Lifelong Learning International Conference 2010 (3LInC’10) /1 THE EVALUATION OF THE QUALITIES OF MIND MAPPING MODULE Tee Tze Kiong Faculty of Technical Education, Universiti Tun Hussein Onn Malaysia Jailani B. Md Yunos Faculty of Technical Education, Universiti Tun Hussein Onn Malaysia Hj. Baharom Bin Mohamad School of Education and Social Development, Universiti Sabah Malaysia Widad Bt Othman Faculty of Education and Language, Open University Malaysia Yee Mei Heong Faculty of Technical Education, Universiti Tun Hussein Onn Malaysia Abstract Using Self-Instructional Modules within the technical education can be an alternative approach and make significant contributions. Modules are not just “job sheets’ or “old style work units” or “chapters of books” with questions added (Meyer, 1988). Module is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives (Abdul Razak, 2005; Muhamad Sam, 2005; Shaharom, 1994; Klingstedt, 1971). An attempt to develop and implement a modular approach on mind mapping techniques was made in the secondary school. This paper will discuss various components of this modular approach by referring to Meyer Model. Fleiss’s Kappa was used to determine the degree to which consensus agreement ratings vary from the rate expected by chance, with values greater than .60 indicating substantial non-chance agreement. Fleiss’s Kappa for the inter-rater reliability score was κ = .7167, S.E. = .0990, 95% C.I. = .5226 to .9107, which can be taken to represent constant agreement among raters. Eight raters (content and design experts) used the instrument to rate the qualities of the module. Analysis of the raters showed an agreement on satisfactory level and above on all 34 items. Keywords: Self-Instructional Module, Mind Mapping, Quality Introduction Caviglioli et al. (2002) affirmed that in this rapidly developing knowledge age, the prosperity of our country is dependent on having highly skilled knowledge workers. These workers must be able to think flexibly and creatively and for that they need the knowledge tools. But in most classrooms, students are still locked into the same instructional sequence with the same learning materials (Shaharom and Yap, 1993). Although individualized instruction may appear to be an easy solution, but there are many constraints within the school context. Therefore, using modules as a strategy for teaching and learning within the technical education can be an alternative approach and make significant contributions. Meyer (1988) had succinctly argued that modules are not just “job sheets’ or “old style work units” or “chapters of books” with questions added. Module is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives (Klingstedt, 1971). In this case, our job in education is to provide both the contexts for developing thinking, and the confidence and competence in using knowledge tools. Both can be supplied using visual tools (Caviglioli et al., 2002). Buzan Mind Map is a powerful graphic technique and it is a very famous thinking tool. It converts long, monotonous information into an organized, colourful, and memorable diagram that works in line with your brain’s natural way of doing things (Doss, et al., 2010). Doss et al. (2010) also stressed that mind mapping is fun. It makes learning easy. When u mind map, you can condense a lesson or a brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by UUM Repository