Curriculum and Methodology

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The Ability of Arts and Crafts Curriculum on the Development of Creative Abilities of Ninth Basic Grade Students from Students Point of View in Qalqilia District
(2014) Diya Husseen Mohamed Nassar; Dr. Alia Assali; Dr. Belal Abu- Eideh
This study aims at identifying the ability of arts and crafts curriculum on the development of creative abilities of ninth basic grade students from students point of view in Qalqilia District. Also, it aims at identifying some study variables like (gender, academic achievement, place of residence and family income). For achieving the study purpose, a questionnaire consists of 50 items has been developed, distributed among 400 students out of 1952 of ninth basic grade which are the study community . Only 352 students (88.0% ) from the study sample which consists 20.0% out of the study community responds on the study tool which was gathered, codified, entered the computer and statically processed by using the Statistical Package of the Social Science (SPSS). The study results showed a medium response on the ability of arts and crafts curriculum on the development of creative abilities of ninth basic grade students from students point of view in Qalqilia District. Also, the study results showed that there are significant differences at ( α=0.05) level among the responses means about the ability of arts and crafts curriculum on the development of creative abilities of ninth basic grade students from students point of view in Qalqilia District due to the variables of gender and academic achievement for the females and for ( 85-100). On the other hand, there are no significant differences at ( α=0.05) level among the responses means about the ability of arts and crafts curriculum on the development of creative abilities of ninth basic grade students from students point of view in Qalqilia District due to the variables of place of residence and family income. According to the study results, several recommendations have been suggested, included the necessity for developing the teachers' abilities throughout the workshops and sessions and developing the ability of curriculum for enhancing the ninth grade students' creative abilities, involving new strategies of teaching and improvement of the logistical environment accompanied to implement the lesson. Key words: Arts and crafts curriculum, Creative abilities, Ninth grade students, Art curriculum abilities.
The Acquisition of Educational Technology and State of Its Utilization In Their Teaching by Basic School Arabic Teachers on the Northern Governates of Palestine
(2003) Haneen M. Abdel Jalil; Prof. Jawdat A. Saadeh
This study aimed at identifying basic school Arabic teachers' acquisition of educational teleology and state of its use in their actual classroom teaching in the Northern Governorates of Palestine. To this end, the study raised the following five questions: 1. What is the degree of public and UNRWA school Arabic teachers' acquisition of educational technology? 2. What is the role of teacher's, sex, experience, academic qualification, scientific level, education , directorate and governorate in the concept of educational technology? 3. What is the extent of the Arabic teachers' use of teleological resources and strategies in their classroom teaching? 4. What is the role of sex, experience, academic degree, scientific level and education directorate in the subjects, utilization of technological resources and strategies? 5. Is there a relationship between teachers' acquisition of educational technology and their employment of teleological resources and strategies? To answer these questions and test the study hypotheses, the researcher administered a questionnaire to the study sample of 386 male teachers and 30 I female teachers at public schools and 53 male teachers and 58 female teachers at UNRWA schools. They were all teaching during the second semester of scholastic year 2000/2001. To ensure the validity of the questionJ1aire, the researcher presented it to a jury in the field . the reliability of the study was calculate and it was 0.88. The researcher used the descriptive survey method, the arithmetic means, percentages, frequencies, standard deviations t-test for two in dependent group, and One way ANOVA. to ensure the presence of statistic1lly significant differences, the researcher used Scheffe's test for multiple companions . Findings: After collection an analysis of data, it was found that there was full awareness of the educational teleology concept at the theoretical level. However, there was same misunderstanding of this concept at the application level. Further, it was found that there was a relationship between the clarity of the concept and its effective application on the ground. Also, teachers recognized the importance of using educational technology. In addition, there was a relationship between perception of the educational teleology concept and the importance of using educational teleology in the classroom. The study revealed also the hindrances faci11g the introduction of educational teleology in schools. One of these was the insufficient training of teachers on the use of educational teleology practically. As an integrated strategy,the exploitation of educational teleology by school teachers was still meaL7Te. iv1oreover, educational technology use is still restricted to school broadcasting station, drawing, lecturing and presentation of materials. School Arabic teachers who had less than five years of experience had the desire to employ educational technology in the teaching of Arabic. Pe1tainjng to statistically significant differences, the study revealed the following: no statistically sit,'1lificant differences, at α = 0.05, were found in the degree of school Arabic teacher's acquisition of the educational technology concept which may be attributed to sex variable; recommends introduction of educational technology in schools. finally, the researcher recommends conducting an empirical study on control and experimental groups to find out t!:e importance of using educational technology in schools.
