Curriculum and Methodology

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The effect of music education on the development of creative thinking of 7th grade students at the governmental schools in Nablus city
(1997) ساهر احمد ياسين خليل;
The effect of music education on the development of creative thinking of 7th grade students at the governmental schools in Nablus City. This study aimd at identifying the effect of Music Education on the development of creative thinking among the seventh grade student attending government schools in Nablus . This study endeavored to find answers to the following questions : 1- ls there any effect for Music Education on the development of creative thinking among the seventh grade students in the government schools in Nablus . 2- Does the effect of music education on the development of creative thinking differ whith the difference of six variable ? In this respect ,'the researcher has used the creative thinking test devised by (Guilford & Torrance,l966) and modified by (Aqel,l983 & Salam,l995) to sit the Jordanian environment . Test validity was checked by administring the test again , the coefficient validity was (.,85). The subjects ofthe study were 100 men and wemen students chosen by using the intentional method Study results were analysed based on Two - Way ANOVA Analysis and (Repeated Measures Design). The results of the study showed the existence of music education effect on development of creative thinking among the seventh grade students after studying music education . Pertaining to the sex variable, the results showed students in terms of articulation (fluency in speaking), and originality , however , male students surpassed female students in fluent expressiveness. The study showed no statistically significant differences in the rest variables. The study showed the following results: 1- There was a statistically significant difference on the scale of the development of creative thinking after students had studied music educaton. 2- There was a statistically significant difference on the scale of the development of creative thinking which can be attributed to the six variable particularly in articulation , originality and fluent expressiveness. In the light of the aforementioned results, the researcher has come up with the following recommendation: There is a necessity for more interest in creativity and in creative thinking in particular at primary and secondary schools. There is also a necessity for serious interest in music education in schools and primary schools in particular. There is also a need for in-service training of men and women teachers in the framework of a program that depends on ways of developing creative thinking among students in schools.
واقع رياض الأطفال الفلسطينية كما تراه مديرات ومعلمات الرياض في محافظات شمال الضفة الغربية
(1998) نافز أيوب محمد الأحمد;
This research aimed at analyzing the status and conditions of kindergartens in the northem districts of the West Bank (Jenin, Tulkarm,Qalqilya, Nablus and Salfit). The covered domains include curriculum, teaching methods, and management. The analysis covered tl1e content of curriculum, its organization, goals, and the needed experience. As for teaching, the analysis covered the different methods used, the responsibilities of teachers, and the equipment used. Analysis of management covered the problem faced by kindergartens and parent participation in activities and problem solving. In addition, the study inspected the status of all the above domains from the view of the principals and teachers of the kindergartners. The study analyzed the effects of various variables like tl1e district, the locality (city, village, camp),year of establishment, experience, marital status, and educational levels of teachers. The population of the study includes all kir1dergartens registered at the Ministry of Education in the northern districts of the West Bank. The number of members of the population is (234) kindergartners (in 1997), with (234) principals and (582) teachers. A representative sample of 20% of the population was chosen randomly and distributed over the localities (city, village, camp) according to their actual shares of the kindergartners population in each district. Thus, the study covered (162) teachers and (48) principals. A questionnaire was designed to include (97) questions covering seven domains including curriculum organization, teaching methods, administrative and academic responsibilities of teachers, technical facilities used in teaching educational activities, parent participation and problems. Cross validation of questionnaire was approved by 5 experts in education and kindergarents. Cronbach Alpha correlation coefficient for each domain was about (0.74-0.87) which indicates stability. T-Test at the (0.05) level was applied to the seventh hypothesis and no significant differences were found between the responses of principals and those of teachers regarding job positions. The results of single analysis of variance of the responses to the first through the sixth hypotheses show that no significant differences exist at (α=0.05) regarding some domains between principals and teachers;however,significant differences (α = 0.05) were found regarding some other domains as presented in details in the fourth chapter of the study. Based on the analysis of responses, the researcher’s recommendations include: - The Palestinian Ministry of Education should assume monitoring responsibilities over all kindergartners regarding curriculum, training of teachers, equipment and facilities required, central activities, and annual plants. - A comprehensive study should be conducted covering a representative sample of kindergartens in all districts of the West Bank and Gaza Strip in order to. check differences at the district levels.
Evaluation of Primary Stage Geography Textbooks From Teachers' point of view In the north of palestine
(1998) Amer Alawneh; Dr. Ali Habayeb
This study aimed at evaluation the geography textbooks in the primary stage of schooling. This stage includes the seventh, eighth, ninth and tenth grades. The study was conducted also in north Palestine from the teachers’ point of view, second semester 1997/1998 . To achieve this goal, the study endeavored to find out areas of weakness and strength in the geography textbooks.It tried to answer the following question: **What was the degree of evaluation of geography textbooks used in the seventh, eigth , ninth and tenth grades from teachers’ point of view in terms of textbook layout,(extemal form), introduction, content, goals, methods, activities evaluation tools and development to textbooks according to students attitude? To test reliability of the study ,the following hypotheses were put forward: 1.There would be no statistically significant differences at α=0.05 in evaluation of primary school geography textbooks according to teachers’ evaluation estimates which may be attributed to sex variable? 2.There would be no statistically significant differeces at α=0.05 in the evaluation of primary school geography textbooks according the teachers’ evaluation estimates which may be attributed to experience variable. 3.There would be no statistically significant differences at α=0.05 in primay school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to academic qualification variable. 4.There would be no statistically significant differences at ot=0.05 in primary school geography textbook evaluation according to teachers’ evaluation estimates which may be attributed to place of living variable? Statistically significant differences at ot=0.05 which may be attributed to sex variable in favour of women teacher. 3. There were statistically significant differences at α=0.05 which may be attributed to experience variable in favor of` teachers who had mid professional experience (5-10 years) . 4. There were no statistically significant difference at α=0.05 which maybe attributed to academic qualification variable. 5. There were statistically significant differences at α=0.05 which may be attributed to place of living variale in favor of the refugee camp. Recommendations: 1.Providing the Ministry of Education and those in charge of curricula development with the findings of` this study . 2. Introducing a clear and succint introductions, in the four geography textbooks, to guide the teacher on ways of using the textbook and the goals of the textbooks for the learner. 3. Continuing the teaching of` these books because they contain avariety of subjects and their goals are achievable. 4. Providing the 10th grade textbook with a good cover and visual aids(maps) because of` their shortage in it 5.There is a necessity to link the contents of 7th , 8th,9th, and 10th grade textbooks with the local environmental problems. 6. Conducting more evaluation studies of the majority of school textbooks in other stages.
