The aim of this study is to examine the effect of conceptual map strategy in teaching foundations curriculum on the achievement of the Afif Education College in Saudi Arabia. The sample of the study consisted of (56) One-Grade male students selected by purposeful sampling. The sample of the study was divided into two groups such that experimental group consisted of (28) students who studied using the traditional method. To achieve the purpose of the study, the researcher designed the teaching material in accordance to conceptual maps, and achievement test to measure the acquisition of students in the unit “knowledge base”. The results of the study showed statistically significant differences in the achievement and the total of achievement in favor of the experimental group that studied using the conceptual maps. The study recommended the inclusion of conceptual maps as an instructional strategy in education and that the university teachers should use conceptual maps in their daily lesson plans.
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