مدى فعالية منهاج اللغة العربية للصف الثاني الثانوي في محافظات شمال فلسطين من وجهة نظر معلمي اللغة العربية ومشرفيها
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Date
2001
Authors
زهرية محمود علي الأعرج
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Abstract
The purpose of this study was to investigate the extent of Arabic Curriculum efficacy for eleventh graders at public schools in northern districts of Palestine; from its modern perspective as determined by. Darawazeh (1999) in (8) dimensions: (Objectives, Curriculum Content, educational activities, instructional aids, Cognitive strategy activators, evaluation process, instructional questions and teaching approach as a frame for Curriculum).
This study aimed to find out the weakness and the strength points as perceived by all of Arabic Language teachers and supervisors, for secondary grade.
Various independent variables were studied: gender, Academic qualification, educational qualification, training programs, years of experience and the type of profession that teachers are specialized in.
To achieve the aim of the study, a questionnaire with (105) items was used to assess the extent of curriculum efficacy in northern districts of Palestine, with its (8) dimensions, and it had been applied on a random sample which consisted of (144) teachers (86) of them are males, (58) female, and (6) males supervisors. The sample formed 70% from the population.
Descriptive and analytical statistics method and one way analysis were used to answer the study questions. The results of the study were:
• The Judgement on Arabic Curriculum efficacy for eleventh graders perceived by .the studied sample from teachers and ,supervisors (males and females ) was just fare. The mean of their responses was (3.48) out of Spoints maximum. The average was(69.6% ).
• According to the dimensions were dealt by the study, the means of their estimations were as follows: instructional questions and teaching approach (3.58), Curriculum objectives (3.57), cognitive strategy activators (3.37), evaluation process (3.46), curriculum Content (3.44), instructional media (3.37) and educational activities (3.35).
• One Way analysis revealed that The Judgement on the curriculum efficacy perceived by Arabic major teachers was just fare, whereas the mean of their responses reached (3.49) points with average (69.8%), whereas the Judgement on curriculum efficacy perceived by supervisors for Arabic was within the medium, same; and the mean of their responses
reached (3.15) point from (5) with average (63%)‘with no significant differences with them at (α=0.05).
• T-Test showed significant differences at o¤=0.05 due to gender on The wholeness degree for Curriculum (m=3.65) for males and (m=3.38) for females and among whole the following dimensions:
(Curriculum content, educational activities, instructional aids,mental incentives, evaluation process); while there were significant differences revealed between males and females among (Curriculum Content and teaching method) in favor of males.
• One Way Analysis showed that there was significant difference at (α=0.05) due to the years of experience among the Categories, (1-4) years, (5-9), (10-15) and (above 15), that for the benefit of (5-9) years Category, on the curriculum content dimension, whereas there were no significant differences revealed on the rest of dimensions.
• One way Analysis didn’t reveal significant differences at (α=0.05) due to the following variable: Training Programs! Among the Categories (1-3) and (above — 4). scientific qualification among those who have Diploma, BA, and M.A education qualification : between educational qualified and unqualified teachers.
These results are accompanied by discussion and recommendation for further studies.
