فاعلية توظيف الخرائط الذهنية في تحسين مادة القواعد النحوية في اللغة العربية لدى طالبات الصف الثالث المتوسط في محافظة النجف الاشرف

Abstract

This study aimed to investigate the effectiveness of using mind maps in acquiring grammatical rules among third-grade intermediate female students. The study adopted the experimental method and was applied to a sample of (52) students, divided into two groups: a control group of (26) students who studied the sixth unit of the My Eternal Language textbook using the traditional method, which covered the grammatical concepts of (masdar, numbers, and apposition), and an experimental group of (26) students who studied the same unit through a mind map program. A specially designed achievement test was developed by the researcher to measure the targeted grammatical concepts. Several appropriate statistical methods were employed to analyze the data and test the hypotheses, including the Shapiro–Wilk test to verify the normal distribution of the data for both groups, and the independent samples t-test to compare them. The results revealed that the use of mind maps had a very significant effect on the acquisition of grammatical rules among the students of the experimental group, with an Eta squared value of (0.584), indicating statistically significant differences in the post-application of the achievement test in favor of the experimental group. In light of these findings, the study recommended encouraging curriculum designers to adopt strategies based on the constructivist theory, and to incorporate activities utilizing mind maps to support the development of grammatical concept learning skills for students across all stages of general education.