أثر استراتيجية الخرائط المفاهيمية في تحصيل طلبة الصف الأول المتوسط في قواعد اللغة العربية في العراق

الملخص EN

The aim of this study is to detect the effect of the use of conceptual maps strategy in the achievement of first grade students in the Arabic grammar, compared to the usual method by answering the questions of the study: Question 1: Are there statistically significant differences in the achievement of the first grade students in the Arabic grammar due to the teaching method (strategy of concept maps or the usual method)? Question 2: Are there statistically significant differences in the achievement of the first grade students in Arabic grammar due to the interaction between sex and the method of teaching (strategy of concept maps or the usual method)? To achieve this goal, the semi-experimental curriculum was used.

The study population consisted of first grade students in the Thi-Qar Education Directorate for the first semester of the academic year 2017/2018.

The study sample consisted of (115) students (54 males and 61 females) randomlydistributed to four sections of the first grade.

Sections were randomly distributed to two groups: a pilot group that was taught using the conceptual mapping strategy, consisting of (56) students (26 males and 30 females students) and a group of female students who were taught in the usual method consisted of (59) students (28 males and 31 females).

The researcher prepared a test consisting of (30) points, and was distributed to two types (20) of the type of multiple choice of four alternatives, and 10 points of the type of supplement, and verified the validity of the test judged by experts in Arabic.

After applying Test-Retest, the coefficient of test stabilityis (0.83).

After the experiment lasted forty-five days, the two groups were subjected to the post-test.

Means averages and standard deviation were calculated of the two study groups, the use of the one-way analysis of variance and binary contrast analysis to detect the arithmetic averagesof the two study groups in achievement test, showed the following results: - There were statistically significant differences at the level of significance ( = 0.05) in the achievement of the first grade students in the Arabic grammar due to the teaching method and for the students who studied using the conceptual maps strategy.

- There were no statistically significant differences at the level of significance ( = 0.05) in the achievement of the first grade students in the Arabic grammar due to the interaction between sex and teaching method.