Analysis of the national education books for the low basic grade in the Palestinian curriculum- critical study
(2009) Somayya Shati Youns Hindi; Dr. Salah Yassin; Dr. Ghassan Alhilu
This study aimed at analyzing and criticizing the Palestinian national education books of the four basic grades: (I, II, III, IV) in the light of proposed criteria , and the study focused on answering the following questions: - What are the results of the analysis and criticism of the current national education books of the low abasic grade in Palestine? - What criteria are needed for the books of national education in the low basic grade? - To what extent are these criteria achieved in the books of national education of the low basic grade? - To answer the study questions, the researcher prepared a list of criteria including four aspects as follows: Criteria related to the content of national education Text books , criteria related to content organization , criteria related to ways of presenting the content, and criteria related to exercises ,questions and activities. Reliability coefficient was calculated using Scott equation , it was (.,79 .,83 .,90 .,80) Per book of the textbooks I, II, III and IV, respectively. It was a good rate that meets the purposes of the study ? The study sample consisted of the national education books of the low basic grades I, II, III and IV , parts one and two. The results of the study showed that , the degree of achievement of the overall criteria for all the four aspects and four grades was: the content came first, which achieved a high degree reached (76.3%), then content organization came second ,the degree of achieving the criteria was also high (76.1%), and the activities and questions came in the third place and the degree of achieving the criteria was moderate (65.9). While the way of presenting the content was the fourth and last rank , the degree of achieving the criteria was moderate (54.4%). The results of the study also showed that the degree of achievement of the overall criteria for all aspects of the first basic grade was moderate (65.5%), and the second basic grade was also moderate (68.8%), as well as the third grade was moderate (68.5%), and the fourth basic grade also came moderate (69.7%). The overall degree of achieving the criteria for all combined grades was moderate (68.3%). On the light of the these results, the researcher put a set of recommendations, including: The book needs to contain general and private objectives and a list of the references adopted by the researcher and another related to pupil and teacher, and the need to increase attention to the psychological foundations in building the curriculum, and to encourage pupils to research and external reading, as well as the book need to contain activities and questions that develop the pupil's thought and creativity, and the book need to be prepared through a list of criteria reached by the current research, and to increase the base of participation in the writing of Text books.
Analyzing English Textbook Questions for The Elementary English Grade in Palestine Based On Bloom's Taxonomy of Educational Goals At its Cognitive Domain
(2001) Fatima M. Alul; Dr. Fawaz Aqel; Prof.Jawdat Ahmad Saadeh
As Higher level cognitive tasks are reflected in the kinds of questions presented to students in their textbooks (Franklin, 1981), this study has been directed to evaluate the instructional. questions , in the Eighth Grade English Textbooks used in Palestine during the academic year 1999-2000 via Bloom's Taxonomy, to find out to whicl1 degree it developed higher thinking skills. it Bloom's Taxonomy divides the way people learn into three major domains. These are effective, psychomotor and the-cognitive domains. The cognitive domain is further divided into categories or levels. These are arranged in a hierarchically ordered classification system, starting from knowledge and comprehension (as lower level categories) to application, analysis, synthesis and evaluation (as higher level categories)(Bloom, 1956). This study is the first in the field of TEFL to be conducted at a Palestinian university (to the best of knowledge of the researcher). In addition to this, its importance comes from being an assessment of the educational role of a textbook in improving the higher thinking skills of the students. Questions presented in the student textbook, workbook and the stories were analyzed and compared according to Bloom's Taxonomy method. An analysis sheet was prepared for this purpose , Key words, cited in appendix 2, were used as criteria in the classification of the questions according to the requested taxonomy. Number of questions, per each cognitive level, was computed. Lower and higher level question groups were calculated. Frequencies and percentages were tabulated and represented by bar graphs to facilitate the analysis of the results. The results of the study revealed that there was still a preponderance of lower level questions in the studied textbooks. The researcher recommended that more studies be conducted on English Petra textbooks for the other grades. She also recommended that the Palestinian curriculum designers improve their questioning techniques in the new Palestinian curricula.
Arabic Language Teachers' Evaluation Methodes Basic Cycle Students at UNRWA Schools in Nablus Educational District
(2003) Ruqaya A. Hinno; Prof. Jawdat A. Sa'adeh
This study aimed at investigating the Arabic teachers' evaluation methods of Basic school students. The study also sought to find out the effect of several variables on the teachers' exploitation of these methods. To this end, the study raised two questions: To what extent do Arabic teachers use the methods of evaluation of their students (5-9th grades) at UNRWA schools in Nablus educational district? Do Arabic teachers' methods of evaluation of their basic graders differ according to the variables of sex, academic qualification, years or teaching experience, class size, and grades taught by the teachers? To answer the questions of the study, the researcher developed a questionnaire of 81 items distributed among seven domains. To check its reliability, the questionnaire was reviewed by a jury of specialists. The validity of the instrument was calculated by using Cronback Alpha equation. And it was 0.93. The questionnaire then was administered to the target population: All Arabic language teachers of the 5th-9 th grades at UNRWA schools. The subjects of the study were 114 teachers or both sexes distributed among UNR\VA schools in Nablus education al district. These schools were in Jenin, Nablus, Tulkarm and Qalqi lya. And because the study covered all the population of the study, the researcher used the descriptive statistics instead of inferential statistics. For the analysis of the study findings, the researcher used the SPSS, the arithmetic means, the standard deviations and percentages. The study revealed number or findings. One is that the method of oral and aural tests received/ had the highest arithmetic means: 4.24 out of 5; the percentage was 84.8%. This was followed by the method of composition and speed tests: 3.79 degrees; the percentage was 75.8%. Method of dictation, handwriting and syntax tests came third: 3.72 degrees; the percentage amounted to 74.4% The method of research, homework assignments, outside class language activities came fourth: 3.54; the percentage was 70.8%. This was followed by the method of poor evaluation, cooperative evaluation, and self-evaluation: 3.48 degrees; the percentages was 69.0 Methods or group discussion, classroom participation and teachers' remarks came before the last domain. Extent of its use was 3 .42; its percentage was 68.4<%. The method of written tests, essay, objective and standardized, had the lowest arithmetic means in terms of their use: 3 .12; its percentage amounted to 62.4%. Second, the study revealed that the arithmetic means among teachers' degree of use were close on the variable of sex, academic qualification, class size and grades taught by teacher. The results also showed that the arithmetic means, on degrees of use or methods of evaluation, were higher among female teachers clue to the sex variable. The arithmetic means, on degrees of use, were higher among teachers holding a bachelor's degree in comparison with diploma holders (academic qualification variable). On degrees or use, arithmetic means were higher among teachers of classes of 20-40 students than among teachers of classes which had more than 40 students. On degrees of use. the arithmetic means were higher among teachers of junior stage than among teachers of junior high stage (grades taught by teacher). Pertaining to years of teaching experience variable, it was found that the arithmetic means were the highest among teachers who had less than five years of experience, followed by those who had 6-1 0 years of experience and those who had more than ten years of experience. In the light of these findings, the researcher recommends holding training programs on evaluation to follow up teachers of both sexes to improve their methods of language evaluation. The researcher also recommends that Arabic language supervisors, UNRWA 's Department of Education, in Nablus area, give insight to Arabic teachers with long experience concerning the importance of modern evaluation methods. In addition, the researcher recommends establishment or a bank or questions for all various branches of Arabic taught in the primary stage and making active use of them.
