Effect of using thinking maps strategies on students' achievement in teaching methods in the Faculty of Education, Koya University

Authors

  • Jabbar Ahmed Abdulrahman Clinical Psychology, Koya University Author
  • Hawzhin Nariman ahmed Education and Psychology, Koya University Author

DOI:

https://doi.org/10.31918/

Abstract

This research aimed to f Find out the effect of using the thinking maps strategy on students’ academic achievement in teaching methods at the Faculty of Education - University of Koya. To achieve this goal, the researcher formulated this basic null hypothesis:

- There is no statistically significant difference at the level (0. 05) between the average scores of students in the experimental group who study by thinking maps strategy and the average scores of students in the control group; who study by normal method in academic achievement in the (teaching methods) subject.

In this research, the researchers used the quasi-experimental method, and this design is based on an experimental and a control group with a post-test.The research sample consisted of (30) male and female students, (15) students for the experimental group and (15) students for the control group, which were chosen by the intentional method from the students of the third stage in the Department of Education and Psychology.

After analyzing the results statistically, the researcher concluded that the students of the experimental group who studied using the thinking maps strategy were superior to the students of the control group that studied in the traditional way, and the difference was statistically significant at (0. 05) , meaning that the thinking maps strategy has a positive effect on the students’ academic achievement.

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Published

2024-04-01

Issue

Section

Original Articles

How to Cite

Abdulrahman, Jabbar Ahmed, and Hawzhin Nariman Ahmed , trans. 2024. “Effect of Using Thinking Maps Strategies on students’ Achievement in Teaching Methods in the Faculty of Education, Koya University”. Twejer Journal 6 (2): 771-818. https://doi.org/10.31918/.