Educational Science

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النمط القيادي لمديري المدارس الثانوية في الضفة الغربية وتأثيره في الرضا الوظيفي للمعلمين باستخدام نموذج الشبكة الإدارية
(1991) علي "محمد واصف" طوقان;
Purpose: The purpose of this study was to examine the relationship between leadership style and Job Satisfaction. These two Constructs represent aspects of personal dimention of organizational behavior and were examined within the context of the Secondary Schools in the West Bank. Specifically the following research questions were examined. 1 - What are the dominant leadership style (according to the Managerial Grid) in Secondary Schools in the West Bank? 2 - Is there a relationship between leadership style and teachers' Job Satisfaction in these schools? 3 - Which leadership styles are more likely to achieve higher Jop satis faction? The managerial grid, a theoretical formulation of Blake and Mouton, was chosen as the means for examining leadership style. Like many other models of leadership, the managerial grid has two basic dimention--Concern for production and concern for people. Theoretical rationale: The theoretical constructs for the study were proffered by Blake and Mouton's managerial grid, Reddin's three - dimentional theory , Ohio State leadership studies of school administrators , Michigan and Harvard studies . Their works provided a vehicle for viewing leadership styles as categories of actual behaviors which were definable and amenable to empirical analysis. Two dimentions of organizational behavior, leadership style and job satisfaction, were selected for the analysis . These dimentions were selected because of their importance to schools' dynamics and functions. Further, there was a lack of conclusive research regarding the interaction between these two dimentions . Methodology : Two instruments were designed to collect data from principals and teachers of public schools concerning leadership style as perceived by principals and teachers and job satisfaction as perceived by teachers. Content validity of the instruments was established by judges and the reliability was established by a pilot sample. A- stratified (by sex and region) random sample of public secondary schools (about 40%) was selected. The total number of valid respondents were 60 principals (40 males, 20 females) and 331 teachers (215 males, and 116 females) The main questions were formulated in the following null hypotheses: a- leaders (principals) perceptions of their leadership style is Independent (Alpha = 0.05) of principals demographic variables (age, sex, degree, and experience) . b- Teachers perceptions of their principals, leadership style is independent (Alpha = 0.05) of the teachers, demographic variables (age, sex, degree, and experience) c- There is no significant difference (Alpha = 0.05) in teachers, overall job satisfaction which may be attributed to leadership style. d- There is no significant difference (Alpha = 0.05) in teachers' partial job satisfaction which may be attributed to leadership style. e- Teachers' job satisfaction may not be predicted (Alpha = 0.05) by leadership style and the demographic variables. Hypotheses (a) and (b) were tested by chi square. Hypotheses (c) and (d) were tested by one-way analysis of variance and hypothesis (e) was tested by stepwise multiple regression. Findings and conclusions: The first null hypothesis was rejected for the degree demographic variable only. The second null hypothesis was rejected for the sex variable only. Hypotheses (c) and (d) were rejected. The results show that leadership styles (9/9), (5/5), and (1/9/) are more effective in teachers' job satisfaction. Hypothesis (e) was rejected for the leadership style and years of experience variables. Recommendations: The results of the study suggest the following recommendations: 1- There is a need for a full scale adoption of a systematic program to develop administrative skills according to the concepts of the managerial grid. The program should include: a-In service training of principals based on the adopted program. b-In service training of selected teachers (potential future principals). 2- Production of a manual for principals concerning current international trends in school management. The manual should include a full account of the managerial grid and the results of this study. 3- Adoption of the style (9/9) as an effective leadership style (as reflected in this study) 4- Develop a practical scale for evaluation (based on the results of this study) of principals' practices in school leadership. 5- Develop a standardized scale for measuring job satisfaction in a school setting. The scale should take into account local, social, economic and political environment. 6- Conduct similar studies to study the effects of leadership style on other school variables such as students' performance.
مصادر الضغط النفسي لدى معلمي المدارس الحكومية الأساسية والثانوية في لواء نابلس
(1992) فوزي عادل المساعيد; Dr. Ghassan El-Helo
This study aims at exploring the sources of psychological stress of the government school teachers in the Nablus District. It also aims at finding out statistically whether there are statistically indicative differences between the means of teachers' answers to the psychological stress sources such as, burden and vagueness of the role, work stress, school stress, professional satisfaction and the leading pattern of the school principal which are attributed to a number of variables related to teachers. These variables are age, experience, instructional stage, sex , experience, location of school and instructional level. A sample of (190) teachers has been randomly chosen. This sample forms 13% of the study community. To explore the psychological stress sources, the researcher made use of a study instrument, used by Abu-Mughli's study (1987) in the Jordanian environment, after being modified. The study made use of six hypotheses tested after collecting and analyzing the data using the statistical packages for the social sciences (SPSS). The researcher made use of the one-way analysis of a variance test to test the first three hypotheses, the t-test to test the fourth hypothesis and the two-way analysis of a variance test to test the fifth and sixth hypotheses. The statistical analysis findings showed the psychological stress sources, that the government school teachers are exposed to, ordered in accordance with their importance as follows : burden and vagueness of the role, work stress, school stress, professional satisfaction and the leading pattern of the school principal. The study reveals the existence of statistically indicative differences in the means of the teachers' answers about the sources of psychological stress, that are related to work stress burden and vagueness of the role and school stress attributed to age, instructional level and instructional stage variables. The finding of the fourth hypothesis showed the existence of statistically indicative differences in the means of the teachers' answers about the fourth dimension, the professional satisfaction, attributed to work location variable. As for the fifth hypothesis, the findings showed a statistically indicative interaction between the psychological stress sources and sex variable and finally, the study didn't show any statistically indicative interaction between the psychological stress sources and experience. In the light of the findings mentioned above, the researcher recommends reviewing the plans drawn up for schools regarding organization and management. This can be done through the qualification courses for school principals in the field of school management. In addition, periodic evaluation plans can be drawn up to uncover the causes of psychological stress. The researcher recommends as well that further field studies pertaining to the level and features of psychological stress and its relation to certain variables should be carried out.