تقويم كتب قواعد اللغة العربية في الصفوف العليا (ثامن، تاسع، عاشر) من وجهة نظر المعلمين والمعلمات في المدارس الحكومية في محافظة جنين
(1998) نعيم محمود صادق جرار;
This study aimed at the evaluating of the Arabic Grammar texts in the upper primary stage according to the point of view of female and male teachers in Jenin district during the scholastic year l997—98. The study tried to identify the evaluative estimations of teachers form three Arabic Grammar texts and the five dimensions involved, goals, content, methodology, Evaluative questions and artistic production. In addition to that the study aimed at identifying the evaluation level in all the above dimensions and also evaluation level for every questionnaire’s item, from the purpose of identifying the suitability of the three Arabic grammar books which are considered as very important tools in learning it also tried to identify and reveal the areas of strengths and weaknesses in them and be considered by the supervisors in change of text evaluation and planning. This study included all the males and females teachers in Jenin Secondary School teachers (409) during the academic scholastic year 97-98. The sample was taken randomly. (140) female and male teachers participated in the sty (80) male and (60) female teachers never taken from 50 secondary schools 28 for boys and 22 for girls. The instrument used in this study was a questionnaire prepared by the research. 66 item distributed among the five dimensions mentioned above.The consistency for the instrument was calculated using By raso equations and it was (.79). The study showed that the best dimension of the books is the fifth dimension which is the antistic production. the percentage was 75.8%, followed by presentation & style which was 74.6% the second dimension which was content that reached into 73% and flowed by the first dimensions (goals) which was 70%. Concerning the fourth dimension (evaluative questions) was the last level and reached to 69.6%. The study showed no significant differences in evaluating the Arabic grammar books in the form and production of evaluative questions. However there was significant difference between content and evaluative question in favor of long period experienced teacher (more than 10 years). Based on the above finding, the researcher recommended the following: Teachers provided with necessary should participate in curriculum construction and curriculum development. There should terms on glossary at the end or teaching units. The teacher book should be clear and an aid to the teacher in preparing and solvers exercises. The Teaching units should contain intensive structure- practice sentences.There should be more emphasis on emotional, psychological and physical goals. More classes should be assigned for each class. The distribution of books should be more balanced.
مدى تحقيق المناهج الدراسية للأهداف التربوية في المرحلة الأساسية في منطقة نابلس من وجهة نظر المشرفين التربويين والمديرين والمعلمين
(1998) Mazuz Jaber Jamil Saleh;
This study aimed at identifying degree of school curricula achievement of educational objectives in the primary schools in Nablus area from educators’ point of view. These included supervisors, principals and teachers. The main question raised in the study was the following: What was the degree of school curricula achievement of educational objectives in Nablus area primary schools from educational supervisors, principals’ and teaclrers’ points of view ? To test reliability of the study, the following hypotheses were put forward: l. There would be no statistically significant differences at α = 0.05 Concerning the degree of school curricula achievement of educational objectives in primary schools which could be attributed to sex. 2. There would be ho statistically significant differences at α = 0.05 pertaining to the school curricula achievement of educational goals in the primary schools which could be attributed to job, supervision, principal ship, and teaching. 3. There would be no statistically significant differences at α = 0.05 in the degree of school curricula achievement of educational objectives in the primary schools which could be attributed to qualification. 4. There would be ho statistically significant differences at α = 0.05 concerning the school curricula achievement of educational objectives in' A primary schools which could be attributed to specialization. 5. There would be to statistically significant differences at α = 0.05 concerning the school curricula achievement of educational objectives in primary schools which could be attributed to experience. The study population consisted of all educational supervisors working in Nablus Directorate of Education. Total number was 18: 14 males and four females. Total number of principals in Nablus primary schools was 106:52 males and 54 females. total number of teachers in Nablus primary schools was 1.117 : 581 males, and 536 females. A stratified random sample was chosen from the study population: educational supervisors (18), principals (22) and teachers (227) were chosen for this study. To achieve the study objective, a questionnaire was designed. it consisted of 63 items distributed among seven dimensions: mental, psychological , linguistic, physical, social, religious, economic, environmental and aesthetic. Questionnaire reliability was checked by presenting it to 23 referees working at both Najah N. University and BirZeit University . Validity was calculated by re- selection using pearson correlation coefficient .lt was 0.81. Kombach Alpha was also used to calculate internal consistency of questionnaire. It was 0.96. To answer the question of the study, both mean averages and percentages were used. t - test was used to test lrypotlresis ttl. One way analysis of variance ( Anova ) was used to test hypotheses # 2, 3, 4, 5. Results of study: 1. It was found that the degree of school curricula achievement of educational objectives was significant on the mental, psychological, linguistic, social, religious, environmental dimensions. lt was on average on economic and aesthetic dimensions. In general, the curricula degree of achievement of the dimensions combined was great. 2. There were statistically significant differences in the extent of school curricula achievement of educational objectives in the primary stage which could attributed to sex, in favor of females and on all dimensions Value of tabulated was (1.97) while value of calculated "T" was (3.9) 3. There were no statistically significant differences in the degree of school curricula achievement of educational objectives, in the primary school, which could be attributed to career. Value of tabulated "F" was (3.04) while value of calculated "F" was (1.62). 4. There were no statistically significant differences in the degree of school curricula achievement of educational objectives, in the prinrary schools which could be attributed to qualification. Value of tabulated "F" was (2.41) while value ofcalculated "F" was (0.76). 5. There were no statistically significant differences in the extent of school curricula achievement of educational objectives, in the primary school, which could be attributed to specialization . tabulated "F" was (2.l4) while calculated “F" was (0.99). 6. There were no statistically significant differences in the degree of school curricula achievement of educational objectives, in the primary stage, which could be attributed to experience. tabulated "F" was (2.65) while calculated "F" was (0.89). Study recommendations: 1. Involvement of educational supervisors, principals and teachers in school curricula planning. 2. Making use of this study findings concerning educational objectives in developing and planning more effective school curricula. 3. Necessity to conduct a study to measure the degree ofschool curricula achievement at the national dimension. 4. Providing tl1e means and the audio visual aids for the school curricula to help tl1e achievement of educational objectives. 5. Holding continuous training courses for supervisors, principals and teachers of both sexes, in all specializations, to keep them in touch with scholarly developments pertinent to school curricula and educational Objectives. 6. Appointing teachers, specialized in vocational education and music, in order to enrich the aesthetic aspect of academic curricula. 7. Evaluating all school curricula elements: objectives, content, methods, aids, and methods tools of evaluation. 8. Conducting similar studies which may include students in both primary and secondary stages, in government, private and UNRWA schools, to identify or determine extent of school curricula effectiveness in achieving educational objectives. 9. Conducting an empirical study to identify the degree of school curricula achievement of educational objectives in the primary stage.
