The Effect Of Using Concept Map s On Achieving English Grammar ...

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elationships between the concepts .This exercise needs a high level ofcomprehension . learners have to think and to find these relationships toshow how are the sub- concepts related to each others and to the generalone . The teacher here is checking their understanding and trying to knowtheir abilities in finding these interrelationships.7- Putting words and connecters in the suitable place :In this exercise the learners face a constructive map made by the teacherand they have to put the words and connecters which were given to them.Learners here have to construct the map depending on their knowledge andunderstanding of concept mapping . Learners have to put t he words in theboxes and the connecters on the arrows . The aim of this exercise is toactivate their knowledge and comprehension to construct a map and fromanother hand to make sure that learners can build up maps if we give themconcepts and connecters. see ( Appendix A. 4) page ( P 162 -170) .3.12 Controlling the variables :To assure the results and avoid any , marginal interference theresearcher tried to control some variables before the study .1- Age variableThe researcher recorded the stude nts′ age from their school files at thebeginning of the school year ( 2007 – 2008 ) T-test and Mann Whitney testwere used to measure any statistical differences .106
A: The two groupstable ( 5 )T-test results of controlling age variablescope group N Mean Std. Deviation tSig.valuesig.levelAgeexperimental 56 15.449 0.588control 57 15.548 0.3741.078 0.284 No sig.“t” table value at (111) d f. at (0.05) sig. level equal 1.98“t” table value at (111) d f. at (0.01) sig. level equal 2.58B: The high and low achievers:Table ( 6 )Mann Whitney test results of controlling age variablescope Groups NMeanRankSumRanksofMannWhitney USig.valueSig.levelAgehigh achieversin experimentalhigh achieversin control15 16.033 240.50015 14.967 224.500104.500 0.737Nosig.Agelow achieversin experimentallow achieversin control15 12.867 193.00015 18.133 272.00073.000 0.100Nosig.Tables (5 ) - ( 6 ) indicate that there were no statistically significantdifferences at ( 0.05 ) level between the experimental and control groupaccording to age variable .2- General achievement variable :T-test and Mann Whitney test were used to measure the statisticaldifferences between the groups due to their general achievement .Thesubjects′ results in the second term test of the school year ( 2006 – 2007 )were recorded and analysed107
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The Islamic university - GazaGradua
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ACKNOWLEDGMENTIN THE NAME OF ALLAH
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" The Effect Of Using Concept Maps
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تحصيل.()(113).().(2008 -2007)(
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TABLE OF CONTENTSDEDICATION……
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2.2.11 Attitudes to Grammar ……
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LIST OF APPENDIXAPPENDIX ( A) TOOLS
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LIST OF TABELS ( continued )Table p
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IINTRODUCTION1.1 Study statement an
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others, so knowledge of grammar enh
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our students , especially within ou
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2- Familiarizing English language t
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IILITRETURE REVIEW2.1 Learning and
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Abed AL - Khalek ( 2001 : 20 )sees
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2- Learning is the product of direc
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8. Some times the best learning is
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Carnell ( 2002: 18-20 ) said that e
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learners need to keep using new rul
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2.11.2 Metacognitive learning :Hism
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Theoretical point of view saw gramm
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Thornbury ( 2004 : 1 ) grammar is t
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than other , so teachers will face
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grammar to the form of structures ,
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of the language or a subject that t
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1. Implicit knowledge , it enables
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mentioned that descriptive grammar
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description of forms , but not to t