Attitudes of the Academic Supervisors at Al-Quds Open University Towards the Educational Uses of the Internet
(2005) Majdi 'Mohammad Rasheed' Helmi Hinnawi; Dr. Mahmoud Al-Shakhsheer
This study aimed at investigating the attitudes of the academic supervisors at Al-Quds Open University in Palestine towards the uses of the NET in education as well as investigating the effect of some variables on these attitudes Furthermore, the study aimed at indicating the most powerful domains mentioned in the questionnaire that can successfully predict the measurements of the attitudes The population of the study consisted of (1348)male and female supervisors while the sample of the study consisted of (360) male and female supervisors chosen randomly to represent (27%) of the target population. The researcher designed a questionnaire which was given to a committee of 13 referees specialized in the field who are working at ANNajah University and AL-Quds Open University in order to test its validity. Furthermore the questionnaire reliability was calculated and it was (0.92).Having conducted the study, the researcher was able to collect the required data which have been analyzed using different methods of statistical design based (SPSS) design including percentages, frequencies, the means, standard deviations, Independent –t-test, One Way Anova, LSD, Regression as well as Cronbach Alpha Formula. The results of the analysis indicated the following: 1. The attitudes of the academic supervisors towards the uses of the NET at AL-Quds Open University were totally positive among all domains and with regard to the whole degree of attitudes. 2. The results indicated that the domain of curricula design and teaching methods was the most powerful domain to predict the appropriate measurements of supervisors ' attitudes towards using the net at Al-Quds Open University. 3. There are significant differences at (α=0.05 ) regarding the attitudes of the supervisors towards the uses of the NET due to the following variables: the academic program, frequent use of the NET, degree of mastering the NET skills, availability of a computer set connected to the NET at office and the availability of a computer set connected to the NET at home. 4. There are no significant differences at (α=0.05) regarding the attitudes of the supervisors towards the uses of the NET that can be attributed to the variables of: sex, professional status, academic qualification, age, and years of experience. In the light of the results of the study, the researcher suggested the following recommendations: 1. Suggesting the application of (TCDL ) program at QOU. 2. Organizing educational sessions and trainings that aim at developing curriculum and methods of teaching particularly through the use of the NET and other applications of the computer. 3. Reducing the price of using the NET at home for the academic supervisors.
Attitudes of Teachers, Supervisors of Islamic Education and Parents towards physical Punishment at schools in Palestine
(2003) Bassam yousif Abdulwhid Utair; Dr. Shehadeh M. Abdo
This study aimed to know the attitudes of teachers, supervisors of the Islamic Education at schools in Palestine and parents towards physical punishment. To achieve that two questioners were prepared by the researcher and the supervisor. After ensuring the validity and the realiabity of each questioner, they were distributed and collected by the researcher. Then they were statically treated using SPSS (statistic Packages Science for Social). The specimen included (596) teachers, (17) supervisors and (883) parent). The study tried to answer the following questions: - What is the degree of the attitudes of the teachers of the Islamic education at schools, in Palestine towards Physical punishment? - What is the degree of the attitude, of the supervisors of the Islamic education at schools in Palestine towards physical punishment? - What is the degree of the attitude, of the parent, towards physical punishment at schools in Palestine? The researcher used the lnd.T.Tcst, ANOVA, Pecrson Correlation factor, and Tokey. The results of the study were are the following: - The teachers degree towards physical punishment was high (71%). - The supervisors degree of attitudes forwards physical punishment was medium (69%). - The parents' degree of attitudes towards physical punishment was medium (65%). The results of the study showed that: there was no statistic differences concerning (0.05 = α) in the attitudes of the teachers of the Islamic education at schools in Palestine towards physical punishment and the variables: sex, age, scientific level, educational level, experience, tl1e supervising authority, the geographical location of the school, the marital status, the learning stage, the sex of the school, the delivery ordering, the number of the family's members (sisters and brothers), the number of the family's children, and the monthly income. - The study showed there was no statistic differences concerning (0.05=<1) in the attitudes of the parents towards physical punishment at school in Palestine and the variables: the number of the brothers and sisters, the monthly income, the delivery ordering orderly the profession, the scientific level, the sex of the school, the geographical location of the school, the experience. The marital status, and the learning stage. - There was statistic differences between the parents attitudes towards physical punishment and the variables, the number of the family's member and supervising authority. The study recommended the following: - To perform more survial studies to know the attitudes of the teachers and the supervisors of the different subjects and parents towards physical punishment, in Palestine and Arab world. - To follow the methods of encouragement and punishment depending on Psychological, educational and scientific methods as isolation. - To realize the ends of over using of physical punishment, psychologically, and physically especially if it doesn't agree with what Islam says. - To appoly the rules of religion, psychological educational guiding at Palestinian schools. - To decrease the number of students in the class. - To quality the teachers administrate and laconically. - To cooperate regularly and continuously between the schools the house to adjust the students behavior.