Brain Drain Among Palestinian Educators in the west Bank Universities
(1993) Asem Mohammed Radi Hanbali; Dr. Ghassan El-Helo Hanoon
This study aimed at investigating seven factors related to Brain Drain of the Arab intellectual people. These factors were identified by Arab researchers, from Palestinian Universities in the West Bank. They were: psychological, technical and professional, administrative, economical and financial, social and political, academic, and scientific research. A questionnaire was designed to investigate the effects of these factors on the Brain Drain of Palestinian scientific skills from the six universities of the West Bank according to their staff view points. This questionnaire was distributed to twelve staff in order to Obtain a validity and then modified according to their opinions. The reliability factor was pre _ determined to be (0.84) according to Spearman and Brown formula. This value is satisfactory for testing the credibility of the questionnaire. After that, the questionnaire was distributed to a random sample of 370 members of the instructors working at the universities of the West Bank during the second semester of 1992. 323 staff or (87%) of the sample answered the questionnaire. Thus, these factors were investigated in order to study the following objectives: 1. Define the most important factors which influence Palestinian academic professionals to emigrate from the universities of the West Bank. 2. Define the relationship between the seven demographic variables mentioned above (p:7), for those who responded and the factors which result in the immigration of academic professionals according to the staff opinions. 3. Compare the results of this study with the results of other studies discussed in the literature. 4. Provide recommendations and the suggestions to high officials in the high educational institutions in the West Bank to improve academic and administrative policies. A statistical analysis was used to test the hypothesis of the study. The following statistical tests were utilities: a) One Way Analysis of Variance (ANOVA) to test hypotheses 1 through 9. b) Least Significant difference (LSD) to test hypotheses 1 through 9. c) Pearson Cross Correlation Coefficients to test hypothesis Number 10. d) Factor analysis method was employed to interpret the results for hypotheses Number.11. The results of those hypotheses were: 1. The first three factors (psychological, professional, and administrative), had the greatest effect on the Brain Drain according to the staff opinions of the West Bank Universities. 2. Professional, economical, social and psychological factors had statistical significance in the seven faculties in the West Bank. 3. There were no significant differences in the importance of administrative, scientific research, and academic factors with demographic variations in academic. 4. Academic degree (Ph.D. or M.A.) had a significant effect with the professional factor on Brain Drain. 5. The place (country) of graduation had a great psychological effect on Brain Drain especially for those graduated from Western Countries. 6. The Social factor had a relationship with the psychological factor on the Brain Drain especially for single instructors. 7. The psychological factor was negatively correlated with the other six factors while these factors were positively cross _ correlated. 8. From the results of this study, the researcher recommends the following: a) Provide suitable psychological environment for the academic skills in the West Bank. b) Provide a scientific and professional atmosphere which helps academic skills to work in accordance with their specialists. c) Implementing modern administrative systems to establish relationships between administrators based on democratic principles. d) Provide suitable care for instructors in the university from psychological, professional, and administrative aspects which correlate with their high responsibilities to encourage them to stay in the West Bank.
السمات المرتبطة بالمتأخرين دراسياً في المرحلة الأساسية كما يراها المعلمون
(1994) يوسف ذياب إبراهيم أحمد;
Academic Underachievement is considered to be one of the dangerous problems in the teaching-learning process in general, and at the primary stage in particular. In addition, the diagnosis process of these problems is considered one of the basic steps in remedial teaching. This study aims at identifying the extent of the influence of some of the teacher-related variables (sex, years of experience and academic qualification) in determining traits associated with underachievers. This study also aims at identifying the extent of the prevalence of mental, psycho-social and physical traits among underachievers from the teachers' point of view. This is to be done in terms of ordering their degree of prevalence. The study sample consisted of (120) subjects (male and female teachers) representing 39% of the population of the study. It was chosen in a randomly-stratified manner. To identify the traits associated with underachievers from the teachers' point of view, the researcher developed a questionnaire of 44 items, the scales of which were determined in accordance with Likert's scale. The questionnaire included three dimensions: mental, psycho-social and physical traits. The questionnaire validity was checked by submitting it to an arbitration committee composed of 15 experts. It received the approval of the committee with some modifications which the researcher took into consideration. The test re-test method was used for calculating the reliability coefficient. It was found out to be 0.87 The study tested four hypotheses : 1- There were no statistically significant differences (α=0.05) among the averages of teachers' responses in determining the mental traits related to underachievers in the primary stage (1- 6) which were attributed to sex , years of experience and academic qualification variables. 2- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the psycho-social traits associated with underachievers in the primary stay (1-6) which were attributed to sex, years of experience and academic qualification variables. 3- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the physical traits associated with underachievers in the primary stage (1-6) which were attributed to sex, years of experience and academic qualification variables. 4- There were no statistically significant differences (α = 0.05) among the averages of the three dimensions of mental, psycho-social and physical traits associated with underachievers, from the teachers' point of view. The hypotheses were processed by using the statistical program set of social science (SPSS). The t-test was used along with the sex variable to test the three hypotheses 1,2,3. The one way ANOVA was also used with the years of experience and academic qualification variables to test the three hypotheses 1,2,3. The fourth hypothesis was dealt with statistically by using the one-way repeated measure design. Scheffe' formula was also used to determine the source of difference or variation. The findings of the statistical analysis revealed the validity of the first hypothesis. There were no statistically significant differences among the averages of teachers' responses in determining the mental traits related to underachievers, which were attributed to sex, years of experience and academic qualification variables. On the other hand, the statistical results showed the invalidity of the second hypothesis pertaining to the identification of psycho-social traits associated with the underachievers, which was attributed to the sex and years of experience variables. The academic qualification variable was in agreement with the hypothesis validity. Pertaining to third hypothesis, the results of the statistical analysis revealed the invalidity of the hypothesis concerning the determining of physical traits related to the underachievers, something attributed to the first, second and third variables : sex, years of experience and academic qualification respectively. Concerning the fourth hypothesis, the statistical results revealed the existence of statistically significant deference among the averages of the three dimensions of traits, mental, psycho-social and physical, related to the underachievers from the teachers' point of view. It was found, through the employment of Scheffe' formula, that the mental traits were highly associated with the underachievers, followed by psycho-social traits. Pertaining to the physical traits, it was found out that they had a weak association. In the light of these findings, the researcher recommends that male and female teachers should be rehabilitated in special education programs. Plans have to be set up to contribute to the upgrading of their efficacy. They have also to be given remedial methods when dealing with underachievers.
The Effectiveness of Academic Practices Among Palestinian Universities' Faculty Members
(1995) Ahmad Abed Rabboh Mousa;
This study tried to investigate the effectiveness of academic practices among Palestinian University faculty members in three domains: 1) Planning Instruction before teaching, 2) Implementing Instruction during teaching, and 3) Evaluating Instruction after teaching. Other academic activities have been investigated too, such as, doing research and attending conferences. A questionnaire of (48) items measuring the academic practices of faculty members in those three mentioned domains has administered to a random sample of (239) of male and female faculty members at Palestinian Universities. The data were manipulating by using descriptive and analytic statistics. • The results of this study were summarized as follows: 1- The overall mean of faculty members' performance on the questionnaire was (4.32) out of (5) points. 2- 90% of the practiced items were located in implementing domain, whereas the 10% of the practiced items were located in planning and evaluating domains. 3- The One-Way Analysis of Variance of repeated measures design using an F-test showed a significant difference (& = .05) Among faculty members' practices in favor of the implementing domain of instruction rather than the planning or evaluating one. 4- With respect to other independent variables, F-test showed a significant differences at (.05) which indicated that: a) the academic practices of Bethlehem faculty members were higher than- the practices of their counter parts in the rest of the Palestinian Universities, b) practices of the Associate Professors were higher than the practices of the Assistant Professors, c) practices of faculty members who attended (15) seminars/conferences or more were higher than the practices of their counter parts who attended less than that, d) practices of faculty members who published (4-6) articles were higher than who published more or less than that number of articles. 5-F-test did not show a significant differences between faculty members' practices in terms of their college, specialization, and years of teaching experience. 6- t-test showed a significant difference between male and female faculty members' practices in favor of females (& = .05). Based on the results of this study, the researcher strongly recommends the Universities administrative staff who are in charge to arrange instructional programs to train their faculty members on planning and evaluating competencies. This kind of training will definitely enhance the quality of faculty members' performance, hence, their students' academic achievements.
