اثر استخدام الخرائط المفاهيمية على التحصيل الفوري والمؤجل في مادة علم الحياة لطلبة الصف العاشر الأساسي في المدارس الحكومية التابعة لمديرية تربية وتعليم محافظة جنين

Year: 
1998
Discussion Committee: 
د. شحادة مصطفى عبده - رئيساً
د. علم الدين عبدالرحمن الخطيب - عضوا
د. سامي عبدالرحمن يعيش - عضوا
د. غسان حسين الحلو - عضوا
Supervisors: 
د. شحادة مصطفى شحادة عبده
Authors: 
دجلة صادق حسن القاروط
Abstract: 
This study aimed at investigating the impact of using concept maps in immediate and long term achievement of tenth grade students in biology course , in genetics unit The study attempted to answer the following questions: 1- Is there any difference in tenth grade students' performance on immediate achievement test , after they have learned using concept maps, compared with their colleagues using concept maps method? 2- Does male students ‘achievement, after they have learned genetics unit using concept maps method differ from female . students' achievement after learning the same unit using concept maps method? 3- Is there an interaction between method of teaching and sex in affecting the immediate achievement test for tenth grade students? 4- Is there any difference in tenth grade students' performance in long term achievement test ,after learning by using concept maps method,compared with their colleagues who have learned using traditional method? 5- Is there an interaction between method of teaching and sex in affecting the long term achievement test for tenth grade students? To answer the question of the study and test its hypotheses, the researcher conducted this study on a sample consisting of (141) male and female students attending public schools belonging to the Directorate of Education in Jenin Covernorate. The subject of the study were distributed among four sections in four different schools: two for males and two for females. Two sections, one for males and one for females, were chosen randomly and these two sections represented the experimental sections, the two sections were taught by using concept maps method, where as the other two sections were taught according to traditional method. A pre concept schema test was administered to make sure the even between the two groups. An achievement test was also administered on the genetics unit. Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No.20.Its value was (0.84). Data were analyzed by using Two Way Analysis of variance on factor design(2X2) to test the study five hypotheses. Findings: • There were statistical significant differences (α = 0.01) in the tenth grade students ‘immediate achievement between the traditional and concept maps methods, and the difference was in favor of the group which had used concept maps. • There were no statistical significant differences (α = 0.01) between the average of tenth grade males' achievement who had learned genetics unit according to concept maps method, and the average of female students who had learned the same unit by using concept snaps method. • There was no statistical significant differences(α = 0.01)between the variables of sex and method in influencing immediate achievement of tenth grade students. • There were statistical significant differences(α = 0.01), in the long term achievement of tenth grade students, between the traditional method and the concept maps method, the difference was in favor of the group which had learned according to concept snaps method. • There was no statistical significant interaction (α = 0.01) between sex and method in influencing long term achievement of tenth grade students. Based on these findings, the researcher recommends that curricula designers, educational supervisors, trainers, teachers(both sexes) of biology use the concept maps method for its active impact on the improvement of students' achievement. She also calls for researchers to conduct further studies on other subjects in biology course and general science in general to make the benefit more wide spread.
Pages Count: 
223
الحالة: 
Published