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.
Christian Education Curriculum Evaluation from Basic Stage Teacher's Perspective in West Bank & Jerusalem Schools
(2015) Dema Butros Khoury Diab; Dr. Soheil Salha
This study aimed at evaluating Christian Education curriculum in West Bank & Jerusalem schools from Basic Stage teacher's perspective who have taught the Christian religious education to first basic stage and it's relation with the variables of Gender, educational qualification, the type of specialization, school and the number of training courses attended by the teacher. The teachers number is (65) teachers. The researcher used a questionnaire composed of (142) items distributed on (7) domains and researcher achieved the validity through a panel of judges. The reliability coefficient for the questionnaire was (0.977) using Cronbach's alpha. The study tried to achieve its goals by answering the following questions: 1. What the degree of evaluating Christian religious education of first basic stage from teachers' perspective in the West Bank and Jerusalem schools? 2. Does the degree of evaluating Christian religious education deffer according from teachers' points of view to the variables of sex, academic qualifications, the type of specialization, type of school, and the number of training courses? 3. What the opinions of the national team and staff in the curriculum of Christian religious education? After using the suitable statistical treatments, The results showed that the degree of evaluating the curriculum of Christian religious education of first basic phase from the points of view of teachers in the West Bank and Jerusalem schools was high with a mean (3.94) as a percentage of (78.8%). The study domains were as follows: the domain of teacher (the religious educator) ranked first with a mean was (4.35). In the second rank came the domain of curriculum and the student with mean (4.03). The third rank was came the domain of methods and means and activities with a mean (4.02), the domain of external shape and artistic design of books ranked fourth with mean (3.94), the domain of goals ranked fifth with mean (3.91), the domain of evaluation ranked sixth with mean (3.79). The seventh place was for the domain of content that achieved mean (3.55). The results showed that there were no statistically significant differences at (α = 0.05) due to variables of sex, educational qualification, type of school, and specialization. The results showed that there are statistically significant differences at (α = 0.05) due to the variable training courses attended by teachers, in favor of training workshops (3-6). The interview results showed that non-interference of curriculum center in participating with the authors, as well as the lack of education specialists and non-specialists to involve teachers to teach Christian religious education in the curriculum authored. The ministry does not take responsibility for the curriculum like the rest of the other curricula and leave it to the Secretariat for Christian schools. The researcher recommended several recommendations was notably: a review of the curriculum for Christian religious education and development, and caring about to a review of educational goals because of its importance in maintaining the Christian entity in Palestine, the need to speed up the adjustment and the development of Christian religious education content, the involvement of teachers in the development of curriculum for Christian religious education.
Common Errors in arabic Language Loud Reading made by Students of the Fourth Basic Grade in Government schools in Nablus City
(2003) Iyad Yahya Abdul-Qader Bqeilah; Dr. Mahmoud Al-Shakhsheir
This study aimed to answer the following questions: 1. What are the common errors in Arabic Language Loud Reading made by students of the fourth basic grade in government schools in Nabl us city? 2. What are the reasons, which cause students in the fourth basic grade in government schools in Nablus city to fall in such errors in Arabic language loud Reading from the teachers' point of view? 3.What are the suggested solutions to overcome or remedy such errors in Arabic language loud Reading made by students in the fourth basic grade in government schools in Nablus city? The study also aimed to examine the following null hypotheses: 1. Most common errors in Arabic Language Loud Reading made by students in the fourth basic grade in government schools in Nablus city seen in genitive construction, deletion and apposition. 2. There are no significant differences on the standard of (α = 0.05) causing students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to students' gender? 3. There are no significant differences on the standard of (α= 0.05 ) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' gender? 4. There are no significant differences on the standard of(α = 0.05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' experience? 5. There are no significant differences on the standard of (α = 0 .05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' academic qualification? To answer the questions and hypotheses raised by this study; the researcher made the following steps: - Preparing a theoretical framework of the study, which included the most important topics about loud reading concerning aspects of weaknesses in Arabic Language Loud Reading. - Adopting and modifying Hassan Shata's test in Arabic Language Loud Reading for the year 1981, in order to match with the Palestinian educational environment and confirming again its validity as well as its reliability by passing it to a jury specialized in this field. - The researcher had specified a set of seven errors in Arabic Language Loud Reading as follows: deletion, genitive construction, apposition, repetition, wrong stop before the end of the sentence, mispronunciation of words final vowelization mispronunciation of the word's morphology. - Designing a questionnaire for teacher’s to Specify reasons, which cause students to fall in these errors in Arabic Language Loud Reading and to find suggestions and solutions to avoid them. The sample of the study consisted of (3 I 1) students from male and female schools, representing 10% of the total population of the study, which mounted to (2951 ) students (males and females). Regarding teachers sample, (42) teachers (male and female) was taken, representing(50%) of the total population of the study for the school year 2002/2003 The results of the study come to rejected the first,the second, and the third hypotheses; while, on the other hand, to accept the fourth and the fifth hypotheses. The study resumed with the many recommendations directed to teachers, Ministry of Education as well as educators planning Arabic language curriculum.