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Types of morphemes :There are two t
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4. Syntax :The word syntax meant "
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1. The open clauses :-1.1. Verb :-
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2.1.4 Determinative :- Nasr (1980:1
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have as learners; their active unde
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Hussin et.al ( 2000 : 2 ) believe t
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Principles of the grammar translati
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Kohli ( 199 9 : 51 ) sees that the
Page 71 and 72: The principles of audio-lingual met
Page 73 and 74: Principles of communication approac
Page 75 and 76: 4.1 Concept MapsIntroductionConcept
Page 77 and 78: knowledge that are comprised of con
Page 79 and 80: 4.5 The use of concept maps :Leou a
Page 81 and 82: 4.5.3 Concept map as an assessment
Page 83 and 84: 7. Communicate complex ideas .8. Ai
Page 85 and 86: concept maps ( before Ausubels’ a
Page 87 and 88: were involved in the study. The res
Page 89 and 90: students) mapping concepts prior to
Page 91 and 92: that concept mapping has a positive
Page 93 and 94: males on chemistry tests, especiall
Page 95 and 96: questionnaire and metacognition ( p
Page 97 and 98: Lonning and Marko (1998 )The proble
Page 99 and 100: and one experimental group, each in
Page 101 and 102: (p
Page 103 and 104: mapping and by better visualization
Page 105 and 106: In this thesis, it is proposed that
Page 107 and 108: The researcherfound that students i
Page 109 and 110: understanding in different school s
Page 111 and 112: The first scope a brief idea about
Page 113 and 114: a purposive sample from AL- Zaitun
Page 115 and 116: B- comprehension :This scope includ
Page 117 and 118: (communication skills) and grammar.
Page 119 and 120: According to tables (3) and (4) , t
Page 121: comprehension to grammar according
Page 125 and 126: A: the two groups:Table ( 9)T-test
Page 127 and 128: B: the high and low achievers:B/1)
Page 129 and 130: etween the experimental and control
Page 131 and 132: IVDATA ANALYSISIntroductionThe stud
Page 133 and 134: Also the researcher calculated "d"
Page 135 and 136: The result of (η 2 ) and (d) value
Page 137 and 138: positive effect on improving the sk
Page 139 and 140: the content of the syllabus and the
Page 141 and 142: 5.1 Findings :1- There were statist
Page 143 and 144: school students’ motivation in bi
Page 145 and 146: (Mann-Whitney test ) results showed
Page 147 and 148: Supervisors are recommended to :- p
Page 149 and 150: REFERANCESAAAS . ( 1990 ) : Effecti
Page 151 and 152: Catania . Ch .A . ( 1992 ) : Learni
Page 153 and 154: Francis , R. .W ( 2006 ) : Using Co
Page 155 and 156: Hung ,H. and Manah.m( 2006 ) :The d
Page 157 and 158: Leou , Sh. and Liu, J. C ( 2004 ) :
Page 159 and 160: Mumford , A. ( 1999 ) : Effective L
Page 161 and 162: Pill , M. and et .al ( 2005 ) : Enh
Page 163 and 164: Snead .V.L and Snead .D ( 2004 ) :
Page 165 and 166: Wikkipedia , The Free Encyclopedia,
Page 167 and 168: ():(2002).ة:(2005).:(2003). (22):(
Page 169 and 170: APPENDIX ( A -1 )Future :-1. Rememb
Page 171 and 172: APPENDIX ( A . 2 )Unit Aims Structu
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APPENDIX ( A . 4 )Achievement testZ
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3-make sentences by using the words
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F) I'm going shopping next Monday .
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+futurewillGoing toQuickdecisionaff
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pastsimpleperfectActions happened a
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6) Make concept mapping by using th
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8) put the connecters in the suitab
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APPENDIX ( A.5 )Table (25)Difficult
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APPENDIX ( A. 7 )Table (27)Correlat
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Table (29)Correlation coefficient o
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APPENDIX ( B.1 )Suggested lesson pl
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Follow-up activities1. At the concl
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futureUsed forCould beGoing to+infi
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pastAs soon asCould beperfectTo tal
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Condition ifCould beandsecondUsed f
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لا(‏لا(‏APPENDIX ( C .1 )ا
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APPENDIX (D . 1 )REFEREE COMMITTEE1
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C.VMazen Khalil Diab Abu NadaAL-she
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