Al Azhar University - Gaza Deanery of Graduate Studies & Scientific Research Faculty of Education Department of Curriculum and Teaching Methods The Effect of Using The Mind Mapping Technique on The Mastery of Grammar among Tenth Graders in Gaza Governorates Submitted By Aziz Harbi Elkahlout Supervised By Prof. Dr. Hassan Abu Jarad 2013/2014 أَلَمْ تَزَ كَيْفَ ضَزَبَ اللَّهُ مَثَلًا كَلِمَتً طَيِّبَتً كَشَجَزَةٍ طَيِّبَتٍ أَصْلُهَا ثَابِتٌ وَفَزْعُهَا فِي السَّمَاءِ}42{ تُؤْتِي أُكُلَهَا كُلَّ حِنيٍ بِإِذْنِ رَبِّهَا وَيَضْزِبُ اللَّهُ الْأَمْثَالَ لِلنَّاسِ لَعَلَّهُمْ يَتَذَكَّزُونَ}42{ صدق اهلل العظيم )سورة إبراهيم، اﻵية: 42-42( II Dedication To the soul of my mother, To my father for his love, endless support and encouragement, To my teachers and guides, To my dear wife for her extraordinary patience and understanding, To my daughters and sons, who endured a lot to let me continue. To my brothers, especially Safawt, for opening my eyes to higher education, To my friends for motivating and encouraging me to attain my dream, To the great martyrs and prisoners, the symbol of sacrifice, To all those who believe in the importance of learning. To all, I dedicate my research. III Acknowledgement All praise to Allah, the Lord of the worlds; and prayers and peace be upon prophet Mohammed, His servant and messenger. This thesis could not have been accomplished without the assistance, support, and encouragement of many people in my life. I would like to thank them for their support and guidance along the way. I would like to express my deepest appreciation to my supervisor, Professor Dr. Hassan Abu Jarad, who patiently revised each chapter of this thesis and provided invaluable guidance and support throughout my writing process. I have been blessed to have such a brilliant supervisor to help me. Without his guidance and persistent help, this thesis would not have been possible. In addition, I would like to thank my examiners' committee members, which kindly accepted to discuss my thesis Dr Mohamed Atea and Dr Basel Skaik, who are remarkable figures in the educational field. Of course, I would not forget Dr. Imad Elkahlout, who helped me in doing the statistical analysis. I am grateful for the several discussions we had over my data analysis. My appreciation is extended to the referee committee, which helped me in modifying the instruments of my study. IV Content Table Subject Page No. - Result of Judgment on Thesis V - Dedication V - Acknowledgement V - Contents List V - Index List V - Appendices List V - Abstract in English V - Chapter 1 : Background of The Study V - Introduction 2 - Research Problem 5 - Research Questions 5 - Research Hypotheses 5 - Significance of the Study 6 - The Objectives of the Study 6 - Definition of Terms 7 - Research Design 7 - Research Procedures 7 - Study Instruments 8 - Limitations of the Study 8 - Chapter 2 : Theoretical Framework 9 - Mind Mapping 10 - Characteristics of Mind Mapping 11 - Advantages of Using Mind Mapping: 14 - Steps of Mapping 16 - Comparison between Concept and Mind Mapping 19 V Subject Page No. - Student Centered Method 23 - The Role of the Teacher in Student- Centered Method 24 - Language & Grammar 26 - Grammar in English For Palestine 10th Grade 27 - Mind Mapping and Grammar 27 - Chapter 3 : Previous Studies 30 - Studies Related to Grammar 31 - Studies Related to Mind Mapping Technique 41 - General Commentary on the Previous Studies 48 - Chapter 4 : Research Design And Methodology 50 - Introduction 51 - Research Design 51 - The Population of the Study 51 - Sample of the Study 51 - Pilot Study 52 - The Variables of the Study 52 - Instrumentation 52 - The Aim of the Grammar Achievement 53 - The Sources of Designing the Grammar Cognitive Achievement 53 Test - Description of Grammar Cognitive Achievement Test 54 -The Cognitive Domain Of The Objects 56 -The Definitions Of Bloom's Taxonomy Levels 56 - Validity of The Test (Internal consistency validity) 58 - Reliability of the Test 60 - Teacher's Guide 63 - Distribution of the Time over Grammar Lessons 67 VI Subject Page No. - The Validity of the Teacher's Guide 67 - The Implementation of the Lesson Plan 67 - Teacher Self Reflection 68 - Statistical Analysis 68 - Chapter 5 : Results 70 - The First Hypothesis Answer 71 - The Second Hypothesis Answer 72 - The Third Hypothesis Answer 73 - Discussion 75 - Recommendations 78 - References 80 - Appendices 89 VII List Table Table Page Subject No. No. 1 The Distribution of the Sample. 52 2 Sub-Scales and Items of the Test. 53 3 Correlation Coefficient of the Items With Its Subscales. 59 Correlation Coefficient between Every Sub-Scale with 4 60 Total Score of The Test. T-Test Differences Between the Experimental And The 5 62 Control Groups in The Age. T-Test in Differences Between the Experimental and the 6 62 Control Groups in the Achievement of English Language. T-Test Differences between the Experimental and the 7 Control Groups in The General Achievement. T-Test Differences between the Experimental and the 8 63 Control Groups in the Pretest of Mastery of Grammar. 