Comparative Study between Mathematics Curriculum in Jordan, Egypt, and Palestine for the Elementary Ninth Grade
(2008) Mahmoud Mohammed Al Iady; Dr. SallahYaseen
This study aims at conducting a comparison between mathematics textbooks in elementary ninth grade that’s applied in Palestine and that is of Jordan and Egypt through discussing the following: 1- The variance of mathematical topics represented by each curriculum according to country. 2- The educational objectives that is being measured for the ninth elementary grade in (Palestine, Jordan, and Egypt). 3- The variance in the level of the education objectives that is measured for the elementary ninth grade according to Bloom scale. In order to achieve the study objectives, content analysis is used to compare and contrast the three mathematics curriculum applied in Jordan, Egypt and Palestine; the following results were found: - Two matching units out five were found; that is 40% (5:2) between Jordanian and Palestinian mathematics textbooks, the same result is found in Jordanian and Egyptian mathematical textbooks. While there is one matching units between Egyptian and Palestinian mathematical curriculum out of five units, in a percentage of (20%). - there is a significant variance in educational objectives rates in mathematical topics presented in the Jordanian , Egyptian, and Palestinian mathematics curriculums, the study found that comprehension level is higher in the Jordanian curriculums, on the other hand, analysis level is the highest in the Egyptian textbook than that of the Jordanian and Palestinian textbooks. - there is a significant agreement in the educational objectives rates for in mathematical topics presented in ninth grade textbooks in the level of structure and it was higher in both Jordanian and Palestinians textbooks while it was absent in the Egyptian curriculum. - there was an obvious shortage of educational objectives levels in mathematical topics presented in the ninth grade text books of Jordan, Egypt, and Palestine in the levels of (analysis, structure, and evaluation( while it is higher in the Palestinian textbook. On the light of these study findings, the researcher made the following recommendations: The necessity of preparing a teacher guide for the new Palestinian mathematics textbook that present teaching methods and educational activities, moreover; the guide should include the solution for the textbook exercises. In addition, there should be a merger between theory and application in the mathematical curriculum through presenting daily life example and a connection between other fields like science, social sciences, languages, and Islamic study.etc. - Conducting training courses and workshops for mathematics teachers that discuss the pros and cons of the new mathematics curriculum and the degree of achievements of the educational objectives. Finally, the researcher recommends the necessity of encouraging teacher to apply computerized lessons in the new Palestinian textbooks.
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).
Content Analysis of National Education School Textbooks for fifth, sixth and seventh Grades, and it’s evaluation from the point of view of Teacher's in the Northern Governorates in the West Bank
(2009) Moath Nazmi Basheer; Dr. Ali Habayeb
This study aimed to analyze the content of the textbooks of National Education and its evaluation for fifth, Sixth and Seventh grades, from males and females teachers point of view in the Governates of North of West Bank, in addition to know the effect of (gender, teacher qualification, years of experience, grade and times of teaching the subject) on the evaluation of the textbooks. To achieve the goal of the study, National Education textbooks were analyzed for these grades. Data were collected through a questionnaire, after testing it’s reliability and validity. After distributing the questionnaire to a stratified random sample, data were analyzed using the statistical package for Social Sciences (SPSS). The study population consists of all teachers of National Education in the districts of north of West Bank, which is equal to (819) teachers. The sample consisted of (246) teachers, which approximately (30%) of the population of the study. The results are First: The degree of evaluation of teachers for the textbooks of National Education on fifth, sixth and seventh grades in the districts of north of West Bank in all domains, has brought an average of (4.10) and a standard deviation (0.44) and percentage (82.0). Second: the degree of matching the standards for all classes was (70.4%), and it is a degree high, and the results on the content of all grades, came with a high degree (74.1%), and it was rank in the first place. Results concerning the activities and questions were (70.5) and came in second place. With regard to the degree of organizing the content was (67.4%), and came in third place. The results on display the content, received a score of (56.2%) , and came in fourth place. Third: There are no statistically significant differences at (α = 0,05) in the degree of evaluation National Education textbooks books of the fifth, sixth and seventh grades in the districts of the north of West Bank due to sex, qualification, the class, and teaching the subject, While there are differences due to experience variable. Based on the findings of the study, the researcher recommended the following: 1. Need to re-enrich the textbooks of National Education, with regard to the existence of a list of educational objectives for each unit. 2. Include appropriate summaries of the main ideas of each unit of National Education textbooks. 3. The need to start each unit with an introduction, objectives and definitions. 4. The inclusion of open-response questions within the lessons of National Education.