الروح المعنوية للعاملين في الجامعات الفلسطينية في الضفة الغربية
(1995) بلال حمودة محمد سلامة;
Owing to the role that Palestinian Universities play in the progress of the Palestinian community and its development through providing it with the scientific qualifications, the need became apparent in the exploration of the specific nature of these Universities . Since the human element, in both administrative and academic sectors share the responsibility of this vital role, the researcher decided upon exploring their functioning situation, especially the morale and influencing factors i.e. administration style, relation with colleagues, motives, salaries and promotions, work conditions, laws and instructions. The research tackled also the influence of sex, years of service, academic qualification, salary, location of work, nature of work, of work on morale level. More specifically , the study came to test the following hypotheses: 1- There is no significant difference ( α = 0 . 05 ) between the mean of responses of workers to the questionnaire of moral - level as ascribed by variables of sex , age , year of service , academic qualification and salary. 2- There is no significant difference (α = 0, 05) between the mean responses of workers to the questionnaire of moral level as ascribed by variable of location of work (the university ). 3- There is no significant difference (α = 0,05 ) between the mean of responses of workers to the questionnaire of moral level as ascribed by variable of nature of work ( academic , administrative ) . The sample of study consisted of 192 subjects , chosen from the population of study from both the academic and administrative sectors in the Palestinian universities ( An -Najah , Al- Quds , Bir-Zeit , Bethlehem , and Hebron ) whose staff counted 960 persons in the academic year 1993/ 1994 . So, the ration of sample to the whole population was 20% which was chosen as a stratified random sample . The researcher composed a questionnaire made of 40 items , and the responses were evaluated according to Lickert five -division scale . Validity of the study was ascertained through the examining by aboard of referees made of nine university professors . The reliability of the study was confirmed through its application to a pilot sample made of 20 subjects from the population of the study and outside it, the value of the coefficient of reliability by test - retest was 0,92 which is fit to the needs of the study . The statistical analysis of the study shows the following results: 1- Acceptance of the first hypothesis I. e .sex ,age, academic qualification , and salary have no effect by the morale level , though years of service shows a significant effect at level (α > o. 05) . 2-Rejection of the second hypothesis i.e. . the location of workers does influence . 3-Acceptance of the second hypothesis i.e. nature of work has no effect upon the moral level (α > 0.05 ). 4- In general , the study shows that the level of moral of workers in the Universities is remarkably low , which indicates the dissatisfaction of workers towards their work . Recommendation In the light of results of the study which indicated a remarkably low Iekel of moral of workers in the Palestinian Universities , the researcher recommends the following : 1- The necessity of applying modern administrative types, exhibiting democracy and equity, by the University administrations . 2- Modernizing the laws of the universities and actualizing them with objective equity . 3- Expanding the basis of participation in decision making , programming and planning in the universities . 4- Reconsidering promotion laws and motives , with the purpose of realizing equity of workers , and giving fair opportunities of proposes and promotion to hard working people . 5- Modifying salaries in proportion to cost of living rise and to requirements of reasonable living in our country. 6- Giving authority to departments of personnel employment to perform the appropriate administrative procedures to guarantee employment on professional bases such that the convenient person be in the convenient place. 7- Provision of necessary services to workers and expanding them.
اتجاهات طلبة جامعة النجاح الوطنية المتأخرين دراسيا نحو عوامل الإهدار التعليمي الجامعي
(1995) غسان محمد نمر داود;
The purpose of this study is to identify the effect of sex , major and the place of residence on the attitudes of An-Najah National University students toward the five factors of attrition , personal, family , social, economic , educational and political factors To find out the effect of sex, major , and place of residence , in this study, the researcher specified the students' population of the study of students at An-Najah National University , who were behind in their study, and those who were admitted in 1985 - 1986 and still study in the first semester of 1994 - 1995. They are 131 students(males and females). The researcher designed and used a questionnaire with help from ( Abdulkader's questionnaire 1993 ). The researcher tested and determined its validity and reliability .86 and they were judged to be accepted from the mean and standard of deviation of the students' response . The results of the statistical analysis are as follows : 1- The students , regardless of sex , major and place of residence , have all agreed that the political factors had the greatest effect on the educational attrition at the university. The uprising and the university compulsory closure by the Israeli authorities were of the first importance among the other political factors . 2- All students , regardless , of sex , major and place of residence agreed that the psychological side had the greatest effect among the other personal factors on their attitudes toward educational attrition . 3- The responsibility toward the family occupied the first place among the other attitudes toward educational attrition . 4- The financial factor came first in its influence on students' attitudes toward educational attrition from the males point of view while the sources and references occupied the first place on female student attitudes toward educational attrition . 5- The material benefit and job market had their greatest impact , among the social and economic factors , had on students' attitudes toward the educational attrition factors , regardless of sex , major and place of residence. - Based on the findings and conclusions previously mentioned, and the information offered in earlier chapter of this study . Thes recommendations are offered: 1- Establishing a center for psychological consulting at the An-Najah National University to treat the psychological tense, and emotions that students suffer from . 2- Enriching academic advising at the university. 3- Developing and activating the students' fund by means of grants and loans for the needy students as well as conducting field surveys to identify them. 4- Expanding and developing the university library for each college.
تقييم البيئة التربوية لصفوف مختبرات العلوم لطلبة المرحلة الجامعية
(1995) ربحي أحمد الحاج حمد;
Science faculty student assessment of actual and preferred science laboratory classes were investigated in this study at Palestine universities. This assessment was studied through five factors, these factors ore as follows: (1) Assessment of Student Cohesiveness in science laboratory classes. (2) Assessment of Open-Endedness behavior in science laboratory classes. (3) Assessment of Integration laboratory activities and non-laboratory classes. (4) Assessment of Rule Clarity ( following the formal rules) in science laboratory classes. (5) Assessment of Material Environment (laboratory equipment and material adequacy) in science laboratory classes. The effects of three independent variables related to students were studied in specific : sex, major, and year of study. The study was conducted on a stratified random sample which consisted of (130) students , selected from a representative population of the science faculty students in Palestinian universities on the basis of the study three independent variables. Repeated measures design procedure was used to test the hypotheses of the study. The translation of the items of the instrument used was submitted to a group of specialists who found it valid for the purpose of the study. The final form of the instrument consisted of (35) statements for the actual laboratory classes and another (35) statements for the preferred laboratory classes , which was tested for reliability using Spearman Brown equation and the coefficient of reliability was found to be (0.65). The study was carried out through testing null hypotheses categorized in three categories , each was related to one of the five factors, these are: 1. There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to sex effect. ( Hypotheses 1 - 5 ) 2. There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to major effect. ( Hypotheses 6 -10 ) 3.There was no significant difference (alpha = 0.05 ) in student assessment of actual and preferred science laboratory classes due to the year of study effect. (Hypotheses 11 - 15) The major findings of the study were : 1. There was a significant difference (alpha = 0.05 ) in student assessment of the five factors in the actual and preferred environments regardless of sex, major, and year of study, and this difference was in favor the preferred environment. 2. There was no significant difference (alpha = 0.05 ) in student assessment of Student Cohesiveness in science laboratory classes due to sex, major, and year of study. 3. There was no significant difference (alpha = 0.05 ) in student assessment of Open-Endedness behavior due to sex and the year of study . 4. There was a significant difference (alpha = 0.05 ) in student assessment of Open-Endedness activities due to major , and this difference was in favor of chemistry students. 5. There was no significant difference (alpha = 0.05 ) in student assessment of Integration activities due to sex, majo , and year of study. 6. There was no significant difference (alpha = 0.05 ) in student assessment of Rule Clarity ( following the formal rules) due to sex , major, and year of study. 7. There was no significant difference (alpha = 0.05 ) in student assessment of Material Environment ( laboratory equipment and material adequacy ) in the science laboratory classes due to sex and year of study. 8. There was no significant difference (alpha = 0.05 ) in student' assessment of Material Environment ( laboratory equipment and material adequacy ) in the science laboratory classes due to their major , and this difference was in favor of chemistry students. These results emphasize that in actual science laboratory classes students need a more cooperative, helpful, and mutually supportive atmosphere beside well-equipped science laboratory classes with materials and equipments. The researcher recommends that more research in this field could be conducted at different levels of study would contribute to the improvement of science laboratory classes.
