اثر استراتيجية (الخريطة الدلالية) في تحصيل مادة قواعد اللغة العربية لدى طلاب الصف الخامس الادبي

Abstract

The research aims to identify "the effect of the (semantic map) strategy on the achievement of Arabic grammar among fifth-grade literary students." The following hypothesis was formulated: "There is no statistically significant difference at the level of (0.05) between the average achievement scores of students in the experimental group who study the subject (Arabic grammar) using the (semantic map) strategy and the average scores of students in the control group who study Arabic grammar using the usual method." The research was limited to a sample of fifth-grade preparatory students in Baghdad Governorate for the academic year (2023-2024). The number of students in the research sample was (61) students, including (31) students who studied using the (semantic map) strategy, and the other control group, including (30) students who studied using the traditional method. The researcher rewarded students in the two groups in the variables of "the students' chronological age, the grades of the previous year, and the parents' academic achievement." Statistical methods were used in data processing, namely: "T-test, Chi-square (Ka2), Pearson's correlation coefficient, and the equation  Difficulty, discrimination coefficient equation, and effectiveness equation for alternatives. The results showed that students in the experimental group outperformed the control group on the achievement test. In light of these results, the researcher recommended emphasizing the use of the semantic maps strategy in teaching Arabic. To complement this research, the researcher proposed conducting further research on samples in different grades and other educational stages for both genders.