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

More documents

Recommendations

Info

According to " d " and " η 2 "values shown in table ( 19) , it was observedthat the effect size of concept mapping strategy was larger on the students ′achievement including knowledge ,comprehension , applying andanalyzing .2- Results of the second hypothesisThere are no statistically significant differences at ( α ≤ 0.05 ) in achievingEnglish grammar between high achievers in the experimental group andtheir counterparts in the control one .(Mann-Whitney test ) results showed that there were differences ofstatistical significant in the favor of the experimental high achievers in all( Bloom′ levels ) . According to " d " and " η 2 "values , it was observed thatthe effect size of the concept maps strategy was large in all the levels .These results agreed with Brandt, and et.al ( 2001 ) , Lian ( 1998 ) , Riceand et .al ( 1998 ) which indicated positive effect of using concept mappingwith the higher achievers in achievement and in cognitive processing ofknowledge .3- Results of the third hypothesisThere are no statistically significant differences at ( α ≤ 0,05 ) in achievingEnglish grammar between low achievers in the experimental group andtheir counterparts in the control one .128
(Mann-Whitney test ) results showed that there were statistically significantdifferences between the low achievers in the experimental group and thei rcounterparts in the control one, in favor of the low achievers in theexperimental group in all the Bloom levels and the total degree, except twolevels ( comprehension and analyzing ) there are no statistically significantdifferences between the two groups. Thus the suggested strategy has apositive effect on improving the skills for the low achievers in theexperimental group in Blooms ′ levels . This study agreed with Lian ( 1998)and Snead and Young ( 2003 ) , however the results disagreed withGuastello and et . al ( 2000) whorevealed that concept maps can beexpected to improve comprehension scores of low -achieving . Theresearcher attributed this result to the differences between learners culture ,economic situation , number of the students wit hin the same class and totheir age .5.3 ConclusionBased on the findings , delivered from the results of this study thefollowing conclusions were reached .1. Concept maps strategy has a superiority over the traditional method inlearning English grammar .2. Concept maps provides students with a better learning environmentwhich reflects on their learning to English grammar .129
Page 1 and 2:
The Islamic university - GazaGradua
Page 3 and 4:
ACKNOWLEDGMENTIN THE NAME OF ALLAH
Page 5 and 6:
" The Effect Of Using Concept Maps
Page 7 and 8:
تحصيل.()(113).().(2008 -2007)(
Page 9 and 10:
TABLE OF CONTENTSDEDICATION……
Page 11 and 12:
2.2.11 Attitudes to Grammar ……
Page 13 and 14:
LIST OF APPENDIXAPPENDIX ( A) TOOLS
Page 15 and 16:
LIST OF TABELS ( continued )Table p
Page 17 and 18:
IINTRODUCTION1.1 Study statement an
Page 19 and 20:
others, so knowledge of grammar enh
Page 21 and 22:
our students , especially within ou
Page 23 and 24:
2- Familiarizing English language t
Page 25 and 26:
IILITRETURE REVIEW2.1 Learning and
Page 27 and 28:
Abed AL - Khalek ( 2001 : 20 )sees
Page 29 and 30:
2- Learning is the product of direc
Page 31 and 32:
8. Some times the best learning is
Page 33 and 34:
Carnell ( 2002: 18-20 ) said that e
Page 35 and 36:
learners need to keep using new rul
Page 37 and 38:
2.11.2 Metacognitive learning :Hism
Page 39 and 40:
Theoretical point of view saw gramm
Page 41 and 42:
Thornbury ( 2004 : 1 ) grammar is t
Page 43 and 44:
than other , so teachers will face
Page 45 and 46:
grammar to the form of structures ,
Page 47 and 48:
of the language or a subject that t
Page 49 and 50:
1. Implicit knowledge , it enables
Page 51 and 52:
mentioned that descriptive grammar
Page 53 and 54:
description of forms , but not to t
Page 55 and 56:
Types of morphemes :There are two t
Page 57 and 58:
4. Syntax :The word syntax meant "
Page 59 and 60:
1. The open clauses :-1.1. Verb :-
Page 61 and 62:
2.1.4 Determinative :- Nasr (1980:1
Page 63 and 64:
have as learners; their active unde
Page 65 and 66:
Hussin et.al ( 2000 : 2 ) believe t
Page 67 and 68:
Principles of the grammar translati
Page 69 and 70:
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 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 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: school students’ motivation in bi
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
Page 183 and 184: 6) Make concept mapping by using th
Page 185 and 186: 8) put the connecters in the suitab
Page 187 and 188: APPENDIX ( A.5 )Table (25)Difficult
Page 189 and 190: APPENDIX ( A. 7 )Table (27)Correlat
Page 191 and 192: Table (29)Correlation coefficient o
Page 193 and 194: APPENDIX ( B.1 )Suggested lesson pl
Page 195 and 196:
Follow-up activities1. At the concl
Page 197 and 198:
futureUsed forCould beGoing to+infi
Page 199 and 200:
pastAs soon asCould beperfectTo tal
Page 201 and 202:
Condition ifCould beandsecondUsed f
Page 203 and 204:
لا(‏لا(‏APPENDIX ( C .1 )ا
Page 205 and 206:
APPENDIX (D . 1 )REFEREE COMMITTEE1
Page 207:
C.VMazen Khalil Diab Abu NadaAL-she
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?