The Current Thinking Styles and it's Relationship between Psychology of Optimism, Pessimism for Second Secondary School Students in Jenin Governorate
(2008) Nawaal Khalid Hassan Nassrallah; Dr. Abed Assaf; Dr. Salah Yasin
This study aims at recognize the relationship between - current thinking styles and psychology of optimism, pessimism of second secondary school students in Jenin governorate, moreover. To achieve study objectives, the researcher selected a sample of second secondary students in Jenin governorate, a (281) student (female and male) with a percent of (9.4%) of the original society. The sample was selected by the stratified random method .For the purpose of the study, the researcher used two questionnaires; Harrison & Barsson questionnaire for thinking styles, and Seaman optimism and pessimism questionnaire. The study adopted and tested the validity of null hypothesis: -Current Thinking Styles is (Synthesis Thinking, Idealistic Thinking Pragmatic Thinking, Analytic Thinking Analytic Thinking).and There are relation on the level (α=0.05) between current thinking styles and psychology of optimism, pessimism for second secondary school students in Jenin governorate. The study data was collected and analyzed, the following results were found. -The rang of the Optimism, Pessimism for Second Secondary School Students in Jenin Governorate is(21.231) and this is Pessimism behavior . -There are differences statistically significant on the level (α=0.05) between current thinking styles and psychology of optimism, pessimism for second secondary school students in Jenin governorate; and to know the most common thinking style, Sidak post Hoc test was used. - There are no differences on the level (α=0.05) between current thinking styles used by second secondary school students in Jenin governorate; due to the variable of gender. - There are no differences on the level (α=0.05) between current thinking styles used by second secondary school students in Jenin governorate; due to the variable of gender. - There are no differences on the level (α=0.05) between current thinking styles used by second secondary school students in Jenin governorate; due to the variable of place of accommodation. - There are no differences the level (α=0.05) between current thinking styles used by second secondary school students in Jenin governorate; due to the variable of due to student major( literary, scientific). - There are no the level (α=0.05) between current thinking styles used by second secondary school students in Jenin governorate; due to the variable of score in first secondary classes. There are no differences the level (α=0.05) between means of student responses on psychology of optimism, pessimism questionnaire due to the variable of for gender; differences lean toward males; which means males are more optimistic than females. - There are no differences the level (α=0.05) between means of student responses on psychology of optimism, pessimism questionnaire due to the variable of place of accommodation. - There are no differences on the level (α=0.05) between means of student responses on psychology of optimism, pessimism questionnaire due to the variable of student major (literary, scientific). - There are differences on the level (α=0.05) between means of student responses on psychology of optimism, pessimism questionnaire due to the variable of student score; the differences lean to (69-60), (80-89), and (90 and more), the differences were in favor of (70-79) and (90-and more). - There are no relation on the level (α=0.05) between thinking styles and optimism, pessimism psychology for second secondary students in Jenin governorate.
Defining the training Needs for the Class Teachers of the First Four Classes of the Compulsory Stage in Nablus Educational District
(2001) Fadel A. Abu Al-Roos; Prof. Jawdat A. Sa'adeh
The present study aimed at identifying the training needs of the class teacher in the first four primary classes in the governmental schools of Nablus educational district. The problem of the study was to answer the following main question: What are the training needs for the teachers of the first four classes of the primary stage in the governmental at schools in Nablus educational district as teachers and principals see them? The main question was divided into two sub-questions l. What were the most training needs for the teachers of the four primary classes in the compulsory cycle as viewed by the teachers and principals in the governmental schools in Nablus district? 2. ls there an effect of sex on teachers and principals responses of the training needs for the four primary classes in the govermental schools in Nablus district? 3. Is there an effect of the position on the teachers and principals responses of training needs for the first primary classes in the govemmental schools in Nablus district? 4. Is there an effect of the academic qualifications on the teachers and principals responses of training needs for the first primary classes in the govermental schools in Nablus district? 5. Is there an effect of the teachers experiences and principals training needs for the iirst four primary classes in the govermental schools in Nablus district? 6. Is there a significant difference at the level ( 0.05) in the field of training needs in the govermental schools in Nablus district ? The study was conducted on (436) objects on a sample of teachers and principals working in (127) school in Nablus educational district during the second semester of the scholastic year (1999-2000). For answering the question and testing the hypotheses the researcher prepared a tive-domain questionnaire of (65) items. The questionnaire was given to a group ofjuries referees in order to insure the validity and the reliability of the questionnaire which was (97%) for teachers and (98%) for principals. The researcher used a survey method and used the means percentages, frequencies, standard deviations, the "t" independent test for two independent groups, the One way ANOVA, and the (LSD). After the study was implemented results showed that there were (51) important training needs and the most ten important items were as follows: • Training on refreshing and improving the teachers knowledge. • Training on the demand of the surrounding environment and its usage in the teaching process. • Training on the suitable ways of treating slow, learners. • Training on planning scientific activities related to the subjects of the text books. • Training on a suitable scientific methods for teaching math. • Training on making and developing classroom and non-classroom activities. • Training on suitable ways of treating good learners. • Training on self-evaluation for knowing the effectiveness of the teaching methods used. • Training on different kinds of types of writing for the purpose of teaching students. • Training on correlating the national heritage with the different subjects. The major results of the study were as follows: l- There was no significant difference at the level of (0.5) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district, due to the gender variable. 2 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district on three domains (training on planning process, training on conducting and training on different evaluation procedures) , due to the occupational level variable. 2 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes the govermental schools in Nablus educational district in the following domains (training on developing of teachers knowledge and skills, training on class control and discipline) due to the organizational level variable). 3 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district in the first, the second and the fifth domains (training on planning process, training on conducting, and training on different evaluation procedures) , due to the qualification variable. 3 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes of the govermental schools in Nablus educational district in the third and the fourth domains (training on developing of teachers knowledge and skills, training on class control and discipline ) in favor of qualification (diploma upwards). 4- There was no significant difference at the level of (0.05) in the teachers and principals opinions in training needs for the first four classes in the governmental schools in Nablus educational district, due to years of experience variable. 5- There was significant differences at the level of (0.05) in the training needs concerning teachers and principals due to the differences between domains. The differences were as follows: • There were significant differences between the training dominion the planning process and the domain of training on knowledge and skills of the teacher, in favor ofthe training domain of knowledge and skills. This means that training needs in the planning process need less in the planning process than any other domain. • There were significant differences between the conducting process domain and the training on developing teachers knowledge and skills, in favor ofthe second variable. • There were significant differences between the domain of training on developing knowledge and skills and the domain of training on class control and dicipline, in favor of the first domain. • There were significant differences between the domain of training on developing teachers knowledge and skills and the domain of training on various evaluation procedures, in favor of the first domain. In the light of the previous results, the researcher presented some recommendations. Training programs should be derived from teacher’s needs, especially in the domain of developing the teacher’s knowledge and skills so as to achieve high degree of effectiveness. The researcher then recommended that similar studies should be conducted in this domain on the same area in other educational districts of the country or other areas Bom different specializations in order to enrich the subject matter in this domain.
