أثر استراتيجية خرائط التفكير اللفظية في تحصيل طالبات الصف الأول المتوسط في مادة التاريخ

Abstract EN

The current research aims at investigating the impact of verbal thinking maps towards the achievements of female students at first intermediate grade in History.

The researcher has formulated null hypothesis which is: There are no statistically significant difference at the level (0.50) between the mean scores of the experimental group who were studying history of old civilizations old using verbal thinking maps strategy and the mean scores of the control group who were studying the same subject using the traditional way in achievement.

The experiment has been applied to students of the first intermediate stage in the Al-Zanabaq intermediate school for girls which is followed to the General Directorate of Education in Diyala / Al- Mansuriyah center of Al-Khalis at the first semester of the academic year (2015- 2016) after it is random selecting among other schools in research population.

The researcher has made an equivalence among the female students in control and experimental groups in the number of variables (the scores of Intelligent equation test IQ, scores of history subject for the previous year and chronological age measured in months and parents academic achievement).

The researcher use an experimental design for his study, i.

e.

quasi experimental.

The results of the research has been statistically processed using the statistical programme SPSS and the use of multiple statistical means such as ( T-test for two equals samples and Chi square ).

The results of the research showed that '' There is no statistically significant difference in achievement in the history of old civilizations among female- students in the experimental group who were studying history according to verbal thinking maps strategy and the control group who were studying history in the traditional way.

In light of the results the researcher concluded that the effectiveness of verbal thinking maps strategy in female-students' achievement at the first intermediate stage compared to the traditional way of teaching.

The researcher recommends the adoption of verbal thinking maps strategy in the teaching history in intermediate school.

The researcher suggests to conduct a similar study to identify the impact of verbal thinking maps in other subjects and to different stages of studying.