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
| dc.contributor.advisor | Prof. Jawdat A. Saadeh | |
| dc.contributor.author | Ali Kamal Mohammad Abu Ali | |
| dc.date.accessioned | 2017-05-03T09:28:06Z | |
| dc.date.available | 2017-05-03T09:28:06Z | |
| dc.date.issued | 2002 | |
| dc.description.abstract | 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. | en |
| dc.description.abstract | 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. | ar |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/6923 | |
| dc.title | 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 | en |
| dc.title | الصعوبات التي تحد من فاعلية الواجبات البيتية لدى طلبة المرحلة الاساسية في المدارس الحكومية بمحافظة نابلس من وجهة نظر المعلمين والطلبة | ar |
| dc.type | Thesis |
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