The purpose of this study was to investigate the extent of Arabic Curriculum efficacy for eleventh graders at public schools in northern districts of Palestine; from its modern perspective as determined by. Darawazeh (1999) in (8) dimensions: (Objectives, Curriculum Content, educational activities, instructional aids, Cognitive strategy activators, evaluation process, instructional questions and teaching approach as a frame for Curriculum). This study aimed to find out the weakness and the strength points as perceived by all of Arabic Language teachers and supervisors, for secondary grade. Various independent variables were studied: gender, Academic qualification, educational qualification, training programs, years of experience and the type of profession that teachers are specialized in. To achieve the aim of the study, a questionnaire with (105) items was used to assess the extent of curriculum efficacy in northern districts of Palestine, with its (8) dimensions, and it had been applied on a random sample which consisted of (144) teachers (86) of them are males, (58) female, and (6) males supervisors. The sample formed 70% from the population. Descriptive and analytical statistics method and one way analysis were used to answer the study questions. The results of the study were: • The Judgement on Arabic Curriculum efficacy for eleventh graders perceived by .the studied sample from teachers and ,supervisors (males and females ) was just fare. The mean of their responses was (3.48) out of Spoints maximum. The average was(69.6% ). • According to the dimensions were dealt by the study, the means of their estimations were as follows: instructional questions and teaching approach (3.58), Curriculum objectives (3.57), cognitive strategy activators (3.37), evaluation process (3.46), curriculum Content (3.44), instructional media (3.37) and educational activities (3.35). • One Way analysis revealed that The Judgement on the curriculum efficacy perceived by Arabic major teachers was just fare, whereas the mean of their responses reached (3.49) points with average (69.8%), whereas the Judgement on curriculum efficacy perceived by supervisors for Arabic was within the medium, same; and the mean of their responses reached (3.15) point from (5) with average (63%)‘with no significant differences with them at (α=0.05). • T-Test showed significant differences at o¤=0.05 due to gender on The wholeness degree for Curriculum (m=3.65) for males and (m=3.38) for females and among whole the following dimensions: (Curriculum content, educational activities, instructional aids,mental incentives, evaluation process); while there were significant differences revealed between males and females among (Curriculum Content and teaching method) in favor of males. • One Way Analysis showed that there was significant difference at (α=0.05) due to the years of experience among the Categories, (1-4) years, (5-9), (10-15) and (above 15), that for the benefit of (5-9) years Category, on the curriculum content dimension, whereas there were no significant differences revealed on the rest of dimensions. • One way Analysis didn’t reveal significant differences at (α=0.05) due to the following variable: Training Programs! Among the Categories (1-3) and (above — 4). scientific qualification among those who have Diploma, BA, and M.A education qualification : between educational qualified and unqualified teachers. These results are accompanied by discussion and recommendation for further studies.
The purpose of this study was to investigate the extent of Arabic Curriculum efficacy for eleventh graders at public schools in northern districts of Palestine; from its modern perspective as determined by. Darawazeh (1999) in (8) dimensions: (Objectives, Curriculum Content, educational activities, instructional aids, Cognitive strategy activators, evaluation process, instructional questions and teaching approach as a frame for Curriculum). This study aimed to find out the weakness and the strength points as perceived by all of Arabic Language teachers and supervisors, for secondary grade. Various independent variables were studied: gender, Academic qualification, educational qualification, training programs, years of experience and the type of profession that teachers are specialized in. To achieve the aim of the study, a questionnaire with (105) items was used to assess the extent of curriculum efficacy in northern districts of Palestine, with its (8) dimensions, and it had been applied on a random sample which consisted of (144) teachers (86) of them are males, (58) female, and (6) males supervisors. The sample formed 70% from the population. Descriptive and analytical statistics method and one way analysis were used to answer the study questions. The results of the study were: • The Judgement on Arabic Curriculum efficacy for eleventh graders perceived by .the studied sample from teachers and ,supervisors (males and females ) was just fare. The mean of their responses was (3.48) out of Spoints maximum. The average was(69.6% ). • According to the dimensions were dealt by the study, the means of their estimations were as follows: instructional questions and teaching approach (3.58), Curriculum objectives (3.57), cognitive strategy activators (3.37), evaluation process (3.46), curriculum Content (3.44), instructional media (3.37) and educational activities (3.35). • One Way analysis revealed that The Judgement on the curriculum efficacy perceived by Arabic major teachers was just fare, whereas the mean of their responses reached (3.49) points with average (69.8%), whereas the Judgement on curriculum efficacy perceived by supervisors for Arabic was within the medium, same; and the mean of their responses reached (3.15) point from (5) with average (63%)‘with no significant differences with them at (α=0.05). • T-Test showed significant differences at o¤=0.05 due to gender on The wholeness degree for Curriculum (m=3.65) for males and (m=3.38) for females and among whole the following dimensions: (Curriculum content, educational activities, instructional aids,mental incentives, evaluation process); while there were significant differences revealed between males and females among (Curriculum Content and teaching method) in favor of males. • One Way Analysis showed that there was significant difference at (α=0.05) due to the years of experience among the Categories, (1-4) years, (5-9), (10-15) and (above 15), that for the benefit of (5-9) years Category, on the curriculum content dimension, whereas there were no significant differences revealed on the rest of dimensions. • One way Analysis didn’t reveal significant differences at (α=0.05) due to the following variable: Training Programs! Among the Categories (1-3) and (above — 4). scientific qualification among those who have Diploma, BA, and M.A education qualification : between educational qualified and unqualified teachers. These results are accompanied by discussion and recommendation for further studies.