• Rusnani binti Ab Latif Kubang Kerian Nursing College, Kubang Kerian, Kelantan, Malaysia
  • Akehsan Hj. Dahlan UiTM, Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia
  • Zamzaliza binti Ab Mulud UiTM, Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia
  • Hj. Mohd Zarawi Mat Nor School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia


Introduction: Teacher centered approach is a teaching and learning strategy has been practiced traditionally for long in the classroom. Through this strategy the teacher plays an important role, while the students only act as spectators, the interaction between students and teachers is only one way. Therefore, in this study, the concept mapping notes was added in teaching and learning during classroom teaching. Concept mapping is one method of teaching that encourages students to becomes independent learner, critical thinking and competent in their work.

Methodology: This study was carried out in Kolej Kejururawatan Kubang Kerian (Kelantan), and Kolej Kejururawatan Pulau Pinang. The respondents were selected using sample random sampling. There were 109 respondents. The respondents were given 40 minutes to develop the concept mapping notes.

Results: The activity of the students in the teaching is certainly a positive sign towards achieving their learning. The example of variety concept maps construct by the students shows the highly creative and innovative of the maps.

Conclusion: Students should take responsibility for their own learning. However, that is a role as a educator to choose the best teaching method to makes the learning become meaningful and effective toward the student cognitive structure that will help them to understand about the topic that are taught.


Concept Mapping Notes, Classroom Teaching, Nursing Students


Download data is not yet available.


Andrews, K. E., Tressler, K. D. & Mintzes, J.J.(2008). Assessing environmental understanding: an application of the concept mapping strategy.Environmental Education Research, 14(50), pp 519-536.

Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.

Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty. 3rd edition, St. Louis,MO: Elsevier Inc.

Chang, K. E., Sung, Y. T. & Chen, S. F. (2001). Learning through computer based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), pp 21-23.

Chei- Chang, C. (2008). The effect of concept mapping on students' learning achievements and interests. Innovations in Education and teaching International. 45(4), pp 375-387.

Chi, M. T. H., Glaser, R. & Far, M. J. (1988). The nature of expertise. Hillsdale, NJ: Lawrence. Earlbaum.

Enger, S.K. (1998). Students' conceptual understanding: qualitative evidence in concept maps. In: paper

presented at the Annual meeting of the mid- South Education Research Association (27th New Orleans CA).

Gouli, E., Gogoulou, A., Papanikolaou, K. & Grigoriadou, M. (2005). Evaluating Learner's Knowledge Level on Concept Mapping Tasks. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan, pp 424-428.

Jegede, O., Alaiyemola, F. F. & Okebukola, P.A.O. (1990). The effect of concept mapping on students' anxiety and achievement in Biology. Journal of Research in Science Teaching. 27(10), pp 951-950.

Jong, B., Lin, T., Wu, Y. & Chan, T. (2004). Diagnostic and remedial learning strategy based on conceptual graphs. Journal of Computer Assisted Learning. 20(5), pp 377-386.

Kinchin, I.M. (2001). If concept mapping is so helpful to learning biology why aren't we all doing it? International Journal of Science Education, 32(12), pp 1257-1269.

Klein, D.C.D., Chung, G. K. W. K., Osmundson, E. & Herl, H. E. (2002). Examining the Validity of

Knowledge Mapping as a Measure of Elementary Students' Scientific Understanding. CSE Report 557, University of California, Los Angeles, pp 45.

Kumar, S., Dee, F., Kumar, R. & Velan, G. (2011). Benefits of testable concept maps for learning

about pathogenesis of disease. Teaching and Learning in Medicine. 23(2), pp 137-143.

Li-Ling, H. (2006). An analysis of clinical teacher behavior in a nursing practicum in Taiwan. Journal of Clinical Nursing. 15(5), pp 619-628.

McClure, J.R. & Bell, P. E. (1990). Effects of an environmental education related STS approach instruction on cognitive structures of pre-service

science teachers. University Park, P A : Pennsylvania State University, The Education Resources

Information Center, ERIC Number: ED341582(Available at.

McClure, J. R & Sonak, B. & Suen, H. K. (1999). Concept map assessment of classroom learning: Reliability, Validity and Logistical practicality.Journal of Research in Science Teaching , 36(4), pp


Noah, S. M. & Ahmad, J. (2005). Pembinaan Modul: Bagaimana membina modul latihan dan modul

akademik, Serdang, Selangor:Penerbit Universiti Putra Malaysia.

Novak, J, D. & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press, New York.

Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network. 30(5), pp 336-338.

Pickens, C. (2007). Concept mapping: Methods to improve critical thinking. Dissertation Abstract

International, 68(8), 3267A. (UMI No. 3279742).

Ruiz-Primo, M.A., Schultz, S. E., R. J. & Shavelson.(1997). Concept Map-Based Assessment

inScience: Two Exploratory Studies. CSE Report 436, University of California, Los Angeles, pp 54.

Thomas, T. (2011).Developing First Year Students' Critical Thinking Skills. Asian Social Science, 7(4), pp 26-35.

Walker , S. E. (2003). Active Learning Strategies to Promote Critical Thinking. Journal of Athletic

Training, 38(3), pp 263-267.

West, D. C., Park, J.K., Pomeroy, J.R. & Sandoval, J. (2002). Concept mapping assessment in medical

education: a comparison of two scoring sysytems. Medication Education, 36(9), pp 820-826.




How to Cite

Rusnani binti Ab Latif, Akehsan Hj. Dahlan, Zamzaliza binti Ab Mulud, & Hj. Mohd Zarawi Mat Nor. (2018). THE ADVANTAGES OF USING CONCEPT MAPPING NOTES IN CLASSROOM TEACHING . Malaysian Journal of Medical Research (MJMR), 2(1), 37-48. Retrieved from