摘要：AbstractUsing 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. Module is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives. An attempt to develop and implement a modular approach on Buzan mind mapping techniques was made in the secondary school. A quasi-experimental design research has been carried out to affirm the effectiveness of this module in test achievement among the students. This paper will discuss various components of this modular approach by referring to Meyer Model. Statistical analysis was done via an “intention to treat” comparison of post intervention scores and comparison of the change in scores from pre- to post intervention, using a two-sample t-test. Students participating in the self-instructional modular approach had a significant improvement in knowledge scores compared to non-participants.
关键词：Self-Instructional Module;Buzan Mind Mapping;Qualities;Achievement Test
