English abstract
This study aimed to examine the effectiveness of Electronic Mind Mapping Strategy on grade seven students Achievement in Arabic Language Grammar. To achieve this aim, the researcher designed a grammar achievement test and a guideline for using electronic mind maps for grade seven grammar lessons. Both instruments were examined by a group of specialized jury who ensured their validity. Reliability was measured using Cronbach Alpha which was (0.80).
The study sample was divided into two groups: an experimental group consisting of (22) students who were taught using electronic mind mapping strategy, and a control group (19) who was using a conventional strategy. Both groups took a post achievement test.
The study major findings is that: there is no statically significant difference at (a<0.05) between the means scores of the two groups which can be attributed to the teaching method.
Based on this result, the researcher recommended conducting further studies on the electronic mind mapping strategy to ensure its effectiveness in the different branches of the Arabic language, especially the grammar in other grades in order to get benefit from the advantages of electronic mind maps in teaching the process of organizing knowledge and linking new experiences with previous ones.
