The Impact of Implementing Mind Mapping Technology on Raising the Achievement of Curriculum Processing Unit in Teaching Methodologies & Styles Course

Abstract

This article aims to pinpoint the impact of implementing the mind mapping technology as one of the active learning models on raising the achievement of the curriculum processing unit in the Teaching Methodologies & Styles Course on classroom teacher department taught to students in the first semester at the faculty of Arts at the Al-Zaytoonah University of Jordan. To achieve the study objectives, the semi-experimental approach is used. The study sample consists of two groups selected by the purposeful method, where the experimental group taught using mind mapping, while the control group taught using the traditional method. The internal validity of the participants of the two groups is determined, and a pre-test is conducted to ensure that the two groups are equal in the study achievement. After implementing the study and ensuring the validity and reliability of the study instrument, the achievement test is conducted at the end of the first semester of the academic year 2021/2022. The findings indicate that there is a statistically significant difference at the level of statistical significance (α = 0.05) between the means of the scores of the students of the experimental and control groups in the post-application in the achievement test in favor of the experimental group. The findings also demonstrate a statistically significant difference at the level of statistical significance (α = 0.05) between the means of the scores of the experimental group students in the pre and post-application in the achievement test in favor of the post-application. In light of these results, the study recommends using mind mapping in university teaching.