The Impact of E-mind Mapping Strategy on the Academic Achievement of Jordanian 9th Grade Students in Citizenship and Civic Education Course

Ali Suleiman Al-Swalha

doi:10.5430/ijhe.v10n3p223

Abstract

The present study aimed at identifying the impact of the e-mind mapping strategy on the academic achievement of Jordanian 9th grade students in the citizenship and civic education course. It was carried out during the second semester of the academic year 2019/2018 through adopting a quasi-experimental approach. It was carried out in Princess Sukayna bent Al-Hussain School for girls in Amman, Jordan. The sample consists from (55) female students who were chosen through the purposive sampling technique. Those students were divided into control and experimental groups. Pre-test and post-tests for measuring achievement were used. Based on the process of analyzing data, the e-mind mapping strategy can effectively improve the achievement of Jordanian 9th grade students in the citizenship and civic education course. The researcher recommends providing Jordanian citizenship and civic education teachers with special training programs about the technology-based instructional strategies. Such training programs must shed a light on e-mind mapping strategy

Highlights

Teachers –including the teachers of the citizenship and civic education course- employs various teaching strategies
The mind mapping strategy refers to employing a graphic organizer where main categories radiate from a central idea
That means that the e-mind mapping strategy is more effective than the lecturing strategy for improving the achievement of Jordanian 9th grade students in the citizenship and civic education course

Summary

Introduction

Teachers –including the teachers of the citizenship and civic education course- employs various teaching strategies. It was developed by Tony Buzan during the 1970s (Abdulbaset, 2016) It serves as an graphic organizer, and a schema for presenting, organizing, generating, and classifying ideas, words, concepts and tasks )Abdulbaset, 2016). It contributes to improving students’ motivation to learn, and raise their achievement and expand their knowledge (Jones et al, 2012)

Methods

Results

Conclusion