A Study of Test Anxiety Impact on General Academic Achievement of the 12th Graders at Nablus, Tulkarm, and Qalqilya Government Schools
(1995) Rana Mohammad Sa'id De'bas; Dr. Mahmood Kuri
purpose : The purpose of this study was to investigate the relationship between testanxiety and general academic achievement of the 12th graders at Nablus,Tulkarm, and Qalqilya governments'school . Research questions : As means of structuring the problem, the researcher sought the answers of the following questions : - 1- Were there differences in the level of test anxiety that can be attributed to sex, and major variables ? 2- Were there differences in the level of academic achievement Vis -a- Vis the level of test anxiety ? 3- Were there differences in the level of the test anxiety in Comparison to the level of academic achievement ? Methodology: Atest anxiety questionnaire was developed by the researcher to suit the Palestinian environment . The questionnaire was tested and was found to be both reliable and valid ; reliability was determined by administering (test) the questionnaire to a random sample of 12th grade students. The instrument was readministered (retest) to the same sample two weeks later, and coefficient of reliability between the scores (,85) was computed . Moreover, the questionnaire was checked for validity by a group of experts on the subject. The researcher selected a stratified random sample of the 12th graders . The sample of the study included 208 men and women students: 102 males and 106 Females. Of these 110 were in the literary stream while 98 were in the scientific stream. The population of the study consisted of 1907 students of both sexes. The questionnaire was distributed among the study sample two weeks before the high school education examination of 1993/94 . The students were divided , according to their grades in the questionnaire, into three categories : high test anxiety, medium test anxiety, and low test anxiety. Each item in the questionnaire consisted of five choices ranging from always to never following the Likert scale. The choices were given weights ranging from 1-5 respectively . After this process, the researcher got the results of the general high school education examination from the school principals . The GPA of the subjects for every student was calculated. The students were then divided according to their grades into three categories : high achievement, medium achievement, and low achievement. To analyze the data, Pearson correlation, t.test, two - way analysis of variance, Schaffer test, have been used. Findings: The researcher reached the following results : 1- There was a negative correlation between test anxiety and achievement, the value of which was - ,245. 2- There was statistically significant differences in level of test anxiety attributed to gender (male and female) to the interest of females. 3- There were not statistically significant differences in level of test anxiety attributed to academic major (literary or scientific streams). 4- There were statistically significant differences in achievement attributed to sex and that was in favor of Females . No statistically significant differences in achievement were found attributed to test anxiety . But an interaction was found between sex and test anxiety. 5- In the scientific stream, there were significant differences in achievement attributed to sex that was in favor of Females .No statistically significant differences, in achievement, were found attributed to test anxiety . But there was an interaction between sex and test anxiety. 6- In the literary stream, there were significant differences in achievement attributed to sex that was in favor of females. Significant differences in achievement, attributed to test anxiety, were found and were to the interest of students of low test anxiety . An interaction between sex and test anxiety was found. 7- There were significant differences in test anxiety attributed to sex that was in favor of females . There were also significant differences in level of test anxiety attributed to level achievement and they were to the interest of students of low level academic achievement. There was also an interaction between sex and achievement in terms of their impact on test anxiety. 8- There were statistically significant differences in achievement among (scientific) high anxiety and (literary) high anxiety students to the interest of literary high anxiety students. Recommendations:- The researcher recommends the following: 1. Creating comfortable circumstances during exam period which will work to alleviate the degree of confusion and test anxiety which many students suffer from . 2. Bringing about a kind of cooperation between school and home for the sake of providing appropriate circumstances to enable the students get better achievement and to avoid all influences that hinder achievement. 3. Working toward providing psychologists and educators in schools to help students to solve their emotional problems that affect their academic achievement. 4. Schools have to show interest in extracurricular and recreational activities for the sake of students in order to create a free environment for dialogue and discussion . This will have positive effects on them and will help in decreasing their tension and anxiety . 5. Teachers have to get training in educational psychology in order to help students reduce the feelings of test anxiety. Teachers have to identify causes of test anxiety whether pertinent to family or school. They have also to give advice and counseling . 6. Families have to keep good relations and emotional warmth in the family milieu , and consider students' mental abilities in terms of not asking more than what is beyond their ability . Families have to respect students' interests and desires that help to get rid of feeling of test anxiety. All this would lead to improve level of achievement . 7. There is a need for more studies and research to reveal the impact of other variables on level of test anxiety.
Study on Leadership Behavior of English Grade Students Attending UNRWA Schools in the Ramallah Area
(1995) سمر حسن عودة العمري;
The subject of leadership and leadership training is considered to be an important new area, receiving much attention from educators. Due to the topics' importance, that our leader's are the ones capable of directing the work of groups in accordance with the fundamental principles involved. If we want to enhance our group work then effective leadership methods must be thoroughly looked at. This study focused on discovering those students who possess leadership potential (behavior) traits, by conducting, measuring, and implementing a leadership behavior test on them. In this study the researcher aimed at testing the level of leadership behavior traits measured against varying variables (e.g., sex, place of residence, where the subject lies in the family structure, father's level of education, mothers' level of education). The study sampled 255 students; of which 112 were male and 143 were females. The sample group randomly selected from a total of four UNRWA schools in the Ramallah area. Two of the schools were situated in Refugee camps while the remaining two were located in the town of Ramallah. The selected random sample represents 30% of total numbers of eighth grade students in the four schools. This leadership behavioral study used the Standard Leadership Behavior Traits designed by Dr. Nariman Rifai. Adjustments made to certain sections of the methodology tool were conducted to meet the Palestinian environment, that is to reduce cultural bias. The standard measurement composed of 32 positions or traits, signifying a particular leadership behavior. The questionnaire once collected, statistically analyzed, then the assumptions were looked at respectively, using the following. 1. The first analyzed assumption used the t-test, with only two variables present. 2. The third, fourth and fifth assumptions using ANOVA, with more than two variables The results indicated that there are similarities between the appearances of the various leadership behaviors. For example, unity -- joining efforts with followers is the highest trait appearance of those displaying leadership behavior skills; whereby the number of students with high levels of leadership in unity or solidarity reached 186 from a total of 255, almost 73%. Whereas the behavior receiving the lowest trait appearance was trust The number the students scoring low on this trait were 150 from 255, almost 59%. The results associated with the assumptions pointed to the following: 1. While there are similarities in the leadership behavior traits of males and females, at least to a certain degree, they do differ in a number of behaviors. 2. A distinction made in relation to leadership behavior and place of residence, where it was evident that leaders' behavior tendencies for students living in refugee camps are higher than students living in town (city) 3.The results also indicate there is not such an effect of having the leadership behavior in the family order.. 4. When the fourth and fifth assumptions were added it was realized from the results that there is relation between the level of leadership behavior when compared to the level of education of either parents. RECOMMENDATIONS: A. Within the Family 1) Placing emphasis on upbringing and dealing with children in a democratic spirit whereby they are allowed to discuss issues closely with parents, and are allowed to bear responsibilities. 2) Interest in training children to exercise leadership behavior within the family and through the parents. That is achieved by placing the children in different situations where they can become capable of being leaders. B. Within Schools 1) Placing emphasis and paying attention on discovering leadership in students and providing them with all the means to enhance and develop their capabilities. 2) Taking an interest in establishing selected classroom students councils with the aim of supporting, enhancing, and training students on leadership. 3) Giving each student the opportunity to take on the role of the leader for two or three days and then following a prize to the best leader. This would help discover some leadership traits in new students. 4) Taking an interest in providing various activities in schools that would lead to the development of leadership behavior in all areas and activities. 5) Designating school classes where teachers introduce different types of leaders to pull the attention of the class, their students. Offering the students counseling sessions, and training them on the art of effective leadership and leadership behavior. 6) Providing leadership training programs for teachers whereby they in turn could act as counselors for the students while they undergo leadership training. 7) Teachers must provide reinforcement in addition to advice to students highlighting how the students leadership potential can be achieved. C. Within Society 1) Placing a strong emphasis on primary education as it is the source of our infrastructure for all education; providing all necessary requirements to achieve the wholes tic development of children (physical, mental, school, emotional). 2) Highlighting the accomplishments of leaders in an effort to give the students examples and role models. 3) Establishing training institutions and social groups in every geographic area in order to provide opportunities for students to exhibit their talents and to train in the area on leadership in different areas irrespective of their area of interest.