Perception of Teachers and Students of the Role of Educational Counselor in Salfit and Nablus Distrcts
(1998) معتصم عزيز نمر مصلح; Dr. Abed Assaf
The purpose of this study is to find out the differences concerning the perception of teachers and students about the role of the counselor in the directorates of education in the districts of Salfit and Nablus related to the variables of sex, experience, and qualification. The random samples of this study consisted of (207) teachers ( males and females) , represent 25% of teachers populations and of (450) high school students (males and females) represent 10% of the student populations. The researcher designed a questionnaire included (5) domains:(strongly agree, agree, neutral, disagree, object) Each domain contained number of items. The total number of the items was (44). The questionnaire was distributed on selected samples of students and teachers in (26) schools, where there were counselor in both directorates of education. The study tested the following hypothesis: 1- No significant statistical mean difference at (0.05) between the response of male teacher and female ones was found concerning the role of the counselor. 2- No significant statistical mean difference at (0,05) between the response of male teacher and female ones was found concerning the role of counselor related to experience. 3-No significant statistical mean difference at(0,05) between the response of female and male teachers concerning the role of the counselor related to qualification. 4-No significant statistical mean difference at (0,05) between the response of students concerning the role of the counselor related to sex. 5- No significant statistical mean difference at (0.05) between the response of teachers and students concerning the role of the counselor. The result of the study were as follows: 1- T-test showed a significant statistical difference between male and female teachers in favour of females. 2- F-test showed no significant statistical difference between male and female teachers related to experience. 3- F-test showed no significant statistical difference between male and female teachers related to qualification. 4- T-test showed a significant statistical difference between male and female students related to sex in favour of female. 5-T-test showed no significant statistical difference between male and female teachers and students.
Obstacles in Using Educational Aids Facing government School Teachers of Science And Social Studies in Hebron District
(1998) خالد احمد صالح أبو حسان;
This study aimed at identifying the obstacles that reduce using educational aids which are facing teachers of science and social studies in the primary and secondary schools in Hebron District. The Study questions were as follows: 1. What were the obstacles facing science and social studies teachers in their use of educational aids in primary and secondary schools in Hebron District? 2. Did the obstacles, which decrease the use of educational aids by science and social studies, teachers in primary and secondary schools, differ according to the following variables: sex; experience; academic qualification, school stage, kind of material (curriculum). The study sample consisted of 161 (20%) men and women teachers involved in the teaching of social studies and science disciplines in the primary and secondary schools in Hebron District. The study was limited to the use of one measurement tool: a questionnaire. The questionnaire was developed by the researcher to match the purpose of the study. The instrument reliability was checked by submitting it to a group of referees (11), who were specialists in the field. The instrument validity was checked by using pearsons coefficient correlation which reached 0.84. The questionnaire was distributed among the subjects ofthe study. Only 142 subjects returned the questionnaire. This represented some 90% of the sample. The study data were analyzed by using descriptive statistics and analysis of variance. To identify the obstacles that decrease educational aids in the teaching of science and social studies, the researcher extracted the relative significance of each part of the questionnaire and put it in an ascending order. The study revealed the following findings: 1.The most significant obstacles are those pertinent to the lack of substances, aids and educational equipment, which should be used by teachers. In addition, some teaching aids are so expensive and cannot be produced! made by the students. Classrooms are also not equipped with electric wires and screens. Schools are in short supply of high-tech teaching aids and labs to use the equipment in them. 2.There were statistically significant differences at α = 0.05 in the degree of obstacles teachers " face in using teaching aids between men and women teachers in favor of male teachers. That is to say, the sharpness of obstacles among male teachers, in using teaching aids, are more than among female teachers. 3.There were statistically significant differences at α = 0.05 in the degree of obstacles in using educational aids on the teacher dimension among teachers who had 5-10 years of experience and those who had more than l0 years of experience in favor of those having more than 10 years of experience. That is to say, sharpness of obstacles is higher among teachers who had l0 years of experience and more, compared with teachers who had 5-l0 years of experience. 4.There were no statistically significant differences at α = 0.05 in the degree of obstacles facing teachers in the using of teaching aids which may be attributed to academic qualification variable. 5.There were no statistically differences at α= 0.05 in the degree of obstacles facing teachers, in using educational aids, which may be attributed to school stage variables. 6.There were statistically significant differences at α = 0.05 in the degree of obstacles facing teachers in using teaching aids in favor of science male teachers. That is to say, the degree of obstacles in using teaching aids was higher among science teachers than among social studies teachers. 7.In the light of study findings, the researcher recommends that the concemed authorities show more interest in the teaching aids issue in terms of considering them as a basic pillar in the teaching process, and also in terms of supplying schools with all teclmical services and facilities to facilities optimum use of teaching aids. The researcher also recommends that similar studies be conducted in other districts in Palestine to identify principals, supervisors and students' point of view concerning the obstacles which reduce the use of teaching aids in various disciplines and in all school stages.
