The Efficiency of the Electronic Mind Mapping Technique in Fostering Success and Inspiration for Learning Arabic among Students with Learning Disabilities

Abstract

This study explored the efficiency of using an electronic mind-mapping strategy in promoting achievement and motivation toward learning Arabic language among second-grade students with learning difficulties. A sample of (80) students with learning disabilities from (10) public schools in the Amman Governorate were involved in the study, which employed a quasi-experimental methodology.  Each group of the study contained 40 students. An achievement test and a measure of motivation toward learning were prepared as instruments for data collection. The study's findings revealed that the experimental group's scores in the post-application of the accomplishment exam differed from those of the control group in a way that was statistically significant in their favor. In the post-test of motivation toward learning, the results indicated statistically significant differences between the scores of the experimental and control groups, favoring the experimental group.