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.
The Degree of Readiness of An-Najah National University teachers in using Moodle in the teaching process according to Technological Pedagogical Content Knowledge Framework
(2014) Rana Hashim Saadi; Dr . Ali Zuhdi shaqour
The aim of this study was to measure the degree of readiness of An- Najah National University teachers to use the Learning Management System ,Moodle with reference to Technological Pedagogical Content Knowledge Framework, TPACK. The variables of the study were sex , Type of faculty, age, and number of courses that the teacher used the Moodle(. The study adopted descriptive methods using a questionnaire as a tool to collect data. This questionnaire was designed depending on five similar questionnaires dealing with TPACK framework. a confirmatory factor analysis Cronbach Alpha coefficient were used to asure the stability of the questionnaire . The population of study consisted of all teachers at An- Najah National University who used Moodle in teaching,(189 ) teachers ,with a sample of 95 teachers selected using the stratified random way, according to sex and Type of faculty. The data was collected and analyzed using the Statistical packages of Social Sciences, SPSS. Among the findings of the study ; the level of Technological Knowledge (TK), The Pedagogical knowledge (PK), and The Content knowledge (CK) were very high, while the level of Technological Pedagogical Knowledge (TPK) was high , and the level of the technological Pedagogical Content Knowledge(TPCK) was medium .And there was no statistically significant differences between the averages level of TPACK of teachers due to the variables (experience, sex).While there was statistically significant differences between averages of Technological Knowledge due to the variable (age ) in favor of young ages , but there was statistically significant differences between averages of Technological Knowledge to the variable (Type of faculty ) in favor of the humanities faculties . The study concluded several recommendations among them: the necessity of providing teachers with sufficient support like Technical training, and intensifying their qualification programs especially for teachers of Scientific specialty.
The Difficulties that Limit the Efficiency of homework foe sixth, Seventh and Eighth Grades Pupils of the Basic Phase at the Governmental Schools in the District of Nablus from the Viewpoint of Teachers and Pupils
(2002) Ali Kamal Mohammad Abu Ali; Prof. Jawdat A. Saadeh
The present study aimed at identifying the difficulties that limit the efficiency of homework for sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils, The problem of the study was identified by the following questions: 1- What are the most important difficulties that limit the homework efficiency of sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the district of Nablus from the viewpoint of teachers and pupils?. From this question, the following sub-questions were extracted. 2- Does the awareness of the difficulties that limit the efficiency of homework form sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the job variable? 3- Does the awareness of the difficulties that limit the efficiency of homework form sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the sex variable? 4- Does the awareness of the difficulties that limit the efficiency of homework form sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the pupil’s study level variable? 5- Does the awareness of the difficulties that limit the efficiency of homework form sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the teachers academic qualifications variable? 6- Does the awareness of the difficulties that limit the efficiency of homework form sixth, seventh and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the residence variable? 7- Are there significant differences at (ct = 0,05) between the fields of difficulties that limit the efficiency of homework for sixth, and eighth grades pupils of the basic phase at the governmental schools in the District of Nablus from the viewpoint of teachers and pupils differ according to the District of Nablus for either teachers or pupils? To answer the previous questions and to test the subsequent hypotheses, the researcher applied the study instrument on the study sample of teachers and pupils that consisted of 200 male and female teachers representing (25%) of the total original study population and (l060) male and female pupils representing (10%) of the original study population at the governmental schools of the District of Nablus during the second semester of the scholastic year 2000/2001. The study instrument was used after finding out its validity by distributing it to a group of jury and by calculation its reliability which reached (0.92) for teachers and (0.94) for pupils. The researcher used the suitable statistical approaches to analyze the results of the study. The findings of the study showed that the most important difficulties that limit the effectiveness of homework from the viewpoint of teachers and pupils were: 1- Difficulties facing the Pupil: they include the following: a) Weakness of the pupil in organizing and managing his time has a negative effect on doing his homework. b) The pupil prefers to study the subject matter for the examination rather than doing his homework which results in his weakness in doing it. 2- Difficulties facing the teacher: they include the following: a) Teachers do not give precise instructions to the pupils of how to do homework which results in the pupil’s lack of interest in doing it. b) The teacher’s dependence on one method that lacks research and motivation while preparing and following up homework causes boredom for the pupils and hinders them from doing it. 3- Difficulties in homework's: they include the following: a) The length of the homework causes difficulties for the pupil to do lt. b) The pupil finds difficulties when he is doing his homework, due to is difficulty. 4- Difficulties in curricula: they include the following: a) The textbook lacks support in providing different types of homework and so the pupil lacks interest in doing it. b) The weakness of school curricula in satisfying the pupil’s needs and interests that weakens the pupil’s interest in doing his homework. 5- Difficulties in the school’s conditions and regulations: they include the following: a) Rarity of having grades for homework which reduces interest lI1 doing homework. b) The long school day exhausts the pupil and hinders doing his homework as perfectly as possible. 6- Difficulties of the family and local community: a) Lack of the family’s awareness of the importance of homework affects negatively on doing it. b) The economical problems facing the family effect negatively the aims of doing homewor Findings: the study showed the following results: 1- There are significant differences at the level of (α = 0.05) between teachers and pupils at the degree of perceiving the difficulties of all the aspects of the study and the total degree in favor of teachers. 