Fitness of the National Education curriculum to the characteristics of the faithful and loyal citizen from the points of view of teachers
(1998) Yusra Zidan; Dr. Ghassan H. Hilo
This study aimed at understanding the range of appropriateness of the National Education curriculum in grades First to Sixth Primary to create the faithful, loyal and patriotic citizen. The study gathered, researched and classified the points of view of the mentioned curriculum teachers in the northern part of Palestine. The study posed several questions, where they form the core of the investigation, and they were: - What the characteristics of a faithful citizen are. - To which range the curriculum of National Education (grades 1-6) is suitable and fit to achieve faithful citizenship. - Whether the views of teachers differ and vary according to their sex, qualifications, site of work, experience, type and/or level of school. To find reasonable and scientific answers to the above-mentioned questions, the researcher designed a questionnaire about the characteristics of a faithful citizen. The questionnaire was distributed to university instructors, university students, and to National Education school teachers. The questionnaire was also constructed from ninety-seven questions distributed as follows: - Political field (28 questions). - Economical field (27 questions). Social field (42 questions). Three hundred and three teachers were chosen randomly out of the fifteen hundred and twenty teachers, teaching National Education curriculum during the second semester of 97/98, to answer the questionnaire. The chosen teachers were from Nablus, Jenin, Tulkarm, Qalqilya, and Salfit. Analysis of results were appropriated in the light of the following statistics criteria: - T Test - ANOVA The study shows the following results: -The characteristics of a faithful citizen refer to political, or economical or social factors. - The curriculum of National Education doesn't strongly satisfy the needs of a faithful citizen to a great extent, but it does to an average extent. -The ideas and points of view of teachers were so different according to the difference in sex, qualification, site and size of school. T-test showed that: - There is no difference in views concerning to the difference in qualifications. - Female teachers believe that the curriculum highly satisfy the economical and social fields. Anova—test showed that: - Geography teachers believe that the curriculum satisfy the political needs of the faithful citizenship. - There is no difference in views relating to difference in experience. - Teachers who share teaching in primary and high schools highly evaluate the i curriculum in all fields than the teachers who teach just either in primary schools of high schools. - Female teachers highly evaluate the curriculum in all fields rather than teachers of boys' schools. Suggestions and recommendations: According to the conclusions that were gotten from the study, and after understanding, comprehending, and understanding the results of study, l see that these suggestions and recommendations are worthy to be taken into I consideration: - Reviewing and reconsidering the curriculum of National Education from grade 1-6. - Making sure that the teachers who teach National Education are fully qualified educationally and academically. - Making sure that the teachers do have and actually do use teachers guide book effectively. - Calling, asking, and politely requesting the family, mosque, schools Fin different kinds of mass media to cooperate and work out together in order to contribute effectively to bring up faithful, loyal and patriotic generation .
The Self-concept Of Academic Ability That Affected by Some Variables Demography Of the Ninth Grade Students In Nablus Governorate Government Schools
(1998) Mufeed Nofal; Dr. Abed Assaf
The purpose of this study was to investigate the effect of the self- concept of academic ability by some demography variables of the Ninth Grade students in Nablus Government schools. The investigator aims at answering the following question: What is the level of self—concept of academic ability according to Ninth Grade students’ point of view? The study had the following hypotheses: 1- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability due to sex of the students. 2- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability due to place of resident. 3- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability due to educational background of the student’s father. 4- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability due to the educational background of student’s mother. In order to achieve the purpose of the study the investigator has applied the scale of self concept of academic ability designed by Brookover. Scale which included one instrument: 14 Items covered the self concept of Academic ability the population of the study consisted of (3526) students constituting the male and female students of the Ninth Grade students in (75) governmental schools in Nablus District. The sample of this study consisted of (392) male and female students which constitute 11% of the whole population. All of the sample have received the questionnaire and (383) were completed and analyzed in this study to analyze the data, the investigator used: 1-The mean values and degree of agreement for each item from the Items ofthe scale. 2-t-test for dependent groups. 3-One-Way analysis of variance. 4-(LSD) test. The results showed the following: I. Regarding the question of the study the results showed that the degree of agreement to the Ninth Grade students on the self- concept of academic ability was high (4,04-4,16) concerning the items (10,8,9,6,4). At the same time on the items (11,5,7,3,12,l3) was nearly highly (3,5-3,99) and it was between (3-3.49) on the items (2,14,1 ( ll. Regarding the hypotheses of the study, the result showed the following: 1-There are no significant differences at (α =0.05) between male and female students regarding the self concept of academic ability in the governmental schools of Nablus District. 2- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability due to place of resident. 3- There are significant difference at (α =0.05) between the mean sores responses of the Nintl1 Grade students in Nablus Governmental schools in scale of self concept of academic ability due to the educational background of students fathers. 4- There are no significant differences at (α =0.05) between the mean sores responses of the Ninth Grade students in Nablus Governmental schools in scale of self concept of academic ability that can be attributed to levels of mother’s education except the existed differences between (elementary education and college education) (secondary education and college education) and the differences over in favour of college education. In the light of the results of this study, a number of recommendations were made: 1-The researcher recommends that the Ministry of Education should take the results consideration in order to develop the self-concept of academic ability of the students. 2- The Ministry of Education is recommended to cooperate with counselors in governmental schools in order to strengths the self-concept of academic ability of the students through giving them private counseling Lessons. 3- The researcher recommends that curriculum designers should do their best in order to include certain curriculum activities that strengthen tl1e self-concept of academic ability of students.
An Evaluation of National Education Textbook for Primary Grades (4-6th) according to the teachers’ opinion
(1999) Mohammed Rabay'a; Dr. Ali Habayeb
This study aimed at evaluating the primary grades’ national education textbooks (4th-6th) from perspective of teachers. The research questions addressed were as follows: 1- What was the degree of evaluation of national education textbooks by school teachers in the northern governorates of Palestine? 2- Was there a difference in estimates of evaluation of each ofthe five domains according to: sex, academic qualification, experience, type of class and the teaching of the subject for the first time? To answer the research questions, the researcher developed a unified questionnaire for the three textbooks. The questionnaire, in its final version, consisted of 56 items distributed among five domains textbook goals:l3 items; educational aids and activities:l7 items; evaluation:7 items. The population of the study comprised teachers of both sexes involved in the teaching of national education to the three grades in the northern governorates of the West Bank: Jenin, Nablus, Tulkarm, Qalqilya, and Salfit. The total number of the population amounted to 754 teachers of both sexes. The questionnaire was administered on a randomly chosen sample representing 40% of the study population. the number of respondents was 302 teachers during 1998/ 1999 scholastic year. By using arithmetic averages of the degree of evaluation ofthe five domains of the study, the layout of the three textbooks combined occupied the first place. It received a very good evaluation. The arithmetic average was 4.01. The domain of objectives received second place and it had a high evaluation; its arithmetic average was 3,58. The content domain was third in order and its evaluation was also high; its arithmetic average was 3.50. The area of means of evaluation came in the fourth place and its evaluation was on average. Its arithmetic average was 3.37. The educational aids and activities came last and its degree of evaluation was average. The arithmetic average was 3.01. The degree of evaluation of the five domains for the three grades combined was on average. The arithmetic average was 3.49. Pertaining to the teachers’ perspective of the national education curriculum, in terms of its degree of flexibility, it differed depending on sex, qualification, class! grade variable, and variable of the teaching discipline. The T- test has revealed that the males’ evaluations were higher than females in the domain of study. There were differences in the degree of evaluation between veteran and new teachers in favor of the new teachers in the areas of content and educational aids. However, there were no differences in the remaining areas. ANOVA test also revealed that there were differences in the evaluation of flexibility which may be attributed to the qualification in favor of diploma holders. However, no differences were found which may be attributed to grade variable on the domains of the study save the layout domain in favor of the fourth grade. As for teaching experience, the ANOVA test showed differences in the domains of content and educational aids in favor of those having less than five years of experience and those who had more than ten years of experience. But there were no difference among the remaining domains. In the light of the study findings, the researcher came up with the following recommendation. There is a need for more interest and more attractive and effective educational aids so that students can get involved in the material. The content has to be enriched with contemporary social, political, and economic problems in the Palestinian society. Finally, there is a need for further analytical and evaluative studies from different perspectives.
