شبكة المعلومات العربية التربوية

The study aimed to identify the impact of the different Styles of presenting concept maps in digital content (Holistic /partial/adaptive) on the cognitive achievement in Biology 1 course for first year High School students, The study used the quasi-experimental method, where three experimental groups were designed according to the Style variable of presenting concept maps in digital content. The research sample consisted of 60 students who were divided into three experimental groups according to the variables of the study. The study concluded that there are no statistically significant differences at the level of significance (α ≤ 0.05) between the average scores of students in the achievement test due to the styles of presenting the concept map (holistic/ partial / adaptive), This result can be attributed to several factors, including that the organizational strength of concept maps enabled learners to process the information presented to them easily and easily, and to link concepts and understand the relationships between them. (Published abstract)