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

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2) Are there statistically significant differences at ( α ≤ 0. 05 ) in achievingEnglish grammar between high achievers in the experimental group andtheir counterparts in the control one ?3) Are there statistically significant differences at ( α ≤ 0.05 ) in achievingEnglish grammar between low achievers in the expe rimental group andtheir counterparts in the control one ?1.4 Research hypotheses :1) There are no statistically significant differences at ( α ≤ 0.05 ) betweenachieving English grammar by using concept maps in the experimentalgroup and achieving English grammar by the traditional method in thecontrol one .2) There are no statistically significant differences at ( α ≤ 0.05 ) inachieving English grammar between high achievers in the experimentalgroup and their counterparts in the control one .3) There are no statistically significant differences at ( α ≤ 0.05 ) inachieving English grammar between low achievers in the experimentalgroup and their counterparts in the control one .1.5 The purpose of the study :The study aimed to achieving the following objectives1- Identifying the effect of using concept maps on achieving grammaramong ninth graders in Gaza governorate .6
2- Familiarizing English language teachers with the basic principles ofdesigning , and using concept maps in teaching E nglish grammar .3- Measuring the changes in ninth graders in achieving grammar as aresult of using concept maps .1.6 The significance of the study :The study may benefitThe teachers :-The study may help English language teachers organize effective teachin g–learning environment in the light of implementing concept maps .The supervisors :-The study stimulate specialists' and supervisors' interests in conductingtraining courses for their teachers to enhance the use of concept maps inteaching grammar .Syllabus designers :-They may benefit from this study to modify , organize and enrich Englishlanguage curricula with activities based on concept maps .1.7 Definition of variables and operational terms :1) Concept Maps :- Is an educational strategy which has d ifferent shapesand it is arranged hierarchically with the super ordinate concept at the topand subordinate at the bottom , and there are some links among concepts torepresent the relationships between the concepts .7
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: our students , especially within ou
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
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knowledge that are comprised of con
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4.5 The use of concept maps :Leou a
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4.5.3 Concept map as an assessment
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7. Communicate complex ideas .8. Ai
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concept maps ( before Ausubels’ a
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were involved in the study. The res
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students) mapping concepts prior to
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that concept mapping has a positive
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males on chemistry tests, especiall
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questionnaire and metacognition ( p
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Lonning and Marko (1998 )The proble
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and one experimental group, each in
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(p
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mapping and by better visualization
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In this thesis, it is proposed that
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The researcherfound that students i
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understanding in different school s
Page 111 and 112:
The first scope a brief idea about
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a purposive sample from AL- Zaitun
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B- comprehension :This scope includ
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(communication skills) and grammar.
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According to tables (3) and (4) , t
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comprehension to grammar according
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A: The two groupstable ( 5 )T-test
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A: the two groups:Table ( 9)T-test
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B: the high and low achievers:B/1)
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etween the experimental and control
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IVDATA ANALYSISIntroductionThe stud
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Also the researcher calculated "d"
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The result of (η 2 ) and (d) value
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positive effect on improving the sk
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the content of the syllabus and the
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5.1 Findings :1- There were statist
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school students’ motivation in bi
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(Mann-Whitney test ) results showed
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Supervisors are recommended to :- p
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REFERANCESAAAS . ( 1990 ) : Effecti
Page 151 and 152:
Catania . Ch .A . ( 1992 ) : Learni
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Francis , R. .W ( 2006 ) : Using Co
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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,
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():(2002).ة:(2005).:(2003). (22):(
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APPENDIX ( A -1 )Future :-1. Rememb
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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
Page 193 and 194:
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
Page 207:
C.VMazen Khalil Diab Abu NadaAL-she
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