Abstract
This quasi-experimental study investigated the effectiveness of electronic mind maps in developing critical and creative thinking skills in reading among ninth-grade girls. The sample consisted of 62 female ninth-grade students: an experimental group (n=30) instructed using an electronic mind mapping program and a control group (n=32) instructed using conventional methods. The researcher used the pretest-posttest control-group design with an achievement test developed and validated for creative thinking skills (e.g., generating synonyms, suggesting titles) and critical thinking skills (e.g., distinguishing fact from opinion). Independent and paired sample t-tests showed statistically significant differences (α=0.05) in the posttest scores favoring the experimental group across all skills considered, with a large effect size (η²=0.26). The experimental group also showed significant improvement between pretest and posttest scores. It can be concluded that electronic mind mapping is highly effective in developing these higher-order thinking skills in reading. Recommendations include redesigning the reading curriculum to integrate digital tools such as mind mapping and implementing one day of virtual schooling a week. Future research should include the effectiveness of mind mapping for other language skills and descriptive studies of its current usage for teaching Arabic. In addition, descriptive studies are recommended to determine and investigate the current uses and adoption rate of the educational and electronic mind map program within the Arabic language curriculum and educational context.