Methods of Teaching sociology

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Browsing Methods of Teaching sociology by Author "Mustafa Saleem Asedah"

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    معيقات استخدام الوسائل التعليمية في تدريس منهاج الاجتماعيات للمرحلة الأساسية في المدارس الحكومية في منطقة شمال الضفة الغربية من وجهة نظر معلمي هذه المرحلة
    (1996) Mustafa Saleem Asedah;
    This study aimed at identifying the obstacles which diminished the use of teaching aids in teaching the social sciences syllabus for the basic stage in the governmental schools from the viewpoint of the teachers of this stage. Five sources of obstacles were identified i.e. the teacher, the pupil, the set book, the administration of the school, and material facilities. The study used a questionnaire designed especially for this purpose made up of 50 items, some of which were allocated to each source; the questionnaire was distributed upon teachers of social sciences in basic governmental schools in the north of West Bank, to find out the degree of contribution of each source in regarding the use of teaching aids, and also the effect of each of the academic qualification, teaching experience, location of work, sex, specialization, and the interaction of these factor upon the identification of obstacles when using the teaching aids. The population of the study consisted of all the teachers of the social sciences in the north West Bank area ( Nablus, Jenin, Qalqilyah, and Tulkarm), their total number was (684) teachers (male and female). The sample of the study comprised (130) teachers (male and female), who were chosen randomly from among teachers (male and female), with consideration of the relative representation of teachers in the above-mentioned districts. The instrument of research was limited to one questionnaire, which was distributed upon the study sample (130 teachers). The questionnaire retrieved were (110), eight of which were excluded for being non-valid, the statistical analysis was made after sorting (102) questionnaire. The study came to conclusions, the most prominent of which are the absence of significant differences among the teachers in the basic stage regarding the obstacles which diminished the use of teaching aids in the social sciences syllabus related to the variation of the academic qualification, years of experience, location of school, or differs in the sex. On the other hand, the results of the study showed a number of significant differences among the teachers in the basic stage regarding the obstacles which diminished the use of teaching aids, due to variation in the specialization, where the responses of teachers specialized in geography demonstrated the existence of obstacles for teaching aids more than the responding responses of teachers specialized in history or other disciplines. The researcher didn't notice, according to the results of the study, any significant differences due to the effect of interaction between sex and academic qualification, sex and specialization, experience and sex, or sex and location of school. Also, the researcher didn't notice significant differences between teachers in the basic stage regarding the obstacles when using teaching aids due to interaction between academic qualification and specialization, or interaction between academic qualification and experience, but the researcher found out significant differences due to interaction between the academic qualification and the location of the school. The researcher didn't notice significant differences due to interaction between specialization and experience, interaction between specialization and location of school, or between experience and location. Through making comparisons between different sources of obstacles, significant differences emerged, most prominent of which were the difference between facilities and the school administration, the difference between facilities and teachers, and the differences between facilities and pupils; the analysis showed a high degree agreement among the teachers that material facilities occupy the first rank as an obstacle when using teaching aids, followed by the set books, the pupil, the teacher, and lastly the school administration.