The Obstacles That he Faces the Student of the Tenth Grade and Theire Teachers in a Learning and the Education of the Computer in Nablus
Date
2005
Authors
Manal Mohammed Hasan Tibi
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study aimed at investigating the problems and difficulties face students and teachers in learning and teaching computer subject in the of 10th grade students in Nablus Governorate schools through answering the
following questions:
1) What were the difficulties and problems face students in learning computer subjects?
2) What were the difficulties and problems face teachers in teaching computer subjects?
3) Were there any differences in the difficulties and problems facing students due to their sex?
4) Were there any differences in the difficulties and problems facing teachers due to their sex?
The sample of study comprised 386 students and 70 teachers of computer.For implementing the study the researcher prepared two questionnaires; one for the students which is consisted from 52 items, and the other for teachers and consisted from 68 items To ensure the constructive validity of the questionnaires, this were judged by adjure ofى experts.Cronbach Alpha reliability coefficient was calculated for students’ sample of 0.90,This study showed most problems that students faced were
in:
1) Equipment’s field:
A: UN upgrading computer specifications.
B: Insufficiency of the adequate number of computers.
2) Curriculum field:
A:The curriculum doesn’t satisfy the developments that happen in its scope.
B:The application of information technology in practical way in daily life.
3) Students field:
A: lack of knowledge of how to end software usingproblems.
B: no time for students extra training.
4) Teachers field:
A: The discouragement and canceling students’ works.
B: Not presenting the computer as an educational method for all subjects.
5) School management:
A: Not using computer labs after school.
B: Not reserving enough specific budget for computer labs.
6) Classroom atmosphere field:
A: large number of students in each class.
B: large number of students in each group.
Most problems and difficulties faced by teachers where in:
1) equipment’s field
A: UN upgrading of computer specifications.
B: In sufficiency of the adequate number of computers.
2) School management
A: The availability of computer sets in schools and not in others.
B: Not using computer labs after school.
3) Curriculum field
A:The computer course neglected of General Secondary Certificate- Tawjihi.
B: The computer curriculum doesn’t upgrade with the developments in the computer areas.
4) Students field
A: No time for students extra training.
B: lack of knowledge of how to end software-using problems.
5) Teacher field
A: Insufficiency of references and periodicals about computer in schools’ libraries.
B: Difficulties of following up students individually.
6) Classroom atmosphere
A: There is no display screen through presenting the computer Lesson.
The study showed that there are differences between students (malefemale) responses and on the questionnaire in general.
The study also showed that there are no differences between the teachers (male-female) responses on every aspect on the questionnaire related to them, but there are differences on the questionnaire it self.
In accordance with the results of the study, the study recommends the following:
1) To save the sufficient number of computers in schools and taking into account the upgrading and the continuous maintenance of them.
2) Modificating school curricula, and syllabuses taking into consideration the students’scientific and experiences background and coping with the update developments.
3) Offering the periodicals and references concerning computer subjects at schools ,encouraging and showing students’ works.
4)Finding ways to support computer labs with necessary aids such as display screen.
5)Encouraging of making researchers and studies related to computer.
ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻌﻠﻡ ﻭﺘﻌﻠﻴﻡ ﻤﺒﺤﺙ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻨﺎﺒﻠﺱ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ: 1) ﻤﺎ ﻫﻲ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺍﻟﺫﻴﻥ ﻴﺩﺭﺴﻭﻥ ﻤﻘﺭﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ . 2) ﻤﺎ ﻫﻲ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻓﻲ ﺘﻌﻠﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ. 3) ﻫل ﺘﺨﺘﻠﻑ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺘﻌﻠﻡ ﺍﻟﺤﺎﺴﻭﺏ ﺒﺎﺨﺘﻼﻑ ﺠﻨﺴﻬﻡ. 4) ﻫل ﺘﺨﺘﻠﻑ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻟﺤﺎﺴﻭﺏ ﺒﺎﺨﺘﻼﻑ ﺠﻨﺴﻬﻡ. ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ (386) ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭ(72) ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ ﻟﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ، ﻭﻟﻐﺎﻴﺎﺕ ﺘﻁﺒﻴﻕ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺈﻋﺩﺍﺩ ﺍﺴﺘﺒﺎﻨﺘﻴﻥ ﺘﺨﺘﺹ ﺇﺤﺩﺍﻫﻤﺎ ﺒﺎﻟﻁﻠﺒﺔ ﻭﺘﺘﻜﻭﻥ ﻤﻥ (52) ﻓﻘﺭﺓ ﻭﺍﻷﺨﺭﻯ ﺘﺨﺘﺹ ﺒﺎﻟﻤﻌﻠﻤﻴﻥ ﻭﺘﺘﻜﻭﻥ ﻤﻥ (67) ﻓﻘﺭﺓ ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﻤﺤﺘﻭﻯ ﺍﻻﺴﺘﺒﺎﻨﺘﻴﻥ ﺘﻡ ﻋﺭﻀﻬﻤﺎ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ، ﻜﻤﺎ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ، ﻻﺴﺘﺒﺎﻨﺔ ﺍﻟﻁﻠﺒﺔ ﺤﻴﺙ ﺒﻠﻎ 0. 90 ﻟﻘﺩ ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺎ ﻴﻠﻲ: ﺍﻜﺜﺭ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻁﻠﺒﺔ ﻜﺎﻨﺕ ﻜﻤﺎ ﻴﻠﻲ :- ﻓﻲ ﻤﺠﺎل ﺍﻷﺠﻬﺯﺓ: ﻋﺩﻡ ﺘﺤﺩﻴﺙ ﺃﺠﻬﺯﺓ ﻤﺨﺘﺒﺭﺍﺕ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻨﻬﺎﺝ: ﻋﺩﻡ ﺘﻠﺒﻴﺔ ﺍﻟﻤﻨﻬﺎﺝ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎﻟﻪ ،ﻋﺩﻡ ﺘﻁﺒﻴﻕ ﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻭﺍﻗﻑ ﻋﻤﻠﻴﺔ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻭﻤﻴﺔ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻁﻠﺒﺔ: ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﻟﻜﻴﻔﻴﺔ ﻤﻌﺎﻟﺠﺔ ﻤﺸﺎﻜل ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ ، ﻋﺩﻡ ﻭﺠﻭﺩ ﻭﻗﺕ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺍﻹﻀﺎﻓﻲ ﻋﻠﻰ ﺠﻬﺎﺯ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻌﻠﻡ: ﻋﺩﻡ ﺇﻅﻬﺎﺭ ﺃﻋﻤﺎل ﺍﻟﻁﻠﺒﺔ ﻭﺘﺸﺠﻴﻌﻬﺎ،ﻋﺩﻡ ﺘﻭﻀﻴﺢ ﺍﻟﺤﺎﺴﻭﺏ ﻜﻭﺴﻴﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻟﻜل ﺍﻟﻤﻭﺍﻀﻴﻊ. ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ: ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﺒﻌﺩ ﺍﻟﺩﻭﺍﻡ ﺍﻟﻤﺩﺭﺴﻲ ،ﻋﺩﻡ ﺘﺨﺼﻴﺹ ﻤﻴﺯﺍﻨﻴﺔ ﻤﺎﻟﻴﺔ ﻜﺎﻓﻴﺔ ﻟﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻜﺒﻘﻴﺔ ﺍﻟﻤﺨﺘﺒﺭﺍﺕ. ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ: ﻜﺜﺭﺓ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﻭﺍﺤﺩ ،ﻜﺜﺭﺓ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻭﺍﺤﺩﺓ. ﻭﺍﻥ ﺍﻜﺜﺭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻜﺎﻨﺕ ﻜﻤﺎ ﻴﻠﻲ: ﻓﻲ ﻤﺠﺎل ﺍﻷﺠﻬﺯﺓ: ﻋﺩﻡ ﺘﺤﺩﻴﺙ ﺃﺠﻬﺯﺓ ﻤﺨﺘﺒﺭﺍﺕ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﻤﺨﺘﺒﺭﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ: ﺘﻭﻓﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻓﻲ ﻤﺩﺍﺭﺱ ﺩﻭﻥ ﺃﺨﺭﻯ ،ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﺒﻌﺩ ﺍﻟﺩﻭﺍﻡ ﺍﻟﻤﺩﺭﺴﻲ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻨﻬﺎﺝ: ﻋﺩﻡ ﺇﺩﺭﺍﺝ ﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ،ﻋﺩﻡ ﺘﻠﺒﻴﺔ ﻤﻨﻬﺎﺝ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎﻟﻪ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻁﻠﺒﺔ: ﻋﺩﻡ ﻭﺠﻭﺩ ﻭﻗﺕ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺍﻹﻀﺎﻓﻲ ﻋﻠﻰ ﺠﻬﺎﺯ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﻟﻜﻴﻔﻴﺔ ﻤﻌﺎﻟﺠﺔ ﻤﺸﺎﻜل ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻌﻠﻡ : ﻋﺩﻡ ﺘﻭﻓﺭ ﻤﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻜﺘﺒﺔ ﺍﻟﻤﺩﺭﺴﺔ ،ﺼﻌﻭﺒﺔ ﻤﺘﺎﺒﻌﺔ ﺍﻟﻁﻠﺒﺔ ﺒﺸﻜل ﻓﺭﺩﻱ ﻋﻠﻰ ﺃﺠﻬﺯﺓ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ: ﻋﺩﻡ ﻭﺠﻭﺩ ﺸﺎﺸﺔ ﺃﻭ ﺁﻟﺔ ﻋﺭﺽ ﺨﻼل ﺸﺭﺡ ﻤﻌﻠﻡ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻴﻭﻀﺢ ﺒﻌﺽ ﺍﻷﻤﻭﺭ. ﻭﻗﺩ ﺒﻴﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ: ﺍﻷﺠﻬﺯﺓ ، ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ، ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ ،ﻭﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ. ﻜﻤﺎ ﺒﻴﻨﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﻋﻠﻰ ﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻬﻡ ، ﻭﻟﻜﻥ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ. ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻭﺼﻲ ﺍﻟﺒﺎﺤﺜﺔ ﺒﻤﺎ ﻴﻠﻲ: 1) ﺘﻭﻓﻴﺭ ﺍﻟﻌﺩﺩ ﺍﻟﻜﺎﻓﻲ ﻤﻥ ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺩﺍﺭﺱ، ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺤﺩﻴﺜﻬﺎ ﻭﺇﺩﺍﻤﺔ ﺼﻴﺎﻨﺘﻬﺎ. 2) ﺘﻌﺩﻴل ﺍﻟﻤﻨﻬﺎﺝ ﻭﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ ﻟﻤﺭﺍﻋﺎﺓ ﺨﻠﻔﻴﺔ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺘﻠﺒﻴﺔ ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎل ﺍﻟﺤﺎﺴﻭﺏ. 3) ﺘﻭﻓﻴﺭ ﺍﻟﻤﺭﺍﺠﻊ ﻭﺍﻟﺩﻭﺭﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻜﺘﺒﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻭ ﺍﻅﻬﺎﺭ ﺃﻋﻤﺎل ﺍﻟﻁﻠﺒﺔ ﻟﺘﺸﺠﻴﻌﻬﺎ. 4) ﺘﺨﺼﻴﺹ ﻤﻴﺯﺍﻨﻴﺔ ﻤﺎﻟﻴﺔ ﻜﺎﻓﻴﺔ ﻟﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻁﻭﺭﻩ 5) ﺘﺸﺠﻴﻊ ﺇﺠﺭﺍﺀ ﺍﻟﺒﺤﻭﺙ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻋﻠﻰ ﻤﺭﺍﺤل ﺘﻌﻠﻴﻤﻴﺔ ﻤﺨﺘﻠﻔﺔ.
ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻌﻠﻡ ﻭﺘﻌﻠﻴﻡ ﻤﺒﺤﺙ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻨﺎﺒﻠﺱ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ: 1) ﻤﺎ ﻫﻲ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺍﻟﺫﻴﻥ ﻴﺩﺭﺴﻭﻥ ﻤﻘﺭﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ . 2) ﻤﺎ ﻫﻲ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻓﻲ ﺘﻌﻠﻴﻡ ﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ. 3) ﻫل ﺘﺨﺘﻠﻑ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺘﻌﻠﻡ ﺍﻟﺤﺎﺴﻭﺏ ﺒﺎﺨﺘﻼﻑ ﺠﻨﺴﻬﻡ. 4) ﻫل ﺘﺨﺘﻠﻑ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻟﺤﺎﺴﻭﺏ ﺒﺎﺨﺘﻼﻑ ﺠﻨﺴﻬﻡ. ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ (386) ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭ(72) ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ ﻟﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ، ﻭﻟﻐﺎﻴﺎﺕ ﺘﻁﺒﻴﻕ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺈﻋﺩﺍﺩ ﺍﺴﺘﺒﺎﻨﺘﻴﻥ ﺘﺨﺘﺹ ﺇﺤﺩﺍﻫﻤﺎ ﺒﺎﻟﻁﻠﺒﺔ ﻭﺘﺘﻜﻭﻥ ﻤﻥ (52) ﻓﻘﺭﺓ ﻭﺍﻷﺨﺭﻯ ﺘﺨﺘﺹ ﺒﺎﻟﻤﻌﻠﻤﻴﻥ ﻭﺘﺘﻜﻭﻥ ﻤﻥ (67) ﻓﻘﺭﺓ ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﻤﺤﺘﻭﻯ ﺍﻻﺴﺘﺒﺎﻨﺘﻴﻥ ﺘﻡ ﻋﺭﻀﻬﻤﺎ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ، ﻜﻤﺎ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ، ﻻﺴﺘﺒﺎﻨﺔ ﺍﻟﻁﻠﺒﺔ ﺤﻴﺙ ﺒﻠﻎ 0. 90 ﻟﻘﺩ ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺎ ﻴﻠﻲ: ﺍﻜﺜﺭ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻁﻠﺒﺔ ﻜﺎﻨﺕ ﻜﻤﺎ ﻴﻠﻲ :- ﻓﻲ ﻤﺠﺎل ﺍﻷﺠﻬﺯﺓ: ﻋﺩﻡ ﺘﺤﺩﻴﺙ ﺃﺠﻬﺯﺓ ﻤﺨﺘﺒﺭﺍﺕ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻨﻬﺎﺝ: ﻋﺩﻡ ﺘﻠﺒﻴﺔ ﺍﻟﻤﻨﻬﺎﺝ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎﻟﻪ ،ﻋﺩﻡ ﺘﻁﺒﻴﻕ ﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻭﺍﻗﻑ ﻋﻤﻠﻴﺔ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻭﻤﻴﺔ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻁﻠﺒﺔ: ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﻟﻜﻴﻔﻴﺔ ﻤﻌﺎﻟﺠﺔ ﻤﺸﺎﻜل ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ ، ﻋﺩﻡ ﻭﺠﻭﺩ ﻭﻗﺕ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺍﻹﻀﺎﻓﻲ ﻋﻠﻰ ﺠﻬﺎﺯ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻌﻠﻡ: ﻋﺩﻡ ﺇﻅﻬﺎﺭ ﺃﻋﻤﺎل ﺍﻟﻁﻠﺒﺔ ﻭﺘﺸﺠﻴﻌﻬﺎ،ﻋﺩﻡ ﺘﻭﻀﻴﺢ ﺍﻟﺤﺎﺴﻭﺏ ﻜﻭﺴﻴﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻟﻜل ﺍﻟﻤﻭﺍﻀﻴﻊ. ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ: ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﺒﻌﺩ ﺍﻟﺩﻭﺍﻡ ﺍﻟﻤﺩﺭﺴﻲ ،ﻋﺩﻡ ﺘﺨﺼﻴﺹ ﻤﻴﺯﺍﻨﻴﺔ ﻤﺎﻟﻴﺔ ﻜﺎﻓﻴﺔ ﻟﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻜﺒﻘﻴﺔ ﺍﻟﻤﺨﺘﺒﺭﺍﺕ. ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ: ﻜﺜﺭﺓ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﻭﺍﺤﺩ ،ﻜﺜﺭﺓ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻭﺍﺤﺩﺓ. ﻭﺍﻥ ﺍﻜﺜﺭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻜﺎﻨﺕ ﻜﻤﺎ ﻴﻠﻲ: ﻓﻲ ﻤﺠﺎل ﺍﻷﺠﻬﺯﺓ: ﻋﺩﻡ ﺘﺤﺩﻴﺙ ﺃﺠﻬﺯﺓ ﻤﺨﺘﺒﺭﺍﺕ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﻤﺨﺘﺒﺭﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ: ﺘﻭﻓﺭ ﺃﺠﻬﺯﺓ ﺤﺎﺴﻭﺏ ﻓﻲ ﻤﺩﺍﺭﺱ ﺩﻭﻥ ﺃﺨﺭﻯ ،ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﺒﻌﺩ ﺍﻟﺩﻭﺍﻡ ﺍﻟﻤﺩﺭﺴﻲ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻨﻬﺎﺝ: ﻋﺩﻡ ﺇﺩﺭﺍﺝ ﻤﺎﺩﺓ ﺍﻟﺤﺎﺴﻭﺏ ﻓﻲ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ،ﻋﺩﻡ ﺘﻠﺒﻴﺔ ﻤﻨﻬﺎﺝ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎﻟﻪ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻁﻠﺒﺔ: ﻋﺩﻡ ﻭﺠﻭﺩ ﻭﻗﺕ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﻟﻠﺘﺩﺭﻴﺏ ﺍﻹﻀﺎﻓﻲ ﻋﻠﻰ ﺠﻬﺎﺯ ﺍﻟﺤﺎﺴﻭﺏ ،ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﻟﻜﻴﻔﻴﺔ ﻤﻌﺎﻟﺠﺔ ﻤﺸﺎﻜل ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﻤﻌﻠﻡ : ﻋﺩﻡ ﺘﻭﻓﺭ ﻤﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻜﺘﺒﺔ ﺍﻟﻤﺩﺭﺴﺔ ،ﺼﻌﻭﺒﺔ ﻤﺘﺎﺒﻌﺔ ﺍﻟﻁﻠﺒﺔ ﺒﺸﻜل ﻓﺭﺩﻱ ﻋﻠﻰ ﺃﺠﻬﺯﺓ ﺍﻟﺤﺎﺴﻭﺏ. ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ: ﻋﺩﻡ ﻭﺠﻭﺩ ﺸﺎﺸﺔ ﺃﻭ ﺁﻟﺔ ﻋﺭﺽ ﺨﻼل ﺸﺭﺡ ﻤﻌﻠﻡ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻴﻭﻀﺢ ﺒﻌﺽ ﺍﻷﻤﻭﺭ. ﻭﻗﺩ ﺒﻴﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ: ﺍﻷﺠﻬﺯﺓ ، ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ، ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ ،ﻭﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ. ﻜﻤﺎ ﺒﻴﻨﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﻋﻠﻰ ﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻬﻡ ، ﻭﻟﻜﻥ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ. ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻭﺼﻲ ﺍﻟﺒﺎﺤﺜﺔ ﺒﻤﺎ ﻴﻠﻲ: 1) ﺘﻭﻓﻴﺭ ﺍﻟﻌﺩﺩ ﺍﻟﻜﺎﻓﻲ ﻤﻥ ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺩﺍﺭﺱ، ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺤﺩﻴﺜﻬﺎ ﻭﺇﺩﺍﻤﺔ ﺼﻴﺎﻨﺘﻬﺎ. 2) ﺘﻌﺩﻴل ﺍﻟﻤﻨﻬﺎﺝ ﻭﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ ﻟﻤﺭﺍﻋﺎﺓ ﺨﻠﻔﻴﺔ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺘﻠﺒﻴﺔ ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﻓﻲ ﻤﺠﺎل ﺍﻟﺤﺎﺴﻭﺏ. 3) ﺘﻭﻓﻴﺭ ﺍﻟﻤﺭﺍﺠﻊ ﻭﺍﻟﺩﻭﺭﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻓﻲ ﻤﻜﺘﺒﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻭ ﺍﻅﻬﺎﺭ ﺃﻋﻤﺎل ﺍﻟﻁﻠﺒﺔ ﻟﺘﺸﺠﻴﻌﻬﺎ. 4) ﺘﺨﺼﻴﺹ ﻤﻴﺯﺍﻨﻴﺔ ﻤﺎﻟﻴﺔ ﻜﺎﻓﻴﺔ ﻟﻤﺨﺘﺒﺭ ﺍﻟﺤﺎﺴﻭﺏ ﻟﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻁﻭﺭﻩ 5) ﺘﺸﺠﻴﻊ ﺇﺠﺭﺍﺀ ﺍﻟﺒﺤﻭﺙ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺤﺎﺴﻭﺏ ﻋﻠﻰ ﻤﺭﺍﺤل ﺘﻌﻠﻴﻤﻴﺔ ﻤﺨﺘﻠﻔﺔ.