The Effect of Multi-Representation Model Approach in Teaching Mathematics on the Achievement of 9th Grade Students and Their Attitudes Toward Mathematics in The District of Nablus
(1995) Abdel-Hakim Salem Mohammad Salem; Dr. Salah Yassin
This study compared the results scored by two groups of 9th grade students after studying factorization of 1st and 2nd degree polynomials. One group was instructed wing the Multi-Representation Model Approach (MRMA) (Lesh, 1985), and the other group was instructed using the prescribed Textbook, Approach (PTA) which employs mainly single representations of concepts. The comparison was made on achievement, and transfer of learning and attitudes towards mathematics. Two boys' school and two girls' schools in Nablus District, Palestine, were involved in this study. The two 9th grade classes in the boys' schools were randomly assigned to the treatment and the control groups. The same was done to the two 9th grade classes in the two girls ' schools . Before the beginning of the study, the two groups responded to a pre-test on selected mathematics concepts and on a questionnaire measuring attitudes towards mathematics. Then instructional materials were given over seven lessons of 45 minutes each. The students were given a 45 minutes achievement post test, one day after the last scheduled class meeting. This post test consisted of 25 multiple choice items. In addition to 5 items that used to measure the transfer of learning in mathematics. Two-Way Analysis of Variance ( ANOVA ) was used to test whether there was any significant difference between the two groups in the three tests. Eight null hypotheses were of significant difference between the means of the scores at the level of (Alpha = 0.05) for the a achievement and the transfer tests. We may conclude that students in the (M.R.M.A.) perform better than the students in the (T.B.A.) in each of the two areas investigated. In addition, the Repeated Measures Design (R.M.D.) was used to test whether there were any significant differences between the means, on the attitude measure scale of the students before and after the experiment. Three null hypotheses were rejected at (Alpha = 0.05) level for the attitude averages. We may conclude that the (M.R.M.A.) changes also the attitudes of students toward mathematics positively in the four factors investigated in the questionnaire. Finally, the researcher hopes to strengthen this study by repeating it on a larger scale, such as studies involving different populations and different concepts in mathematics to determine if the results in this study remain the same. This study recommends also both the teachers of mathematics and the authers of mathematics text books to use the M.R.M.A. in their work.
دراسة أخطاء طلبة الصفين الخامس والسادس الأساسيين ومقارنتها في جمع الكسور العادية وطرحها في مدارس لواء نابس
(1995) أمل راضي صوفان;
This study aimed to investigate the errors of the 5th and 6th basic grades in the addition and subtraction of vulgar fractions. In particular, the study tries to give answers to the following questions: 1- What is the average score of the 5th ar1d 6th basic grades in the exam of addition and subtraction of vulgar fractions? is this average affected by the differences in the educational level, the sex or the location of the school? 2- What is the ratio of the pupils who suffer from weakness in the addition and subtraction of vulgar fractions in the 5th and 6th basic grades? is this ratio affected by the differences in the educational level, sex, or the location of the school? 3- What are the errors committed by the pupils f the 5th and 6th basic grades in the addition and subtraction of vulgar fractions? the ratio of the errors affected by the differences in T the educational level, sex or location of the school? The population of the study consisted of the pupils of the 5th and 6th basic grades in governmental schools in Nablus District in the scholastic year 1994/1995. The sample of the study consisted of (256) pupils (males and females) , who were chosen by the method of random sampling. This study used an acquisition test prepared by the researcher, the validity of the test was acertained by being shown to a board of specialist referees, the reliability coefficient was calculated according to Kuder - RichardSon equation 20 alter being applied to an experimental sample, outside the sample of the study, where the reliability coefficient was 0.91 for the sixth. grade and0.90 for the fifth grade.The researcher processed the data after being collected and (classified, by use of computer, and by means of the Statistical Package for Social Sciences (SPSS). The truth of the hypotheses was investigated by means of the following statistical tests: t- test, for two independent samples, Two way Analysis of variance (ANOVA), and Tukey test for dual comparisons. ip The results of the statistical analysis, reached by the researcher indicated the following: 1- There exists significant differences at level of significance (α<= 0.05) between the average scores of the 5th and 6th basic A grades in the test of addition and subtraction of vulgar fractions ascribed to the variable (educational level, sex, and i location of school). 2- There exists significant difference at the level of significance A (α<= 0.05) between the ratios of pupils who suffer from weakness in the test of addition and subtraction of vulgar Hactions ascribed to the variable (educational level, sex, and location of school). 3- No significant differences were found at the level of significance (α<= 0.05) between ratios of pupils who suffer from weakness in addition and subtraction of vulgar fractions ascribed to the sex variable. 4- There exist significant differences at the level of significance(α<= 0.05) between the ratios of the errors committed by pupils of the 5th and 6th basic grade ascribed to the variable (educational level, and location of school). 5- No significant differences were found at the level of significance (α<= 0.05) between the ratios of errors committed by pupils of the 5th and 6th grade ascribed to sex. In the light of the results and data contained and implied by Q the study, the researcher recommends taking action to t increase the time given for math. education for the 5th and 6th basic grades, she also recommends those responsible for promoting pupils to rebuild the criteria for promotion and r failure of pupils, and giving more attention for the schools in pt the country side and equating them with those of the city. She it also recommends that parents should cooperate more with the Y school and pay greater efforts and follow - up of the activities - of their children. The researcher also recommends that more studies should be made regarding the potential causes of weakness of pupils in the addition and subtraction of vulgar fractions, and similar studies be made regarding the errors of the 5th and 6th basis grades in other concepts and skills like multiplication and division of vulgar fractions.
Relationshio Between Intelligence Level and Degree of Text Anxiety Feeling Regarding the Diploma Exam of Private Community College in the West Bank
(1995) ماهر "محمد زكي" عبد السلام قمحاوي;
The study problem is limited to identifying the nature of the relationship between intelligence and test anxiety of students of private community colleges who are able to sit for the community college Diploma Examination (comprehensive ) diploma at the end of the scholastic year 1993/1994, and inquiring about the influence upon the feeling of test anxiety by the two variables of the study i.e. sex ( male and female ) and academic streams (scientific and literary) . The study aimed at achieving the following objectives: 1- Identifying the strength of the correlation and its direction between the two variables of sex and academic streams and the degree of intelligence or the degree of feeling of test anxiety. 2- Identifying the degree of effect that the two variables of sex and academic streams might have on the degree of intelligence and the degree of feeling of test anxiety. 3- Identifying the relation between the three levels of intelligence (high, medium, low) and the degree of feeling of test anxiety of male or females. 4- Identifying the effect of interaction between sex or academic streams and the degree of feeling of test anxiety. 5- Determining if sex or academic streams had any effect on the degree of intelligence. 6- Identifying the relationship between sex or academic streams and the two components of anxiety (degree of worry , degree of emotionality) After determining the community of study , totaling 915 students (males and females ), stratified random sample was chosen of (183) students (males and females), which included 112 males and 71 females, 92 students were in the scientific stream and 91 in the literary stream . The necessary data for the study was collected by the following means: High intelligence test :prepared by Dr. Elsayyed Mohammed Khairy for finding the degree and level of intelligence for each student tested. 2- Attitude measure toward , the test: prepared by Dr. Laila Abdulhamed Abdulhafiz , which was used to determine the degree of test anxiety of the test students and the degree of emotionality of each. The researcher was keen on insuring the fitness of both test to the Palestinian environment , and their reliability and validity. For the achievement of the objects of the study and testing of its hypotheses the researcher used the following statistical procedures and methods. 1- Regression analysis. 2- Analysis of variance(one way and two way ). 3- T-test for independent means. The results of the study indicate the following: 1- No significant correlation was shown between the degree of intelligence and the degree of feeling of the test anxiety of study subjects regardless of their sex or academics streams , significance level (α =0.05) where : F=2.300, Fev = 3.89j t=1.517 ,tcv= 1.961 r= -0.1120 . 2- No statistically significant effect was found between sex and the degree of feeling of test anxiety significance level (α =0.05) where [F=0.842, Fev= 3.8911 t=0.917,tcv=1.96 r=0. 06801 . 3- No statistically significant effect of' academic stream on the degree of feeling of test anxiety significance level (α =0.05) where : IF=0.012,Fey=3.8911t=0.108,tey=1.9611r=0.00811 4- Degree of feeling of male students of test anxiety did not change with change of intelligence. [F=1.777 , Fey= 3.09 , α =0.051 . 5- Degree of feeling of female students of test anxiety did not change with change of intelligence level 1F-1.552 , Fey— 3.11 α=0.05 1 6- No significat interaction between sex or academic streems and degree of feeling of test anxiety significance level (α =0.05) where : sex f=-0.801 academic stream F= 0.0386 Interaction F =2.003 ,sex Fcv=3.89 , academic stream Fev 3.89 ,Interaction Fev=3.89 7- There is significant interaction between sex and academic streams and degree of Intelligence the academic stream had an effect on the degree of intelligence , the results of oral tests showed a difference to the benefit of scientific stream students versus literary stream students, while the sex had not a similar clear effect. As for the interaction between the two, it had a large effect on the degree of intelligence (α =0.05) where : sex F=0.86 academic stream F= 23.458 Interaction F =24.154 ,sex Fcv=3.89 ,academic stream Fcv= 3.89 ,Interaction Fcv=3.89 8- there is a difference between males and females in the degree of emotionality for the benefit of females (α =0.05)where : 1t=-2.4135 ,tcy= 1.961 9- No statistically significant difference was found between males and females in the degree of worry (oc, 0.05) where : [t=0.6333 , t ev = 1.96 10- No statistically significant difference between academic streams (scientific and literary) in the degree of emotionality (α =0.05) where: [ t=0.7779 , to, = 1.96 11- No statistically significant difference was found between scientific stream students and literary stream students (α =0.05) where : [t=0.7163 , tcv =1.96.
اتجاهات طلبة جامعة النجاح الوطنية نحو ممارسة الأنشطة الطلابية
(1995) سمير عبد اللطيف لطفي محسن;
ABSTRACT This study aimed to investigate An-Najah National University the students' attitudes of towards involvement in students' activities . It attempted , in particular, to answer the following questions: 1. what are the students' attitudes towards involvement in students' activities ? 2. Do the students' attitudes differ according to demographic factors as sex , faculty , study level and place of residence during study ? 3. what are the most important activities practiced at An-Najah National University? 4. What are the students' suggestions regarding efficacy of students' activities ? Accordingly , the study hypotheses were drawn up as follows : 1. There is no significant difference amongst An-Najah National University students' attitudes involvement in students' activities at the 0.05 significance level , attributed to sex , faculty , study level and residence during study. 2. The correlation matrix amongst the students' activities equals the placed matrix of Ho : R = [I) H1 : R = The stratified , random study sample consists of 298 students ( 10 % of the study population - 2nd , 3rd and 4th year students at An-Najah National University ) in the second semester , 1993\94 . The descriptive method is used . The researcher prepared a questionnaire with reference to the educational literature and Al-Ajjour questionnaire , (1985) , after being verified by the reviewers. Then , the questionnaire was applied to an experimental sample - other than the study sample - to test reliability and after using Pearson coefficient , the reliability coefficient obtained was 86. The data were processed by computer using the SPSS , and the statistical methodology is employed to verify reliability of hypotheses : the one - way analysis variance to test the first four hypotheses , Pearson Correlation Coefficient and the factorial analysis to test the fifth hypothesis . The findings showed : 1. There was A statistically significant difference amongst An- Najah National University students' attitudes towards participation in the students' activities at 0.05 significance level attributed to sex and faculty. 2. There was no significant diference amongst the students' attitudes towards participation in the students' activities at 0.05 significance level attributed to study level and residence during study. 3. There was a significant positive correlation amongst the students' activeties at = 0.01 significance level . 4. It was found that the scientific, sports , social , political and cultural activities were the most prevoided one. 5. As for efficacy of the students activities , the students suggested : a. Support of the university administration through allocating sufficient financial resources for students' activities. b. Providing places , equipment and other facilities required for the students' activities, c. Neutralizing students' activities from political idiologies. d. Holding cultural and scientific seminars , e. Encouraging cooperation between all students to enhance and support activities In the light of the findings , the researcher recommends that the University should: 1. Provide the facilities and places required for practicing the students activities. These facilities and places should cope with the number of the students at the University . The absence of these facilities is considered a discouraging factor. 2. Study , along with the students' affairs dean, the convenient time for the students activities to enable the students to participate in these activities. 3. Provide the students' affairs dean with the qualified personell to supervise the activities , and establish sub-departments for cultural , social , artistic and student service-related activities to help the students understand the educational value of the students' activities. 4 Carry out studies that deal with bigger populations and test other variables like the economic status and cumulative average and their relation with the students' activities.
مدى استيعاب وتطبيق المفاهيم الفيزيائية لدى معلمي العلوم في المرحلة الأساسية
(1995) محمود عبد الجليل إسماعيل رمضان;
This study investigated science teachers' comprehension and application of physics concepts given in the Basic Curriculum (grades 1-9). The effect of certain demographic factors on the achievement test, prepared by the researcher, was also studied. Those variables are .years of experience, qualification, sex, place of institution of qualification, grade level, place of work, and major specialization. The subjects of the study consisted of 92 teachers who are teaching science for the Primary Grades (23% of the target population) .The researcher developed an achievement test .A panel of experts validated the content of the test and approved it for the study .The reliability of the test was 0.87 calculated by Rulon formula . The test was administered in Fall 1994-1995. One way Analysis of Variance was used to test the seven hypotheses at (α = 0.05), followed by Scheffe's post-hoc test. There were significant differences between the mean scores of science teachers who had 13.Sc. and teachers with a community college diploma on the test. Also teachers who were teaching in cities' schools performed better than teachers in village schools . The best performance on the achievement test Was among teachers of physics followed by chemistry .biology ,general science and mathematics respectively. More results showed that teachers who had taught Secondary and Primary grades performed better than those who taught Primary grades only. There were no significant differences related to the rest of the variables in this study such as sex .years or experience ,and the country of graduation . We may conclude from this study that teachers who had graduated from Palestinians institutions had performed like their colleagues frOI11universities abroad. In the light of the above results.this study recommended that the policy makers at the Ministry of Education should make a comprehension review of all academic programs given for those pre-service teachers, in a way that allows more physics courses to be taught. In addition science training workshops and seminars in physics should be given for in-service teachers regularly to improve their teaching. New variables such as number of physics courses taken by the teachers, general knowledge and age should be investigated in future research.
A Proposal Modal Model for Evaluting Kindergarten's in Nablus District
(1995) Afnan Sadeq Mahmoud Anayah; Dr. Mahmoud Kuri
In the light of mounting interest in child education and the role of kindergartens in this education, the need has risen to investigate the evaluation of the growth of kindergarten children . This is in order to create an opportunity for proper education. The purpose of this study was to develop a proposed model for the evaluation of children in Nablus district kindergartens . This model was based on the following criteria :- 1- Extent of physical and physiological development of the child . 2- Extent of mental development of the child . 3- Extent of linguistic development of the child . 4- Extent of psychological development of the child . 5- Extent of social development of the child . 6- Child's state of health . 7- Child's creativity skills . As means of structuring the problem, the researcher sought the answer to the following questions and hypotheses :- 1- What is the required change to be implemented in the present kindergartens' children evaluation process in order to avoid the shortcomings of the present evaluation procedures and to attain the desired aims . 2- What is the extent of the acceptability of the model by the sample of the study in terms of its criteria . Hypothesis: 1- There are no statistically significant differences at the point (α= 0,5 ) level between headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of the evaluations criteria and indicators pointing to them , on the other hand . 2- There are no statistically significant differences at the point (α = 0,5 ) level that can be attributed to academic qualification variable between headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of evaluation criteria and indicators referring to them, on the other hand . 3- There are statistically significant differences at the point (α = 0,5 ) level that can be attributed to years of experience variable showing headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of evaluation criteria and indicators referring to them, on the other hand . Methodology: The researcher has used a questionnaire of seven evaluation criteria that have indicators pointing to them. The questionnaire consisted of 60 items . The questionnaire was distributed among the sample population which totaled 105 subjects. To analyze the data, standard derivation, the means, and repeated measures design have been used . Finding: The results of the study showed the agreement of the sample study on the proposed evaluative model, criteria, and indicators referring to them . The results also showed the following :- 1- There are no statistically significant differences at the point (α = 0,5 ) level between the headmistresses' and supervisors' evaluation, on the one hand, and teachers' evaluation of the proposed evaluation model on the other hand . 2- There are no statistically significant differences at the point (α = 0,5 ) level that can be attributed to academic qualification variable among the subjects of the research concerning the proposed evaluation model 3- There are statistically significant differences at the point (α = 0,5 ) level attributed to years of experience variable among the study sample pertaining to the proposed evaluated model . The Recommendations: In the light of these results, the researcher has the following recommendations :- 1- Applying the proposed evaluation model in kindergarten . 2- Introducing a variety of educational activities in the curricula of kindergarten 's education system . This would increase the efficiency of the evaluation process . 3- Training kindergarten women teachers in a way that enables them to conduct the evaluation process in the right manner . 4- Creating a kind of job satisfaction for the kindergarten women teachers so that they could perform their duty perfectly . 5- Effective cooperation among kindergarten women teachers, headmistresses and supervisors to allow the evaluation process to succeed . 6- Effective participation of parents in the evaluation process of children . This should be in terms of continuing, particularity the teachers of children . 7- Colleges of education in the local universities should introduce a special major in kindergarten education, this contributing to the training of qualified teacher . 8- There is a necessity to build the evaluation process on the children first hand experiences . Therefore, the kindergarten has to design a special form to allow teachers to write down first hand information about the child . The information has to deal with the following aspects :- A. Housing conditions of child . B. Child's normal behavior at home . C. Child's basic development . D. Child's first hand experience .
The Administrative Practices of the Principals of the Secondary Schools in the West Bank
(1996) رايق مصطفى سلام عامر; Dr. Mahmoud Kuri
The administrative Practices of the Principals of the Secondary Schools in the West Bank. Purpose: The purpose of the study was to investigate the actual administrative practices of the principals of the secondary schools in the West Bank ? Methodology: The population of the study consisted of all the principals of the secondary school in the West Bank while the sample of the study consisted of 40 principals (18% of the original population) selected randomly. A questionnaire made up of 58 items was constructed and distributed over ten administrative domains. Validity and reliability measures were taken to ascertain its appropriateness for use in the study. The test-retest method was used to measure the -reliability of the instrument. Validity was checked by having a group of experts review the instilment for content (face) validity. The data were analyzed by conducting t - tests on the scores. Findings: 1 - There is no significant difference (α=0.05) between the means of secondary school principals who are academically qualified or non-qualified. 2- There is no significant difference (α =0.05) between the means of secondary school principals according to administrative experience. 3- There is no significant difference (α =0.05) between the means of secondary school principals according to gender. 4- There is no significant difference (α =0.05) between the means of secondary school principals according to location (village or the city ). 5- There is no a significant difference (α =0.05) between the means of experienced and non-experienced of secondary schools principals. Recommendations: 1. Improve administrative processes of school principals through their involvement in service training and participation in school administration related conferences. 2- Improve administrative processes like organization of Ides, records and coordination of services between school and society. The ministry of Education should initiate training courses in school administration for those purposes. 3- Reduce the work load of school principals to enable them to improve their administrative skills. 4- Conduct further research on the principals role in organizing school. 5- Conduct further research on criteria for principals, selection.
أثر استخدام طريقة الاستقصاء الموجه على تحصيل طلبة الصف الثامن الأساسي لمادة العلوم وعلى اتجاهاتهم نحوها
(1996) باسم محمد حسين أبو قمر;
Educational Literature faced very wide attention in the last two decades in science education. This was clear in the variation in teaching method were the educators were involved either in the international or the local levels. The researches in this field concentrated in this domain because of its importance in the nations progress according to the requirements of this era. One of the famous teaching methods in science education is the inquiry method which is depending on the research, experimenting and asking questions. These activities generate hypothesis which needs to data collection required for testing these hypothesis and acquiring new knowledge. The importance of this method is dealing with acquiring the students cognitive and practical skills necessary for reaching the scientific knowledge and helping them in solving the problems. Inquiry is two types. Free inquiry and guided. The free inquiry is occurred through the choosing of the teacher for procedure, the kinds of questions and the material and tools required for solving the problems or understanding the natural phenomena and events, where the guided inquiry is the goal and the procedure in the same time and occurred under the teacher supervision or through a research plan prepared for this target. This kind of inquiry depends upon the learner but in a clear framework and target in order to achieve a definite objectives. The guided inquiry in science education had a many different studies included many variables like : the achievement, scientific attitudes, and the methods depending on different models. This study used a new model of guided inquiry, Nashwan Model for the guided inquiry", for that the study aimed to delineate the effect of using the guided inquiry by "Nashwan Model" and comparing it by the normal method on the achievement of 8th grade students and their attitudes, So, the study tried to answer the following question : What is the effect of using the guided inquiry on 8th grade students achievement and their attitudes in science subject? In order to answer the main question it must be answer the following hypotheses : 1- There are no significant differences (α= 0.05) between the means of the control and experimental group in the achievement test. 2- There are no significant differences (α= 0.05) between the control and experimental group in each level of the cognitive domain (knowledge, comprehension and application). 3- There are no significant differences (α= 0.05) between female and male in the achievement test. 4- There are no significant differences (α= 0.05) between the grades of the students in the experimental groups before and after the treatment. 5- There are no significant differences (α= 0.05) between the control and experimental group in the attitudes toward science. 6- There are no significant differences (α= 0.05) between the attitudes of students in the experimental group due to sex. 7- There are no significant differences (α= 0.05) in the attitudes of the experimental group due to the achievement level (High Achievers, Middle, and Low Achievers.). 8- There are no significant differences (α= 0.05) in the attitudes of the experimental group before and after the treatment. The number of the students in the sample is (189), males and females who compose four classes in grade eight in two schools located in Gaza Strip, and related to the schools of the Ministry of Education. The first school is for males and the second is for females. The number of males is (92) and the female is (97). In each school the students are randomly distributed into two groups. The first group is control and the second is experimental. The students are taught by the researcher and the topic is "Heat Energy" which is included the syllabus of science for eighth graders. The unit of the study has been rearranged in two forms. The first form suits the Nashwan's Guided Inquiry Model and the second form suits the traditional method of teaching science. The unit of the study completed in (16) periods. Two test were used to assess the students achievement for the scientific concepts included in the unit and assess their attitudes toward science. The first test has been especially made for testing the students' understanding for the scientific concepts. It shows validity. and the reliability coefficient has been calculated to be (0.90) by using (Split-Half Method). The second test (Attitude scale) measured the attitudes of the students in the sample toward science. It's valid and the reliability coefficient is (0.81) which has been calculated by using (test-retest) method. The two instruments have been applied on the students of the sample before and after studying the unit. The student’s grades are written in special tables and the arithmetic means and the correlation for each group are calculated separately. Each hypothesis was tested statistically in the appropriate way. The study led to the following results : 1- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group. The result is in favor of the grades of the students in the experimental group. 2- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group in each level of the achievement test (knowledge - comprehension, and application). The significant difference is in favor of the students in the experimental group in all levels. 3- T-test results show that there are no significant differences (α= 0.05) between the grades' means of the male students in the experimental group and the grades' means of the female students in the same group. This result ensures that sex has no influence on their achievement for scientific concepts. 4- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group in the Pre-test and their grades' means in the post-test. The difference is in favor of the Post-test achievement. 5- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group and the attitudes of the control group toward science. such difference is in favor of the students in the experimental group. 6- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the male and female students in the experimental group. The difference is in favor of the male students' attitudes. 7- The results of (ANOVA) show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group in the three levels (High Achievers, Middle, and Low Achievers). Scheffee-test results ensure that the difference is between the means of the attitudes of the high achievers and those of the low achievers. Such difference is in favor of the high achievers. The results do not show any significant differences (P a 0.05) between the means of the attitudes of other levels. 8- T-test results ensure that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group before and after the treatment. The significant difference is in favor of their attitudes in the post-measuring stage. In short, the above mentioned results show that the guided inquiry has exceeded the traditional method of teaching science especially in understanding the scientific concepts and the students' attitudes toward science. The guided inquiry has neutral influence on both sex, males and females in understanding the scientific concepts, but the male students develop their attitudes toward science more than the female students. The results also indicated that the guided inquiry in teaching science has positively influenced the high achievers more than other types of achievers. The significant difference is in the students attitudes toward science. In the light of the above-mentioned data, it's necessary to do more research and study on the students in the elementary and secondary schools, so as to ensure the results of this study. It is also essential to do more research and study using other inquiry models which are different from Nashwan's to help more in teaching science. This study recommends teachers of science to adopt the guided inquiry method in teaching some subjects of science, and the school need to be supplied with the scientific tools and equipment's which are required to implement the new method. The teachers of science need to have in service training courses to learn how to use the guided inquiry method in teaching science. This study also points out that the science text books should be developed in the basic education in order to suit the inquiry method used in teaching science.
العلاقة بين مفهوم الذات ومركز الضبط لدى الطلبة الجامعيين في الجامعات الفلسطينية في الضفة الغربية
(1996) عبير إبراهيم سرحان;
This study aimed at investigating modes that practiced by elementary and secondary school principals in Nablus Governorate area, by determining the dominant supervisory mode from teachers' points of view. It also aimed at investigating effects of variables of sex, major, qualification, experience, and location of school on those supervisory modes. More specifically, this study attempted to answer the following question: What is the dominant supervisory mode for elementary and secondary school principals in Nablus Governorate area as seen by teachers, and whether these supervisory modes differ according to variables of sex, major, qualification, experience, and location of school? In order to achieve the goals of the study, the researcher designed a questionnaire based on studies in supervision of instruction, and in the related literature. The questionnaire constructed from (49) questions distributed on five modes, which were: Autocratic mode (12) questions, diplomatic mode (9) questions, laissez-fair mode (11) questions, democratic mode (8) questions, and collaborative mode (9) questions. The questionnaire was validated by a committee of specialists, whereas the reliability was assessed by using Cronbach's Alpha equation, which was (0.96). The population of the study consisted of (2253) male and female public school of Nablus Governorate area. A sample of (460) was chosen randomly which represents approximately (20%) of the original population. After analyzing the results, the study revealed the following: 1- Democratic supervisory mode was seen by teachers to be the dominant mode, so that it ranked the first with mean of (4.21), followed by the collaborative mode with mean of (4.16). Whereas the diplomatic and the laissez fair modes ranked moderate with means of (2.99, 2.4) respectively. The autocratic supervisory mode ranked lastly with mean of (1.99). 2- There were no statically differences in supervisory modes scale attributed to variable of sex, major, qualification, experience, and location of school. 3- There were statically significant differences in autocratic supervisory mode between male and female teachers in favor of male teachers. Also there were statically significant differences in laissez fair supervisory mode between elementary and secondary school teachers in favor of secondary school teachers. The finding also revealed that there were statically significant between teachers with (1-10) years of experience and above (10) years of experience in favor of above (10) years of experience. In the light of these finding, the researcher recommended the necessity to train principals accomplish their supervisory tasks effectively in schools, with special attention and focus toward the importance of human and constructive relationship between teachers and principals in schools. Further studies of this nature is also recommended on country level as well.
The Effect of Cooperative Learning in English Language on the Ninth Grade Student's Attitudes and Academic Achievement at UNRWA Schools in Nablus District
(1996) Samar Deeb Jabr; Dr. Mohammed Salem Amleh
This study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method . The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows: 1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group. 2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group. Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) . The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967). One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group. Second: There were significant differences in the boy’s achievement and girls achievement. Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method. Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group . Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory. Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.

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