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

The findings of the study were limited to the experiment " conc ept mapsstrategy " since all variables such as age , general achievement and generalachievement in English language were controlled before the experiment .Table ( 17) showed that "t " computed value is larger than " t " table valuein all scopes of the test and the total degrees . This meant that there weresignificant differences in favor of the experimental group due to theconcept maps strategy .This result agreed with the results of almost all the previous studies like ;Esiobu and Soyibo ( 2006 ) , Pankratius ( 2006 ) , Willerman and Harg( 2006 )Chularu and DeBacker ( 2004 ) , Snead and Snead ( 2004 ) ,Saber ( 2003 ) ,Pegg ( 2007 ) , Valentina and Sunikumar ( 2006 ) thatrevealed the effect of using concept mapping on achieving diff erentsubjects . Riley and Ahlberg ( 2004 ) reveled that concept maps may havesome predictive value in assessing writing achievement .Talbinezhad( 2007 ) revealed that students gained higher self -regulation as the result ofconcept maps strategy .Odom and Kelly ( 2001 ) revealed that concept mapping/learning cycle andconcept mapping treatment groups significantly outperformed theexpository treatment group in conceptual understanding of diffusion andosmosis. Keraro et .al ( 2007 ) who investigated the effects of using thecooperative concept mapping (CCM) teaching approach on secondary126