The Role of English Teachers in Drawing Schools and the Factors Affecting Attention asb Perceived by Teachers Students' Attention in Salfit District

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Date
2004
Authors
Suhair Husni Zahran Abdullah
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The purpose of this study was to investigate the ways English teachers followed in Salfit District schools to draw their students' attention in class and to identify the factors that affect students' attention from teachers' point of view. It also examined the impact of gender, qualification, experience, and stage of teaching variables on drawing students' attention. The study addressed the following questions: 1) What are the teachers' ways of drawing attention to the lesson content? 2) Is there any difference in the students’ level of attention to lesson content due to gender, qualification, experience and stage of teaching variables? 3) Is there any difference between gender, qualification, experience and stage of teaching and factors affecting students' level of attention in Salfit District? 4) Is there a difference among factors affecting attention due to gender,qualifications, experience and stage of teaching? The population of the study comprised all Salfit District English teachers at government schools in the academic year 2002-2003. The subjects of the study were 113 teachers (56 females and 46 males) who responded to a 40-item questionnaire. Of these, 25 measured the ways teachers used in drawing students' attention, and 15 measured the factors affecting attention. Findings of the study: 1- The teachers' most ways of getting students’ attention depended on (1) Teacher’s methods, procedures and skills, (2) Reinforcement, (3) Teaching aids and (4) Punishment. 2- There was a difference in the students' level of attention to lesson content according to gender variable in favor of males. 3- There was a difference in the students' attention to lesson content according to qualification in favor of diploma holders. 4- There was a difference in the students' attention to lesson content according to experience in favor of those with more than 10 years of experience. 5- There was a difference in the students' attention to lesson content according to stage of teaching in favor of elementary stage. 6- There was a difference between gender and factors affecting attention in favor of females. 7- There was a difference between qualification and factors affecting attention in favor of both diploma and bachelor's degree holders. 8- There was a difference between experience and factors affecting attention in favor of those with more than 10 years of experience. 9- There wasn’t a difference between stage of teaching and factors affecting attention. In the light of the study findings, the researcher recommends holding training courses and workshops for teachers to enrich their experiences on how to draw students’ attention in class. The researcher also suggests that further studies be conducted on other stages.
ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻰ ﺘﻘﺼﻲ ﺍﻟﻁﺭﻕ ﻭﺍﻟﻭﺴﺎﺌل ﻭﺍﻟﺘﻲ ﻴﺘﺒﻌﻬﺎ ﻤﺩﺭﺴﻭﺍ ﺍﻟﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴـﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺴﻠﻔﻴﺕ ﻟﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻐﺭﻓﺔ ﺍﻟﺼﻔﻴﺔ ﻭﻜﺫﻟﻙ ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺫﻟﻙ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺩﺭﺴﻴﻥ.ﻭﻟﺘﺤﻘﻴﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﺘﻡ ﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭ ﻜل ﻤﻥ ﻋﺎﻤـل ﺍﻟﺠـﻨﺱ، ﺍﻟﻤﺅﻫل ﺍﻟﺩﺭﺍﺴﻲ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻭﻤﺭﺤﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ. ﻭﻗﺩ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻻﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ:- 1.ﻤﺎﻫﻲ ﺍﻟﻁﺭﻕ ﺍﻟﻤﺘﺒﻌﺔ ﻤﻥ ﻗﺒل ﺍﻟﻤﺩﺭﺴﻴﻥ ﻟﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ. 2.ﻫل ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ ﺘﻌﻭﺩ ﻟﻌﺎﻤل ﺍﻟﺠﻨﺱ ﺍﻟﻤﺅﻫـل، ﺍﻟﺨﺒـﺭﺓ ﻭﻤﺭﺤﻠـﺔ ﺍﻟﺩﺭﺍﺴﺔ. 3.ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﻋﻼﻗﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﻋﻭﺍﻤل ﺠﺫﺏ ﺍﻻﻨﺘﺒﺎﻩ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤـﻴﻥ ﻓـﻲ ﻤﺤﺎﻓﻅـﺔ ﺴﻠﻔﻴﺕ. ﺸﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ ﻤﺩﺭﺴﻲ ﺍﻟﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺴـﻠﻔﻴﺕ ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ 2003/2002 ﺤﻴﺙ ﺒﻠﻎ ﺤﺠﻡ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴـﺔ 113 ﻤﺩﺭﺴـﺎ (56 ﻤﺩﺭﺴـﺔ، 46ﻤﺩﺭﺴﺎ) ﻤﻥ ﺍﻟﻠﺫﻴﻥ ﺍﺴﺘﺠﺎﺒﻭﺍ ﻟﻼﺴﺘﺒﺎﻨﻪ ﻭﺍﻟﺘﻲ ﻗﺴﻤﺕ ﺍﻟﻰ ﺠﺯﺌﻴﻥ ﺍﺴﺎﺴﻴﻴﻥ ﻫﺩﻑ ﺍﻻﻭل ﻤﻨﻬﺎ ﻤﻌﺭﻓﺔ ﻭﻗﻴﺎﺱ ﺍﻟﻁﺭﻕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻤﻥ ﺤﻴﺙ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺤﻴﻥ ﻫﺩﻑ ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻨﻲ ﻤﻨﻬﺎ ﻗﻴﺎﺱ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺫﻟﻙ. ﻭﺘﺘﻠﺨﺹ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺎﻟﻴﺔ:- 1-ﻟﻘﺩ ﻜﺎﻨﺕ ﺍﻜﺜﺭ ﺍﻟﻁﺭﻕ ﺸﻴﻭﻋﺎ ﻤﺭﺘﺒﺔ ﺤﺴﺏ ﺍﻭﻟﻭﻴﺎﺘﻬﺎ ﻜﺎﻟﺘﺎﻟﻲ: ﺍﺴﻠﻭﺏ ﺍﻟﻤـﺩﺭﺱ ﻭﺍﻟﻤﻬـﺎﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻪ، ﺍﻟﺘﻌﺯﻴﺯ، ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﻥ ﺜﻡ ﺍﻟﻌﻘﺎﺏ. 2-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﻗﻴﻡ ﺍﺤﺼﺎﺌﻴﺔ ﻫﺎﻤﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ. 3-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﻗﻴﻡ ﺍﺤﺼﺎﺌﻴﺔ ﻫﺎﻤﺔ ﻭﻟﺼﺎﻟﺢ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺒﻠﻭﻡ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺅﻫـل ﺍﻟﻌﻠﻤﻲ. 4-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﻗﻴﻡ ﺍﺤﺼﺎﺌﻴﺔ ﻫﺎﻤﺔ ﻟﻠﻤﺩﺭﺴﻴﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻋﻥ ﻋﺸﺭ ﺴﻨﻭﺍﺕ. 5-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﻗﻴﻡ ﺍﺤﺼﺎﺌﻴﺔ ﻟﺼﺎﻟﺢ ﻤﺩﺭﺴﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ. 6-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺠﺫﺏ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺼﺎﻟﺢ ﺍﻻﻨﺎﺙ. 7-ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺠﺫﺏ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻟﺼﺎﻟﺢ ﻜل ﻤﻥ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ ﺍﻟﺩﺒﻠﻭﻡ ﻭﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ. 8-ﻟﻘﺩ ﻟﻭﺤﻅ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺨﺒﺭﺓ ﻟﺼـﺎﻟﺢ ﺍﻟﻤﺩﺭﺴـﻴﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻋﻥ ﻋﺸﺭ ﺴﻨﻭﺍﺕ. 9-ﻟﻡ ﺘﻼﺤﻅ ﺍﻱ ﻓﺭﻭﻗﺎﺕ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻭﺒﺘﻐﻴﺭ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ. ﻓﻲ ﻀﻭﺀ ﻤﺎ ﺘﻘﺩﻡ ﻴﻭﺼﻲ ﺍﻟﺒﺎﺤﺙ ﺒﻀﺭﻭﺭﺓ ﻋﻘﺩ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻭﻭﺭﺸﺎﺕ ﻋﻤل ﻟﻤﺩﺭﺴـﻲ ﺍﻟﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﺒﻬﺩﻑ ﺘﻁﻭﻴﺭ ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻐﺭﻓﺔ ﺍﻟﺼﻔﻴﺔ ﻭﻴﻘﺘﺭﺡ ﺍﻟﺒﺎﺤﺙ ﻜﺫﻟﻙ ﺍﺠﺭﺍﺀ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻟﺘﺸﻤل ﻋﻭﺍﻤل ﺍﺨﺭﻯ ﺫﺍﺕ ﻋﻼﻗﺔ.
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