The Effectiveness of Teaching Grammar Using Digital Mind Maps in Developing Analytical Thinking Skills Among First-Year Secondary School Students in Sana'a Governorate

Abstract

The Current Study Aims To: Identify the impact of teaching the grammar curriculum using a program based on digital mind maps in developing analytical thinking skills among first-year secondary school students in Sana'a Governorate.

To achieve the study’s objectives and answer its questions, the descriptive approach was adopted to prepare the theoretical framework, along with the quasi-experimental approach, which employs a two-group design (control - experimental) with partial control in a controlled setting. This method relies on comparing results from pre- and post-tests.

Based on related literature and the adopted methodology, an achievement test tool was developed to assess the effectiveness of digital mind maps in fostering analytical thinking skills. The test consisted of 15 objective questions.

The study implemented an experimental design with two groups (control - experimental). After verifying their statistical equivalence across several variables, the experiment and its tools were applied to a sample of 60 students, randomly selected from first-year secondary school students at Al-Haifah Secondary School (evening period). The sample was evenly split:

• Experimental group (30 students): taught grammar skills using digital mind maps.


• Control group (30 students): taught grammar skills using traditional methods.

Following the experiment's completion, the sample data was processed in the pre-test and post-test, revealing the following results:

• Statistically significant differences at a significance level of (0.05) between the mean ranks of students in both groups (experimental & control) in the post-test of analytical thinking skills, attributed to the proposed instructional design, favoring the experimental group.


• Statistically significant differences at a significance level of (0.05) between the experimental group’s mean ranks in pre-test and post-test scores, attributed to the variable of application timing (pre - post), favoring the post-test.