The Effect of teaching, using the electronic concept maps strategy in acquiring the students of the Faculty of Sharia, non-Arabic speakers, to the concepts of jurisprudence at the University of Qassim.

Abstract

The present study aims to investigate of using the Strategy of electronic concept maps in teaching, and how it relates with acquiring the concepts of Jurisprudence for non-Arabic speakers in al-qussim University.

The study sample consists of (30) students, non-Arabic-speaking students from the Faculty of Sharia who are enrolled in the second academic level of Academic year 1435/1436.

The current study requires to use two approaches; the descriptive approach and experimental approach. The researcher also uses a single group experimental design, as the study sample are not taught the concepts of jurisprudence separately study. The researcher uses in this study, electronic concept maps strategy, as an independent variable, and concepts jurisprudence as a dependent variable.

Additionally, by the researcher prepares a set of maps concept for the selected topics, and achievement test which consisted of the 30 questions divided into three categories: (general concepts, concepts of legitimate governance, and concepts of sources). Questions of the type (multiple-choice) are set to measure cognitive first levels of Bloom, which consists of (remembering, understanding and application). The results of the study are:

• The effectiveness of the use of electronic concept maps for non-Arabic-speaking, students in the College of Sharia jurisprudence concepts.
• Effectiveness of electronic concept maps strategy, in acquiring concepts of jurisprudence (general concepts, and the concepts of legitimate governance, and concepts of sources) for the non-Arabic speakers, students of the Faculty of Sharia.

In light of the results of the previous study, the researcher recommends the following:

• Encouraging professors of forensic science to use concept maps strategy with other forensic science materials (Quranic sciences and interpretation).
• Holding training courses for professors of forensic science on the procedures of this strategy, and how to best employ it in various lessons and materials.
• Training professors of forensic science on how to stimulate the previous experiences of their students, and how to link this information with the new information gained from the lesson.