Environmental Concepts Necessary to be Introduced in Social Studies Curriculum in the Primary Stage From Teachers' Perspective in Nablus Governorate
(1999) Mazen Ahmed Muhmoud Rabaya'; Dr. Ali Habayeb
This study aimed at identifying the environmental concepts necessary to be introduced in the social studies curriculum in the primary stage, according to teachers’ point of view, in Nablus Governorate, by answering the following questions: 1- What are the environmental concepts to be introduced in the social studies curriculum, in the primary stage, from teachers’ perspective in Nablus Governorate? 2- Do environmental concepts, to be introduced in social studies curriculum in the primary stage, differ according to the sex, experience, specialization, qualification, place of residence, site of school and supervising authority variables? To answer the questions of this study, the researcher developed a questionnaire consisting, in its final version, of 65 items distributed into seven basic domains: technical terms; information and facts; Palestinian environmental problems, generalizations; values and attitudes, activities and training and skills. The questionnaire reliability was checked by presenting it to a group of referees in education and ecology. its validity was checked by using Pearson’s correlation coefficient as well as Alpha - Kronbach equation. The percentage of variance ranged between 0.95-0.96, By using the arithmetic averages and deviation standards, the results of the study revealed the suitability of the questionnaire for the population of the study as follows: 1- The environmental concepts, necessary to be introduced in the social studies curriculum, as seen by the subjects of the study, were arranged as follows; generalizations, technical terms, activities and training, values and attitudes, skills, information and facts and Palestinian environmental problems. The degree of the necessity to include the environmental concepts on the domains combined was very appropriate. 2- There was a difference in the degree of the necessity to include the environmental concepts in the social studies curriculum in the primary stage, from male and female teachers’ point of view, which may be attributed to sex variable in favour of female teachers, in favour of those who had less than five years of experience, in favour of those majoring in Geography, in favour of those holding a B.A. degree, in favour of villagers, and in favour of village schools and in favour of private schools. Based upon these findings the researcher has arrived at the following conclusions and recommendations. Of these, first, there is a need to introduce environmental concepts in the social studies curriculum in the primary stage in particular and in the remaining stages and the curricula in general. Second, there is also a need for further research to be conducted on other governorates schools in Palestine to deepen the possibility of generalizing the results of this study.
الأنشطة الترويحية المفضلة أثناء الوقت الحر عند طلبة جامعة النجاح الوطنية
(1999) عايدة حلمي ذياب حسين;
This Study aimed at recognizer the recreational activities that the students of An-Najah National University prefer to perform in their leisures. The effect of independent variables like: students gender, college, a cadmic level, place of current living, and the currulative mean, is measured on these activities. This study, also, aimed at recognizing the (encouraging us daunting factors) that affect students taking part un such activities. A stratified random sample of (900) students was chosen depending on the independent variables: gender and college, from faculties of science Engineering, Education, and Liberal Arts. Statistical analyses were applied on (872) questionnaires designed previously to meet the requirements and gims of this study. The questionnaire was designed to contain different items to cover and be able to measure all domains of the different activities, the perfumed places to perform these activities, and the factors behind encouraging or discouraging such activities. Multivariate analysis (MANOVA) and one - way analysis (ANOVA) were used in addition to Scheffe's post-hoc comparison. Results do reveal that the most performed activities were those that are related to the social, cultural, and outdoor activities, and the less perfumed one's are those that are related to the artistic activities. The least perfumed activities were those that are related to collecting hobbies and sports. Results, do also, shed some light on the factors that encourage students to take part in the extra - curricular activities, they can be leveled as follows:- I. Motivation to take part in such activities. 2. The desire to consume free time. 3. Acquiring physical fitness. 4. Acquiring social skills. 5. Making victory in such activities. 6. Personal gains. The most perfumed places to perform those activities can be leveler as follows: 1- Home. 2- University Campus. 3- Clubs. 4- Local places. In addition, factors that are related to the University and society are considered to have negative effects that hinder students contribution in extra - curricular activities. Factors that are related to family have no effect in these regards. Results show that males scored a significant difference in all dornains when ( a = 0.01) . Humanitarian faculties scored a significant difference in all domains in comparison with other faculties. First-year students scored a significant difference in activities like: artistic, sports, out door, and hobbies of collection. In regard to the social domain, students who live in a city scored a significant difference in comparison with those who live in a refugee camp, and those who live in a village in comparison with those who live in a refugee camp also students currulative mean showed no difference as an independent variable. The researcher made the following recommendations: 1.The department of students' affairs ( Dosa) at An - Najah National University must pay attention to students extra curricula activities in domains like hobbies of collection, and sports, 'as they were less perfumed by the students. This could be done through the availability of suitable places and budgets. 2. The ( DOSA) should provide places suitable for female students. 3. The (DOSA) should make it very possible for the students of the faculty of science to practice activities through minimizing study hours.