2- There are significant differences at the level of (α = 0.05) between teachers and pupils at the degree of perceiving the difficulties of all the aspects of the study and the total degree due to the sex variable. 3- There are significant differences at the level of (α = 0.05) between male and female pupils at the fields of (homework, school curricula, family, and local community) in favor of female teachers. However, there are no differences between them at the rest of the fields. 4- There are significant differences at the level of (α = 0.05) between pupils due to study level in favor of the higher grade (eighth grade) at the total degree of all the fields. 5- There are significant differences at the level of (α = 0.05) between teachers due to the variable of residence. 6- There are significant differences at the level of (α = 0.05) between the city and the village for the pupils at the fields of family and local community in favor of the city. There are no differences between them at the rest of the fields. 7- There are significant differences at the level of (α = 0.05) between the Helds for the teachers and pupils. The order of fields according to awareness of difficulties was as follows: For teachers: school curricula, school conditions and regulations, teacher, homework, family and local community, and pupil. For pupils: family and local community, pupil, school conditions and regulations, teacher, homework and school curricula. In accordance with the findings of the study, the researcher provided recommendations regarding the six fields of the study (pupil, teacher, homework, school curricula, school conditions and regulations, and the family and local community) such as educating students skills for organizing and investing their time in an effective way. Teachers also should give more attention to the planning and organizing homework's, and should make general guidelines for the policy of doing homework's.
The Directions of UNRWA’S Teachers in Nablus Reigon for Using the Drama in Teaching
(2005) Ali 'Mohammad Fathi' Ahmmad Nada; Dr. Ghassan Al-Hello; Dr. Salah Yassin
This study aimed to clarify the directions of the teachers of the UNRWA in Nablus region for using the drama in teaching and also aimed to clarify the variables and its role like gender , scientific qualifications , s ecialisw , experience and study grade. The community of this study is (949) teachers (males and females) and a stratified sample of them was chosen randomly. This sample consists of (285) teachers and its about (30%) of the study community . The researcher designed a questionnaire which was given to twelve experts for judgment . These experts works for several educational institutions like AL-Najah National University, AL-Quds open University and Educational Department in the UNRWA. The purpose for judgment was credibility of the study. The stability factor for this study was (0,81),and after the study had been made the dates had been collected ,the statistical packages of social science (SPSS)was used and this includes the reparations,, percentages and the averages in addition to serval tests like Independent –t, test, One Way Anova, Manova test , LSD test and stability factor (kronabak Alfa) . The study concludes the following: 1. The teachers ‘directions in UNRWA in Nablus region for using dram in teaching were positive at all sides. 2. The study shows that the teacher’s understanding of the effects of drama in teaching Was on the first stage and nearly about 84,6% . 3. The study referred to significant statistical differences at ( α = 0,05) level of the directions of UNRWA’s teachers in Nablus region on the use of drama in teaching because of the experience variable. 4. The study referred that is no significant statistical differences at (α = 0,05) level of the directions of UNRWA’s teachers in Nablus region on the use of drama in teaching because of the sex variable ,scientific qualification ,specializing and study grade . 5. The study referred that there is a reactions at (α= 0.05) level in the directions of UNRWA’S Teachers in Nablus region for using the drama in teaching between gender on one side and experience and study grade on other side. 6. The study referred that there is no reaction at (α =0.05) level in the UNRWA’s teacher’s directions in Nabus region for using drama in teaching between gender on one side and scientific qualification and specialization on the other side . The Recommendations and suggestions of this study are: - Making lectures for teachers about the importance of drama in teaching. - The curriculum should be dramatized as possible. - Special places in schools and educational institutions should be found to be used by the students in educational drama.
The Educational Effectiveness of the Primary Teacher Preparation Program While in Service from the Teachers Point of View and it Relation with their Attitudes Towards Teaching Profession
(2014) Aman Ghassan Mohammad Dawood; Dr. Ali Habayeb
This study aims at identifying the degree of educational effectiveness which the Teacher Preparation Program has on teachers of the first four primary school stages. It is based on the points of view of the teachers themselves and helps in understanding the relationship between the program and the trends teachers have towards the career of teaching. The researcher applied a descriptive analytical approach in the study. The researcher also included a questionnaire which consists of two main parts and eleven fields. The validity of the questionnaire was confirmed by a group of specialized arbitrators. It was distributed amongst 178 teachers and 118 questionnaires were returned to the researcher giving a final sample of 66.3% of the study population. The data was analyzed using the (SPSS) program. The results showed that the degree of educational effectiveness for the preparation program reached 4.18 in average with a standard deviation of 0.30, mainly in favor of trends for the teaching career. The study proved that gender is an important variable that affected the degree of effectiveness for the teacher preparation program. It affects the trends teachers had towards teaching especially males. A second factor that affects the degree of effectiveness is the years of experience the teacher has in teaching. Those with more than ten year experience gave trends that differ from teachers with experience between 6 to 10 years. Moreover, the marital status also has an influence on the responses of the sample. It is clear that the personal characteristics of the teacher affects his/her trend towards teaching. Another variable is the place of residence giving favor for life in the city. In the light of these variables, the researcher recommends continuous teacher development and a necessary nonstop refinement of the preparation program to suit teachers needs.

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