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This study aimed at investigating the effect of using Emind mapping strategy and learning styles on the achievements of tenth-grade students in biology. To achieve the objectives of the study, a quasi-experimental approach was applied. The study sample was divided into two groups, the control group consisted of (24) students who were taught by using the conventional method, and the experimental group (50) students who were taught by using the Emind mapping strategy. The researchers applied two instruments which were preferred learning styles (VARK) scale (Visual: V. Auditory: A. Read/Write: R. Kinesthetic: K.), and a multiple-choice achievement test for the unit “Taxonomy and Prokaryotes”. The results reveal that there is a significant statistical difference at (α=0.05) in achievement due to instructional strategy in favor of the experimental group, and there are statistically significant differences at (α= 0.05) in achievement for the levels of Bloom’s Taxonomy (remember, understand and apply) in favor of the experimental group. The results also reveal that there are no statistically significant differences at (α= 0.05) between the two groups attributed to the learning style or the interaction between the instructional strategy and the learning styles.

The Impact of E-Mind Mapping Strategy and Learning Styles on the Achievement of the Tenth- Grade Students in Biology