Rating the effectiveness of the history teachers at the northern governorates Directorates of Education from the Point of view of headmaster and teachers
(1999) Suleiman Fatayer; Dr. Ghassan Al Heleu; Prof. Ahmad Faheem Jabr
This Study investigated the effectiveness level of history teachers in the secondary stage at the northern Governorates Directorates of Education from the point of view of headmasters and history teachers. It examined the difference between the headmaster’s Rating of the effectiveness of the teacher of history and the teacher’s Rating of his effectiveness. It also studied the effect of educational qualification, sex and years of experience on the effectiveness of history teacher. The research specifically attempted to give answers to the following questions: 1.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates governmental schools from the point of view of headmasters? 2.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates’ governmental schools from the point of view of the teachers. 3.Are there differences in the effectiveness Rating ofthe secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to work variable, 4.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s educational qualification. 5.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s sex. 6.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates’ governmental schools that are ascribed to the teacher’s years of experience. The sample surveyed in this research covers 142 headmasters and teachers. It was chosen in accordance with regular random classification and consisted of 45% of the whole population of the Northern Governorates (Nablus, Jenin, Salfit, Tulkarm and Qalqilyah). This research was done in the second term of the scholastic year (1997- 1998). The tool for this research was the assessment instrument of the teacher effectiveness which had been initiated and developed by Ahmad Al Qasir of the University of Jordan (1989). To confirm the validity of the above instrument was referred to nine doctorate-holder lecturers at Najah National University / Department of Education to act as referees. Their replies, which were analyzed, unanimously confirmed that the above instrument was valid for assessment in the above study. Alpha Chionbach was calculated for the reliability of the instrument. lt was 0.84. The following results were obtained: 1. Teacher’s effectiveness at the secondary stage as viewed by headmasters was moderate (3.37). 2.Teacher’s effectiveness at the secondary stage as viewed by the teachers themselves was relatively high (3.57). 3.The study demonstrated that there were significant differences at (α= 0.05) between the headmaster’s assessment of the teacher’s effectiveness and the teacher’s assessment of himself. This was in favour of the teacher’s assessment. 4.There was no significant difference (α= 0.05) concerning the 1-Y assessment of the effectiveness of secondary stage history teacher due to teacher’s educational qualification. 5.There was no significant difference at (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to sex. 6. There was no significant difference (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to teacher’s years of experience. ln the light of the results of this study, the researcher recommends thc following: 1. Improving the teacher’s position morally and financially contributes to his psychological stability and enhances his effectiveness. 2. Holding courses and workshops to educate unqualified teachers during their service to enable them to increase their vocational efficiency. 3. Qualifying headmasters and supervisors with regard to modern methods and standards so that they can assess the teacher. 4. Strengthening the relations between school and local community through visits and participation on various occasions. 5. Starting new studies regarding the assessment of the effectiveness of secondary stage history teachers in other governorates.
Evaluation of 11th and 12 Graders' Classroom Environment in Nablus Governorate Public Schools
(2000) Madeeha Salameh M. Faqha; Dr. Mohammed Salem Al-Amleh
This study aimed at identifying the state of science classroom environment in Nablus Governorate public schools in the light of sex, academic specialization, location of school, type of school, and class level variables. The study endeavored to answer the following question: Are there any statistically significant differences in the Nablus Governorate Public Schools' 11th and 12th graders' Classroom present State and its sub-inventory which may be attributed to type of school, sex location of school, specialization, and grade? To answer the question, the researcher used Fraserr's My Classroom Inventory (MCI) (1993) after its translation into Arabic. The questionnaire was shown to a number of referees to provide their remarks on the scale. After making the necessary modifications, they approved it as an appropriate instrument for the purposes of the study in question. The reliability of the instrument was calculated according to Cronbach Alpha (α).The reliability, for each dimension of difficulty, homogeneity, friction, competition, satisfaction, relationship with teacher, was 0.50, 0.72, 0.69, 0.71, 0.80, and 0.87 respectively. A stratified random sample of 555 students of both sexes was chosen and was distributed among the study variables. Data were collected and statistically analyzed by using SPSS program to get the statistical results. After statistical processing of data, the researcher has arrived at the following findings: It was found that there were statistically significant differences in the evaluation of science classroom environment which may be attributed to sex variable. These differences were found on the degrees of satisfaction and friction variables, and they were in favor of males. It was found that there were statistically significant differences in the evaluation of science classroom environment which may be attributed to sex variable. These differences were found on the degree of satisfaction domain. These differences were found to be in favor of 11th grade. However, these differences were not found on other domains according to classroom variable. These domains were in competition, friction, difficulty, homogeneity and relation - ship with teachers. There were no statistically significant differences at (α = 0.05) in students' evaluation of science classroom environment, on domains of satisfaction, friction, competition, difficulty, homogeneity,relationship with teachers, which may be attributed type of school variable. There were, however, statistically significant differences at (α = 0.05) in students' evaluation of science classroom enviromnent, on satisfaction, friction, competition, friction, difficulty, homogeneity,and relationship with teachers domains, were favor of village students whereas on friction, difficulty and homogeniety domains, the differences were in favor of city students. There were no statistically significant differences at (α = 0.05) in students' evaluation of science classroom enviromnent, on domains of satisfaction, friction, competition, difficulty, homogeneity,relationship with teachers, which may be attributed to academic specialization variable.
Beginning Science and Mathematics Nablus high School Teachers' Interests and Perceptions of Effectiveness of Pre-Service Training Programs
(2000) أسحار صالح عبد الرحمن صوالحة;
This study was a scouting research aimed at identifying the interests and perceptions of beginning mathematics and science teachers towards high school stage in Nablus Governorate public secondary schools. The study specifically attempted to answer the following two questions:- What are the beginning mathematics and science teachers major interests? What are the beginning mathematics and science teachers ? perceptions pertaining to the efficacy of programs they have received before their university graduation? The subjects of the study consisted of ten subjects (5 science teachers and 5 math teachers) teachers teaching at high schools. All had less than two years of experience (beginners). The source of data collection for this study was the interview. The researcher used interview inventory (Patton, 1990). This inventory consisted of four major questions about the population of the study, a subjects' learning in the first year of teaching, their advice for new teachers and How they should be prepared during the preservice programs before working as teachers. The researcher made an inductive analysis of crossing cases on the basis of the study. It revealed that the beginning teachers' interests focused on in-class assignments, curriculum development, time management, classroom management and presentation of course materials. Pertaining to beginning teachers' perception of the course materials, it was found that some were specialized and some courses in teaching methodology were of limited value. There was a need for getting more experience in different fields. Becoming a teaching assistant, before The results pertinent to beginning teacher's interests: some 60% of the subjects expressed their interests in teaching courses not related to their major. About 10% of the respondents admitted that they like to be responsible for curriculum development. All subjects (100% ) showed an interest in good time management. 900/0 of the teachers involved expressed an interest in classroom management and (90%) expressed an interest in presenting the course material. Results pertinent to beginning teachers' perceptions of the pre-service program. It was found that 70% of the subjects agreed that the course contents were sometimes specialized. Some 60% of the subjects said that the teaching methodology courses had limited value. Moreover , some 60% of the participants in the study said that there as a necessity to increase experience in all fields. Finally, about 80% said there was a necessity for them to work as teaching assistants during the pre -service program.Of the study recommendations, new teachers should be assisted in adaptng with the new career and the surrounding environment. In addition, the researcher recommends that the efficacy of teaching methods be enhanced. There is also a need for holding seminars and study days and workshops to tackle the problems of education, methods of teaching in all disciplines and in each discipline separately. Finally, the researcher recommends that the science and mathematics textbook used in teacher-training institutions be in harmony with contents teacher training requirements.
