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

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A) According to Bloom levels:Table (15)T.test results of differences between experimental and control groups in Bloom levelsscope group N Mean Std. Deviation tknowledgeexperimental 56 17.125 4.725control 57 11.702 4.0716.540Sig.value0.000sig.levelsig. at0.01comprehensionexperimental 56 18.679 8.052control 57 10.965 4.7816.2050.000sig. at0.01applyingexperimental 56 21.750 6.360control 57 12.895 5.1158.1630.000sig. at0.01analyzingexperimental 56 4.696 2.182control 57 3.035 1.5814.6410.000sig. at0.01Total degreesexperimental 56 62.250 20.169control 57 38.596 12.2847.5440.000sig. at0.01“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 2.58Table (15 ) shows that "t" computed value is larger than "t" table value inall scopes and the total degree . This means that there are significantdifferences in favor of the experimental group due to the concept mapsstrategy . As a result the hypothesis is totally rejected .To specify the effect size of the concept maps the researcher used Etasquare "η 2 " using the following equation:η 2=t 2t 2 + df116
Also the researcher calculated "d" value by using the following equation:d=2tdfTestTable ( 16)the table referee to determine the level of size effect ( η 2 ) and (d)Effect volumeSmall Medium Largeη 2 0.01 0.06 0.14d 0.2 0.5 0.8Table ( 17)"t" value, Eta square " η 2 " , and "d" for each scope and the total degreeScope t value η 2 dEffectvolumeknowledge 6.540 0.278 1.241 LargeComprehension 6.205 0.258 1.178 LargeApplying 8.163 0.375 1.550 Largeanalyzing 4.641 0.163 0.881 largetotal 7.544 0.339 1.432 LargeThe result of (η 2 ) and (d) values shown in table (17) indicate large effectof concept maps strategy in almost of Blooms levels . Thus the suggestedstrategy has a large effect and improve the skills for the experimental groupaccording to their counterparts in the control group.117
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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
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The principles of audio-lingual met
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Principles of communication approac
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4.1 Concept MapsIntroductionConcept
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knowledge that are comprised of con
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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 and 122: comprehension to grammar according
Page 123 and 124: A: The two groupstable ( 5 )T-test
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: IVDATA ANALYSISIntroductionThe stud
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
Page 173 and 174: APPENDIX ( A . 4 )Achievement testZ
Page 175 and 176: 3-make sentences by using the words
Page 177 and 178: F) I'm going shopping next Monday .
Page 179 and 180: +futurewillGoing toQuickdecisionaff
Page 181 and 182: 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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