The Effect of Using Conceptual Maps in Raising the Academic Achievement of Third-Year Primary Students in the Arabic Language
Abstract
Modern educational trends seek to facilitate and simplify learning, by adopting applied models that motivate the learner to build a knowledge base in various study units, including the Arabic language, where we find the ‘Ozopel’ theory of meaningful cognitive learning, from which the ‘conceptual maps strategy’ emerges, which organizes the data in a logical way that is summarized in hierarchical models with which the learner interacts and understands and then takes root in him through the forms and colors that activate his memory, so he integrates it into his knowledge structure and recovers it when needed. From this point of view, we conducted this study, which aims to measure the impact of using the conceptual mapping strategy in teaching Arabic on a sample of third-year primary students (78) The student adopted the semi-experimental method, where the study sample was divided into two groups, an experimental group (taught by the conceptual maps we built) and a statistical group (taught in the usual way), and we built a collective test to be used in the measurement before and after, and after processing the data statistically, the results resulted in statistically significant differences for the benefit of the experimental group.
Presentato: 15 Giugno 2025 | Accettato: 14 Novembre 2025 | Pubblicato 15 Dicembre 2025 | Lingua: en
Keywords Conceptual maps • Meaningful cognitive learning • Arabic Teaching • Academic achievement • Strategy
Copyright © 2025 Ahlam Bachiri, Samir Haffasi, Kaltoum Derkaoui, Aicha Zergui, Hamza Zergui. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2025/03/003