The Effect of Free Reading On Ninth Grade Students' Written Composition in English in Nablus Schools
(2000) Maha Subhi Shahrouri; Dr. Suzan Arafat
The purpose of this study was to investigate the effect of free reading activity on the ninth grade students' writing composition in English in Nablus Schools on the one hand, and showing the importance of feedback beside free reading strategy in writing composition, on the other hand. The population of this study consists of (4280) of all the ninth grade students at Nablus schools’ district, who attended the first semester of the year 1999-2000, while the sample of the study comprised six schools chosen randomly, three for boys, and the others for girls. Each time two schools were chosen randomly one for males, and the other for females to form the three groups of the study (traditional/control,free-reading (ECI), free-reading and feedback (EG2) groups). A pre-test in writing composition was given to the three groups.The experimental group one read suggested six short stories successively at home. The experimental group two read the same six short stories, but a discussion and feedback followed at the end of reading each short story. The time allowed for reading each story was one week. A post-test in writing composition was given to the three groups. Paired t-test, co-variance (ANCOVA) and Sidak post-hoc were used to test and analyze the hypothesis of the study. The results show that there is a significant difference in students’ post achievements in writing between the groups in favor of experimental group “2”. In the light of the results, the following recommendations were given: • There is a need to study the effect of free reading activity on other areas of language learning such as: vocabulary, structure, listening and reading skills. • The Ministry of Education should encourage the use of free reading by offering the type of literature that suits students of both sexes in terms of their needs and interests. • Teachers should be interested in free reading and motivate their students to do so in their free time.
Public School Teachers' Attitudes Towards The Teaching Of Sex Education In Northern Governorates Of Palestine
(2000) Salah E-Dean Hassan Mustafa Salah; Dr. Ali Shaka'a
This study aimed at identifying teachers attitudes towards the teaching of sex education in public schools. To identify attitudes, the researcher raised the following questions: 1. What ate the public school teachers’ attitudes towards the teaching of sex education in public schools in the northern governorates of Palestine? 2. What ate the roles of sex, experience, specialization, academic qualification, school stage variables on teachers’ attitudes towards teaching sex education in public school? 3. What ate thc differences among the attitude dimensions towards the teaching sex education in public schools in northern Palestine governorates? To answer the research questions, the researcher developed a questionnaire of(76) items distributed among three dimensions religious-social; educational and scientific. The population of the study was public school teachers (males and females) in Palestine’s northern governorates: Jenin, Nablus, Tulkarm, Qalqilya and Salfit. The total number was (7008). The questionnaire, in its final version, was administered to randomly selected sample (12% of the target population). The sample comprised of (840) teachers in the second semester l999/2000. Using means to determine the scores of the three dimensions, the study have shown that the religious-social domain had occupied the first place. The overall score of attitudes of this dimensions was positive and the percentage was (62.2%). The educational dimensions come second in rank, but its overall score of attitudes was negative and its percentage came to (59%). The public school teachers overall score of attitude toward the teaching of sex education was positive in all dimensions. The percentage of response amounted to (60.2%). The t-test also revealed that the males' attitudes were higher than females’ on academic and educational dimentions. No statistically significant differences were found between males and females on the social religious dimensions. The t-test also showed that the attitudes ofscience majors were higher those of` arts majors. Attitudes of those holding B.A. or B.SC. degree and above were also higher than the attitudes of those holding diplomas or high school certificate. High school teachers attitudes were Found to be higher that attitudes of teachers in the primary between educational and academic dimensions which may be attitude to school stage variable. The One Way Analysis of Variance (ANOVA) showed that there were differences among all dimensions which may be attributed to experience variable. The study also showed that there were differences between teachers having less than five years of experience and those having more than ten years of expericnce in favor of the former teachers. There were also differences between teachers with (5-10) years of experience and teachers with more than ten years of experience in favor of those having (5-l O) years of experience. By using repeated Manova, the results of statistical analysis revealed that there were differences among dimensions of attitudes. The results showed that there were differences between religious-social dimensions and academic dimensions in favor of social religious dimensions. There were differences also between religious-social dimentions and educational dimentions in favor of the former dimensions. However, no differences were found between the academic and educational distinctions. In the light of these findings, the researcher has arrived at aset of recommendations: holding in-service training courses for teachers; empowering the role ofthe mass media; publishing a refereed journal by the Ministry of Education; conducting analytical studies of values in textbooks; holding meeting between teachers and parents to explain concept of sex education.
The Relationship between Problem-Solving Strategies and Depression Symptoms Among General Secondary Students in Ramalla District
(2001) Nasreen Hikmat Azeez Dweikat; Dr. Ali Shaka'a; Dr. Abed El-Naser Qaddoumi
This study aimed at recognizing the relationship between the problem—so|ving strategies and depression among the General Secondary students in Ramalla and Al—Beireh Districts. Furthermore, this study aimed at identifying the effect of the gender, major, qualification, income, and the type of school variables on the relationship between the problem —soIving strategies and the depression symptoms. The sample of the study consisted of (572) general secondary students who were asked to fill in two questionnaires. The first was developed by (Hamdi, 1998). lt consists of (40) items which were divided equally into the following five domains; general orientation of the problem, definition of the problem, generating alternatives for solving the problem, making a decision, and the evaluation. The second questionnaire was Pick Scale for Measuring Depression which was translated by Lutfi Fateem.
