Abstract | الملخص

The aim of this study was to examine the impact of using conceptual maps strategy on the direct and delayed achievement of the Sixth-Grade Students in Geography Subject. The sample of the study consisted of (66) Sixth-Grade male students whom were chosen purposefully. The sample of the study was divided into two groups; experimental group consisted of (34) male students who studied using the conceptual maps, and the control group consisted of (32) male students who studied using the traditional method. To achieve the purpose of the study, the researcher designed teaching material in accordance conceptual maps, and achievement test to measure the acquisition of students in the unit "Environment". Content validity and reliability of the tools ensures. The results of the study showed statistically significant differences in the direct and delayed achievement (knowledge, comprehension, application) and the total of direct and delayed achievement, in favor of the experimental group which studied using the conceptual maps. The study recommended the inclusion of conceptual maps as an instructional strategy in geography and that geography teachers should use conceptual maps in their daily lesson plans.

Authors | المؤلفون

Hamed A. Talafha

Keywords | الكلمات الدالة

Conceptual Map Strategy, Direct and Delayed Achievement, Geography

Full Text | المقال كاملا

References | المراجع