English abstract
The present study aimed at investigating the effect of teaching Arabic rhetoric by using concept mapping on grade eleven female students learning achievement. The sample of study consisted of 126 female students. The sample of the study was divided into two groups: an experimental group and a control one. Students of the experimental group were taught Arabic rhetoric using concept mapping whereas those of the control group were taught Arabic rhetoric in the commonly used way.
To achieve the aim of the study, two steps were followed: First, the researcher designed rhetoric content lessons using concept mapping. Second, the rhetoric achievement test was designed and its validity was established. To establish the test validity, it was submitted to a number of jury members. The test reliability was also established using 'Kronbakh Alpha" (Reliability=74,0).
The test was applied on the sample of the study after teaching the rhetoric lessons. The results of the study have shown that there are differences in statistics indications at the indication level (0, 01 >a) between the average of the two groups, the experimental group and the control group. The overall result of achievement test was better recorded for the experimental group. The results of the study also have shown that there are differences in statistics indications at the indication level (0,01 >a) between the average of the two groups, the experimental group and the control group in the remembering level. A better result was recorded by the experimental group.
However, there were no differences in statistics indications at the indication level (0, 01 Za) between the average of the experimental group or the control group in the level of students understanding of the rhetoric lessons and their practices.
Designing electronic self training portfolios is recommended in this study. Teachers need to be trained to create and use up-to-date concept mapping in their teaching. A number of suggestions for further research studies were made. It was proposed that further studies could be conducted to investigate the effectiveness of using the concept mapping in the different Arabic language arts. Further studies to encourage researchers to investigate the effectiveness of using methods or techniques other than the concept mapping in teaching Arabic rhetoric are also suggested here.
