أثر استراتيجيتي العروض التقديمية (P.P.T)‎ و الخرائط الذهنية في تحصيل طالبات الصف الثامن الأساسي في مادة العلوم الإجتماعية

Abstract EN

The research aims at identifying the impact of both strategies of (P.P.T), and the mind Maps in terms of collection of the eighth grade students related to the Social Science subject and theirs desire to learn.

To achieve this goal the researcher has adopted two hypotheses, each one is sub divided into three other hypotheses.

The researcher has adopted the design of the equal groups.

Two of them were experimental and the other one was reliable.

The 1st group was taught on the basis of (P.P.T) and the 2nd group was taught on the basis of mind Maps, whereas the reliable group was taught on the basis of adopted ordinary method.

The research community consisted of the students of the basic eighth class of the day basic schools for girls in the center of Erbil Governorate for the academic year (2010- 2011).

The sample of research included (130) female students from three classes who have been chosen randomly out of 5 classes of (Sarheldan) Basic School which was chosen on purpose.

The 3 groups were being divided on the classes randomly.

The number of students of the 1st and 2nd of the experimental and reliable groups was(42, 46, 42) students respectively.

Equivalence among students of the three groups was made in terms of the following variables: Chronological age, the degrees of the student in the subject of the previous year,the Overall average, the level of inelegance, the educational background of the parents, the desire for learning.

The experiment by the researcher began by (15-1-2011), and lasted for (8) weeks of (4) lessons per a week and she herself was conducting the teaching.

The researcher adopted two tools: the 1st one was a type of collection test which included 55 articles of the type of questions of objective answers, and a type of essay questions ( of identified and short answers), which measures the levels including ( remembering, understanding, application, analysis, synthesis and evaluation)of(BLOOM) classification for the domain knowledge.

The difficulty of articles and their discriminatory power and the effectiveness of alternatives of the articles were being checked in terms of multiplicity, credibility and steadfastness according to the equation of (Coder- Richardson/ 20 K-R), of about (0.86) coefficient.

The 2nd tool was the measurement of desire toward learning which included 44 articles and the credibility and steadfastness were being checked of about (0.84) according to the equation of (Alpha- Chronebach of about (0.86) coefficients.

After the completion of teaching of the scheduled topics of the experiment according to the prepared teaching plans of each group the researcher implicated both tools and after collecting the data, correcting them and analyzing them statically by using unilateral variation analysis, the results were as following: 1-A significant difference in terms of statistics at a level of (0.05), between the average of grades of the 1st experimental and the reliable group of each of collection test and the desire or motivation to learn for the benefit of the 1st group being taught according the strategy of (P.P.T), was found.

2-A significant difference of statistic indication at level (0.05), between the average level of the students of the experimental 2nd group and the reliable one of each of the collection and desire test toward learning for the benefit of the experimental 2nd group which has been taught on the basis of mind maps strategy.

3-No significant difference of statistic indication been identified at level (0.05), between the average level of the students of both groups of each of the collection and desire test toward learning.

In terms of results the researcher came up with conclusions which insure the effectiveness of using the strategy of (P.P.T), and the mind maps in terms of collection toward learning and came up with some recommendations which focus on using the (P.P.T), and the mind maps in teaching sociology and the best way of training for the teachers to use it as well as she suggested similar studies in terms of variables, classes and other topics.