Degree of Government High School Teachers' Effectiveness And Its Relationship with Students’ Motivation of Achievement from Students' Point of View
(2001) خالد حسن الحاج محمود خضر;
This study aimed at identifying degree of high school teachers' effectiveness, in Jenin Governorate, from the students' point of view, and the effect of sex, grade, stream, average in first semester, place of school,and academic discipline variables on teacher's effectiveness. Furthermore, the study sought to reveal the relationship between the teacher's effectiveness and the students' moti vation of achievement. The study also endeavored to identify the score, students, in Jenin Governorate public high schools, obtained in their responses to motivation of achievement test and the effect of student's sex, grade and average in the first semester on his/her achievement. The population of the study was public high school students in Jenin Governorate. The number of students (6,054) were distributed among 61 schools in the second semester of school academic year 2000/2001. The sample of the study consisted of 622 male and female students (10%). To achieve the aims of the study, the researcher developed a questionnaire that measured the teacher's effectiveness. The questionnaire's 70-items were distributed among the following domains: communication and contact with students; method of instruction;teacher's belonging to his/her profession; teacher's competency in teaching his/her discipline; teacher's personal qualities; teachers interaction with the local community; teacher's method of evaluation and teacher's belief in the educational policy. To ensure its validity, the instrument was showed to eight referees at An-Najah N. University. By using Cronbach Alpha equation, reliability coefficient of the questionnaire was calculated and the total reliability coefficient amounted to 0.91, high enough to meet the purposes of the study. The researcher also used the Motivation of Achievement Test, translated and adapted for Arab environment by Abdel FattahMusa.It was also used by a number of researchers in a number of Arab countries. The test had a high degree of validity (0.86) , thus meeting the purposes of the study. To answer and test the questions and hypotheses of the studyrespectively, the researcher used arithmetic means, percentages, evaluation degree, t-test and ANOVA. Findings of Study: After statistical processing of data, it was found that public high school teachers in Jenin governorate had a high degree effectiveness according to students. The percentage of response average was 72.6%. It was also found that there was statistically significant relationship between teacher's effectiveness and student's motivation of achievement. However, no statistically significant differences, concerning teachers effectiveness, were found between male and female students. Concerning teacher's effectiveness, statistically significant differences were found between first secondary class students and second secondary class students in favor of the latter. However, no differences were found, concerning teachers' effectiveness, between literary and scientific stream students, city and village students, and science and non-science teachers which may be attributed to student's average. There were also no differences, in motivation of achievement, between male and female students, between first and secondary class students, between scientific and literary stream students, and between village and city students. Finally, it was found that there were differences, in motivation of achievement, among students, which may be attributed to average. The differences were mainly between average category of 60% and less and 90% and higher in favor of the latter, and between 60% - 69% averages and 90% and higher and 80% - 89% in favor of 90% and higher and 80% - 89%, and between 70% - 79% average and 90% and higher and 80% - 89% in favor of 70% - 79% average.
Computer Learning and Teaching Obstacles in governmental Schools in Northern Directorates of Palestine from Teaching and Students Point of Views
(2001) Adel Fayes Mahmoud Al-Sartawi; Prof. Jawdat Ahmad Sa'adeh
The purpose of this study was to investigate computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students Point of Views. This study mainly concentrated on answering the following questions: 1-What are the obstacles facing computer learning and teaching process in governmental schools in northern directorates of Palestine from teachers and students point views? 2-Are there any statistical differences in computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to their function? 3-Are there any statistical differences in computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to their gender? 4-Are there any statistical differences in computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to teachers experience? 5-Are there any statistical differences in computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to student’s class? 6-Are there any statistical differences in computer learning and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to the educational directorates? 7-Are there any statistical differences in computer leaming and teaching obstacles in governmental schools in northern directorates of Palestine from teachers and students point of views due to their school place? 8-Are there any statistical differences (or=0.05) between the fields of computer's learning and teaching obstacles in governmental schools in northern directorates of Palestine for teachers and students? To answer the previous questions and to investigate the hypotheses, the researcher chose randomly sample which consisted of (43) teachers who represented (50%) of the population, and he chose a sample which consisted of (930) students who represented (5%) of the population in governmental schools in northern directorates of Palestine during the second semester of the year (1999-2000), And ajury of experts judged the questionnaire, and the reliability of the questionnaire was calculated, and it was (0.91) for the students and (0.89) for the teachers. The researcher used the necessary statistical methods to analyze the data, The study showed; Most obstacles that faced teachers and students were as follows; 1-Equipments field: A-Scarcity of printers machines. B-scarcity of computer’s equipments such as (earphones, voice cards, microphones). 2-Lab environment field: A-bad heating and cooling system in computer labs. B-computer room’s size was not enough for students number. 3-Curriculum field: A-students’ book doesn’t encourage them to read other new materials about computer. B-The computer's book is so large compared with the number of computer’s lessons. 4-Software field: A-The less of leaflets and appendices and guides with the software. B-The educational Arabic software doesn’t go with the new technology of the computer. 5-School circumstances field: A-Scarcity of printing papers for teaching computer. B-There is no Internet service at schools. The results of the study show the following: 1-There are statistical differences (α=0,05) between teachers and students on favor of teachers on school circumstances field, and there are no differences between them on the other fields. 2-There are statistical differences (α=0.05) between male and female teachers on favor of males on software field, and there are no differences.between them on the other fields, and there are no statistical differences (α =0.05) between male and female students on all fields. 3-There are no statistical differences (α=0.05) between teachers on the experience variable. 4-There are statistical differences (α=0.05) between students on class variable on favor of high classes on all fields. 5-There are statistical differences (α=0,05) between students on directorate variable on favor of (Nablus and salfeet) directorates on all fields. 6-There are statistical differences (α=0.05) between town and village from teachers point of views on school place variable on favor of town on lab environment field, and there are no differences between them on the other fields, and there are statistical differences (α=0.05) between town and village from students point of views on school place variable on favor of town on all fields. 7-There are statistical differences (α=0.05) between the fields of the study from teachers and students point of views, and the arrangement of the fields as its difficulty was (school circumstances, equipments, curriculum, software, lab environment). Based on the study findings, the researcher represented some recommendations concerning of the study fields, which are (equipments, lab environment, curriculum, software, and school circumstances).

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