The effect of semantic map strategy on the development of logical thinking among fourth grade primary pupils in English language subject

Abstract EN

Identify the effectiveness of the semantic map strategy in the development of logical thinking among the pupils of the fourth grade primary in the English language subject, where the following hypothesis was formulated, (there is no statistically significant difference at the level of significance (0.05) between the average scores of the pupils of the experimental group and the average scores of the pupils of the control group in the measure of logical thinking).

To verify this, the curriculum was designed experimentally and the research sample reached (73) pupils of the fourth primary (experimental and controlled) and study plans and behavioral goals were prepared for the appropriate topics and measures for the study sample.

The scale of logical thinking, which consisted of (23) paragraphs, was prepared.

The following statistical methods were used to analyze the results of the research, namely the T test for two independent samples, the Kai square, the paragraph difficulty coefficient, the paragraph differentiation coefficient, the Pearson correlation coefficient and the Vacronbach equation.

The research reached the following results : The pupils of the experimental group who studied according to the semantic map strategy outperformed the pupils of the control group who studied in the usual way of logical thinking.