groups,
containing identical contents and skills.
Research Instruments
1.
Performance test
Will be conducted twice; before and after the implementation of i-Think Programme
Pre-test :
Using SPM Paper 2 Section C: Reading Comprehension
Post-test :
Same format, different questions
2.
Classroom observation
3.
Questionnaire

Anna Michael
MT1321004T

Research Procedure
Sampling
Data Collection

Pre-test

i - Think Programme

Questionnaire
Classroom Observation

Data Collection 2
Questionnaire
Post-test
Data Analysis (SPSS)
Paired t-test is needed to determine whether the difference between mean and scores from
two data is significant.
Results
Will be recorded
Data collection and analysis
All data will be compiled and analysed using SPSS v10 Statistical Package for Windows.
FRAMEWORK SCHEDULE
YEAR
2014
TASKS/MONTH
Choose
Research
Area
Preliminary
Research
Decide
Research
Topic
Decide Methodology
Submit/Present
Proposal
Finalise
Methodology
Conduct Research
Analyse Data
Write Up
Submit

Nov

Dec

2015
Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Anna Michael
MT1321004T

REFERENCES
Mohd Sidek Said, Mohd Ab Kadir & Mohd Sabri Awg Hitam (2012): Penilaian Pelaksanaan
Program i-Think : Satu Pengenalan
Hyerle, Ed. D., David (2007). Florance McEachern. ed (in English). A Language for
Learning. North Carolina: Thinking Maps Inc.. pp. vi. ISBN 1-884582-27-3.

Hyerle, D. (1996). Thinking maps: Seeing is understanding. Educational Leadership,

Dec./Jan. 1996, Vol. 53, Issue 4, (85-89).
Hyerle, D. (2011). Student successes with Thinking Maps, Second edition. Thousand Oaks:
Corwin Press.
Muhamad Sidek Said & Ahamad Rahim. (2012). Transformasi pengajaran dan pembelajaran
inovatif melalui thinking maps. Kertas kerja dibentangkan di Seminar Penyelidikan
pendidikan antarabangsa malaysia-indonesia (Malindo), IPGKIK, Kuala Lumpur, 4-6 Okt
2012
Muhamad Sidek Said & Ahamad Rahim. (2012).Inovasi pengajaran dan pembelajaran
melalui program i-Think.Kertas kerja dibentangkan di IPGM International convention in
teacher learning & development, Pearl International Hotel, Kuala Lumpur, 19-21 Nov 2012
Muhamad Sidek Said (2013). Aplikasi menggunakan thinking map dalam program
praktikum KPLD Di Tadika Yayasan Islam Terengganu, Seberang Takir, Kuala Terengganu.
Kertas kerja dibentangkan di Seminar Kajian Tindakan Peringkat Kebangsaan, Tanjung
Vista Hotel, Kuala Terengganu, 23-25 April 2013

Anna Michael
MT1321004T

The Thinking Maps