9 Distributing sessions on lessons. 67 T-Test Differences between the Experimental and the 10 71 Control Groups in the Post-Test of Mastery of Grammar. T-Test Result of Differences between the Pre and Post- 11 72 Test of the Experimental Group. 12 Equation of "Effect Size". 73 Eta Square Values to Investigate the Effect Size of the 13 74 Mind Mapping Technique on Mastery of Grammar. Black Equation to Investigate the Effect of Mind Mapping 14 75 Technique on Mastery of Grammar. VIII List of Appendix Appendix Page Subject No. No. 1 Content Analysis Tables. 89 2 Grammar Test for the Tenth Grade. 95 3 Teacher's Guide and Lesson Plan. 100 4 Permission and Testimony. 129 5 Teacher Self-Reflection Checklist. 130 6 Referee Committee. 131 Some Pictures Showing a Side of Application in Hamad 7 132 Bin Khaliefa (B) Secondary School. IX Abstract This study aimed to investigate the effect of using the Mind Mapping technique on the mastery of grammar among tenth graders in Gaza governorates. To achieve this aim, the researcher adopted the quasi experimental approach. The sample of the study consisted of (67) male students from Hamad Bin Khaliefa (B) Secondary School North-Gaza governorate. The study subjects were divided into two equivalent groups: a control group, (34) students, and an experimental one, (33) students. The mind mapping technique was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year of (2012-2013). The researcher designed and validated a thirty-item achievement test, which was introduced as a pretest to check groups' equivalence. Besides, it was used as a post test to measure any possible differences between the two groups. The collected data were analyzed and treated statistically through the use of SPSS. The findings indicated that there were statistically significant differences between both groups, in favor of the experimental one, which was due to the mind mapping technique. Furthermore, implementing the effect size equation, the study revealed that mind mapping had a large effect size in favor of the experimental group. In the light of study findings, the study recommended the necessity of using Mind Mapping Technique in teaching the grammar of English language to improve outcomes of grammar teaching. Also, the researcher suggested that further research should be conducted to investigate the effects of mind mapping on different English language skills, and other school subjects as well. X XI Chapter 1 Background of the Study 1 Chapter 1 Background of the Study Introduction: Language plays an important role in our life. We use it to communicate with each other; therefore, we can solve a lot of problems by using language. Krauss and Chiu, (2001, P: 2) explain that Language pervades social life, and it is the principal vehicle for the transmission of cultural knowledge, and the primary means by which we gain access to the contents of others' minds. The need of learning English language increased; conversely, the history of teaching and learning foreign languages often appears to have been a history of disappointment, (Kara, 1992, p.9-21). Grammar, one of the most controversial issues in language learning and teaching, is an essential component of linguistic competence and the tool by which the correctness of sentence structure is measured. Ouhalla (1994, P: 4) states that "Knowledge of rules can be characterized in terms of notion grammar. So we can say that "Chris knows the grammar of the language to mean that Chris knows the rules of the English language." Grammar can help learners to learn a language more quickly and more efficiently." It is important to think of grammar as something that can help any learner to master the target language. When learners understand the grammar (or system) of a language, learners can understand many things without having to ask a teacher or look in a book. So learners should perceive grammar as something good and positive that they can use to find their way in language learning. It is like a signpost or a map which leads to the right road. (http://www.englishclub.com/grammar/grammar-what.htm) 2 Since grammar is one aspect of the language, and since language lies in the left part of the brain as many studies show, the left hemisphere is "dominant" for language, with the right hemisphere playing only a minor role. (http://en.wikipedia.org/wiki/Human_brain). Since the left side of the brain (hemisphere) of the brain is concerned with language and words acquisition and the right hemisphere is concerned with spatial cognition general picture , imagination , colors and diminutions and mind mapping is a matter of offering an overview of topic; it's complex information through the use of colors , images, words, dimensions, numbers, sequence logic and analysis.