ISSN: 2222-6990
Open access
An experiment to assess the effects of instruction in a knowledge mapping technique on students’ learning performance in Economics was conducted in four secondary schools in the State of Selangor, Malaysia. Instruction in a note-taking technique served as a control condition, and a pre-test-post-test design was utilised. The study involved 135 Sixth-Form Economics students (24 males and 111 females) and four Economics teachers. The effectiveness of the technique was assessed by four types of assessment tests, and the tests were developed on the basis of Bloom’s taxonomy of educational objectives for the cognitive domain (Bloom, 1956), and followed the procedure suggested by Gronlund (1982). It was hypothesised that the knowledge mapping technique would assist students to perform better in the performance tests in comparison with the control group using the note-taking technique. The influences of gender, ethnicity, cognitive style and learners’ characteristics were also assessed. Furthermore, the research also investigated the effects of the technique on measures of students’ self-efficacy beliefs and cognitive effort investment.
Arnold, A. G., Wiethoff, M., & Houwing E. M. (1996). Measurement of Cognitive Workload. Netherlands: Delft University of Technology.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: Handbook 1, Cognitive Domain (pp. 207). London: Longman.
Cohen, L., & Manion, L. (1994). Research Methods in Education. London: Routledge.
Dansereau, D. F. (1978). The development of a learning strategies curriculum. In H. F., O'Neil (Ed.), Learning strategies (pp. 1-29). New York: Academic Press.
Dansereau, D. F., & Cross, D. R. (1990). Knowledge Mapping: Cognitive Software for Thinking, Learning and Communicating. Fort Worth: Texas Christian University
Geisler-Brenstein E., & Schmeck, R. R. (1996). The Revised Inventory of Learning Processes: A Multifaceted Perspective on Individual Differences in Learning. In M. Birenbaum, F. J.R. C. (Eds.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Dordrecht: Springer.
Gronlund, N. E. (1982). Constructing Achievement Tests (pp. 148). New Jersey: Prentice-Hall.
Huck, S. W., & McLean, R. A. (1975). Using a repeated measures ANOVA to analyse the data from a pretest-postest design: a potentially confusing task. Psychological Bulletin, 82, 511–518. https://psycnet.apa.org/doi/10.1037/h0076767
Jarji, I., Isa, M. M., Othman, M. N., & Othman, P. (1993). Students’ perception towards economics. In A. M. M. Salleh, & I. Jarji (Eds.), National Seminar on Teaching Economics. Bangi: Universiti Kebangsaan Malaysia Press.
Kagan, J. (1965). Impulsive and reflective children: significance of conceptual tempo. In J. D. Krumboltz (Eds.), Learning and the Educational Process (pp. 16l). Chicago: Rand McNally.
NASA-Ames Research Centre. (1986). Collecting NASA Workload Ratings: A Paper and Pencil Package. Moffet Field, CA: NASA-Ames Research Centre.
Norusis, M. J. (1993). SPSS for Windows: Base System User's Guide Release 6.0. Chicago: SPSS Inc.
Overall, J. E., & Woodward, J. A. (1975). Unreliability of difference scores: a paradox for measurement of change. Psychological Bulletin, 82, 85–86. https://psycnet.apa.org/doi/10.1037/h0076158.
Pask, G. (1976). Styles and strategies of learning. British Journal of Educational Psychology, 46, 128–148. https://doi.org/10.1111/j.2044-8279.1976.tb02305.x
Riding, R. J., & Cheema, I. (1991). Cognitive style - an overview and integration. Educational Psychology, 11(3-4),193–215. https://doi.org/10.1080/0144341910110301
Riding, R. J. (1997). On the nature of cognitive style. Educational Psychology, 17(1-2), 29–49. https://doi.org/10.1080/0144341970170102
Weinstein, C. E., Schulte, A. C., & Hoy, A. W. (1987). LASSI: Learning and study strategies inventory. Dunedin, Florida: H & H Publishing Company.
Witkin, H. A. (1962). Psychological Differentiation: Studies of Development. New York: Wiley.
Zimmerman, D., & Williams, R. (1982). Gains score in research can be highly reliable. Journal of Educational Measurement, 19, 149–154. https://doi.org/10.1111/j.1745-3984.1982.tb00124.x
In-Text Citation: (Hussin & Wahab, 2021)
To Cite this Article: Hussin, M., & Wahab, J. A. (2021). The Contribution of Instruction in a Knowledge Mapping Technique to Students’ Understanding of Texts. International Journal of Academic Research in Business and Social Sciences, 11(3), 772-784.
Copyright: © 2021 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode