السمات المرتبطة بالمتأخرين دراسياً في المرحلة الأساسية كما يراها المعلمون
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Date
1994
Authors
يوسف ذياب إبراهيم أحمد
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Abstract
Academic Underachievement is considered to be one of the dangerous problems in the teaching-learning process in general, and at the primary stage in particular. In addition, the diagnosis process of these problems is considered one of the basic steps in remedial teaching. This study aims at identifying the extent of the influence of some of the teacher-related variables (sex, years of experience and academic qualification) in determining traits associated with underachievers.
This study also aims at identifying the extent of the prevalence of mental, psycho-social and physical traits among underachievers from the teachers' point of view. This is to be done in terms of ordering their degree of prevalence. The study sample consisted of (120) subjects (male and female teachers) representing 39% of the population of the study. It was chosen in a randomly-stratified manner.
To identify the traits associated with underachievers from the teachers' point of view, the researcher developed a questionnaire of 44 items, the scales of which were determined in accordance with Likert's scale. The questionnaire included three dimensions: mental, psycho-social and physical traits.
The questionnaire validity was checked by submitting it to an arbitration committee composed of 15 experts. It received the approval of the committee with some modifications which the researcher took into consideration. The test re-test method was used for calculating the reliability coefficient. It was found out to be 0.87 The study tested four hypotheses :
1- There were no statistically significant differences (α=0.05) among the averages of teachers' responses in determining the mental traits related to underachievers in the primary stage (1- 6) which were attributed to sex , years of experience and academic qualification variables.
2- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the psycho-social traits associated with underachievers in the primary stay (1-6) which were attributed to sex, years of experience and academic qualification variables.
3- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the physical traits associated with underachievers in the primary stage (1-6) which were attributed to sex, years of experience and academic qualification variables. 4- There were no statistically significant differences (α = 0.05) among the averages of the three dimensions of mental, psycho-social and physical traits associated with underachievers, from the teachers' point of view. The hypotheses were processed by using the statistical program set of social science (SPSS).
The t-test was used along with the sex variable to test the three hypotheses 1,2,3. The one way ANOVA was also used with the years of experience and academic qualification variables to test the three hypotheses 1,2,3. The fourth hypothesis was dealt with statistically by using the one-way repeated measure design. Scheffe' formula was also used to determine the source of difference or variation. The findings of the statistical analysis revealed the validity of the first hypothesis. There were no statistically significant differences among the averages of teachers' responses in determining the mental traits related to underachievers, which were attributed to sex, years of experience and academic qualification variables. On the other hand, the statistical results showed the invalidity of the second hypothesis pertaining to the identification of psycho-social traits associated with the underachievers, which was attributed to the sex and years of experience variables.
The academic qualification variable was in agreement with the hypothesis validity. Pertaining to third hypothesis, the results of the statistical analysis revealed the invalidity of the hypothesis concerning the determining of physical traits related to the underachievers, something attributed to the first, second and third variables : sex, years of experience and academic qualification respectively. Concerning the fourth hypothesis, the statistical results revealed the existence of statistically significant deference among the averages of the three dimensions of traits, mental, psycho-social and physical, related to the underachievers from the teachers' point of view.
It was found, through the employment of Scheffe' formula, that the mental traits were highly associated with the underachievers, followed by psycho-social traits. Pertaining to the physical traits, it was found out that they had a weak association. In the light of these findings, the researcher recommends that male and female teachers should be rehabilitated in special education programs.
Plans have to be set up to contribute to the upgrading of their efficacy. They have also to be given remedial methods when dealing with underachievers.
Academic Underachievement is considered to be one of the dangerous problems in the teaching-learning process in general, and at the primary stage in particular. In addition, the diagnosis process of these problems is considered one of the basic steps in remedial teaching. This study aims at identifying the extent of the influence of some of the teacher-related variables (sex, years of experience and academic qualification) in determining traits associated with underachievers. This study also aims at identifying the extent of the prevalence of mental, psycho-social and physical traits among underachievers from the teachers' point of view. This is to be done in terms of ordering their degree of prevalence. The study sample consisted of (120) subjects (male and female teachers) representing 39% of the population of the study. It was chosen in a randomly-stratified manner. To identify the traits associated with underachievers from the teachers' point of view, the researcher developed a questionnaire of 44 items, the scales of which were determined in accordance with Likert's scale. The questionnaire included three dimensions: mental, psycho-social and physical traits. The questionnaire validity was checked by submitting it to an arbitration committee composed of 15 experts. It received the approval of the committee with some modifications which the researcher took into consideration. The test re-test method was used for calculating the reliability coefficient. It was found out to be 0.87 The study tested four hypotheses : 1- There were no statistically significant differences (α=0.05) among the averages of teachers' responses in determining the mental traits related to underachievers in the primary stage (1- 6) which were attributed to sex , years of experience and academic qualification variables. 2- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the psycho-social traits associated with underachievers in the primary stay (1-6) which were attributed to sex, years of experience and academic qualification variables. 3- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the physical traits associated with underachievers in the primary stage (1-6) which were attributed to sex, years of experience and academic qualification variables. 4- There were no statistically significant differences (α = 0.05) among the averages of the three dimensions of mental, psycho-social and physical traits associated with underachievers, from the teachers' point of view. The hypotheses were processed by using the statistical program set of social science (SPSS). The t-test was used along with the sex variable to test the three hypotheses 1,2,3. The one way ANOVA was also used with the years of experience and academic qualification variables to test the three hypotheses 1,2,3. The fourth hypothesis was dealt with statistically by using the one-way repeated measure design. Scheffe' formula was also used to determine the source of difference or variation. The findings of the statistical analysis revealed the validity of the first hypothesis. There were no statistically significant differences among the averages of teachers' responses in determining the mental traits related to underachievers, which were attributed to sex, years of experience and academic qualification variables. On the other hand, the statistical results showed the invalidity of the second hypothesis pertaining to the identification of psycho-social traits associated with the underachievers, which was attributed to the sex and years of experience variables. The academic qualification variable was in agreement with the hypothesis validity. Pertaining to third hypothesis, the results of the statistical analysis revealed the invalidity of the hypothesis concerning the determining of physical traits related to the underachievers, something attributed to the first, second and third variables : sex, years of experience and academic qualification respectively. Concerning the fourth hypothesis, the statistical results revealed the existence of statistically significant deference among the averages of the three dimensions of traits, mental, psycho-social and physical, related to the underachievers from the teachers' point of view. It was found, through the employment of Scheffe' formula, that the mental traits were highly associated with the underachievers, followed by psycho-social traits. Pertaining to the physical traits, it was found out that they had a weak association. In the light of these findings, the researcher recommends that male and female teachers should be rehabilitated in special education programs. Plans have to be set up to contribute to the upgrading of their efficacy. They have also to be given remedial methods when dealing with underachievers.
Academic Underachievement is considered to be one of the dangerous problems in the teaching-learning process in general, and at the primary stage in particular. In addition, the diagnosis process of these problems is considered one of the basic steps in remedial teaching. This study aims at identifying the extent of the influence of some of the teacher-related variables (sex, years of experience and academic qualification) in determining traits associated with underachievers. This study also aims at identifying the extent of the prevalence of mental, psycho-social and physical traits among underachievers from the teachers' point of view. This is to be done in terms of ordering their degree of prevalence. The study sample consisted of (120) subjects (male and female teachers) representing 39% of the population of the study. It was chosen in a randomly-stratified manner. To identify the traits associated with underachievers from the teachers' point of view, the researcher developed a questionnaire of 44 items, the scales of which were determined in accordance with Likert's scale. The questionnaire included three dimensions: mental, psycho-social and physical traits. The questionnaire validity was checked by submitting it to an arbitration committee composed of 15 experts. It received the approval of the committee with some modifications which the researcher took into consideration. The test re-test method was used for calculating the reliability coefficient. It was found out to be 0.87 The study tested four hypotheses : 1- There were no statistically significant differences (α=0.05) among the averages of teachers' responses in determining the mental traits related to underachievers in the primary stage (1- 6) which were attributed to sex , years of experience and academic qualification variables. 2- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the psycho-social traits associated with underachievers in the primary stay (1-6) which were attributed to sex, years of experience and academic qualification variables. 3- There were no statistically significant differences (α = 0.05) among the averages of teachers' responses in determining the physical traits associated with underachievers in the primary stage (1-6) which were attributed to sex, years of experience and academic qualification variables. 4- There were no statistically significant differences (α = 0.05) among the averages of the three dimensions of mental, psycho-social and physical traits associated with underachievers, from the teachers' point of view. The hypotheses were processed by using the statistical program set of social science (SPSS). The t-test was used along with the sex variable to test the three hypotheses 1,2,3. The one way ANOVA was also used with the years of experience and academic qualification variables to test the three hypotheses 1,2,3. The fourth hypothesis was dealt with statistically by using the one-way repeated measure design. Scheffe' formula was also used to determine the source of difference or variation. The findings of the statistical analysis revealed the validity of the first hypothesis. There were no statistically significant differences among the averages of teachers' responses in determining the mental traits related to underachievers, which were attributed to sex, years of experience and academic qualification variables. On the other hand, the statistical results showed the invalidity of the second hypothesis pertaining to the identification of psycho-social traits associated with the underachievers, which was attributed to the sex and years of experience variables. The academic qualification variable was in agreement with the hypothesis validity. Pertaining to third hypothesis, the results of the statistical analysis revealed the invalidity of the hypothesis concerning the determining of physical traits related to the underachievers, something attributed to the first, second and third variables : sex, years of experience and academic qualification respectively. Concerning the fourth hypothesis, the statistical results revealed the existence of statistically significant deference among the averages of the three dimensions of traits, mental, psycho-social and physical, related to the underachievers from the teachers' point of view. It was found, through the employment of Scheffe' formula, that the mental traits were highly associated with the underachievers, followed by psycho-social traits. Pertaining to the physical traits, it was found out that they had a weak association. In the light of these findings, the researcher recommends that male and female teachers should be rehabilitated in special education programs. Plans have to be set up to contribute to the upgrading of their efficacy. They have also to be given remedial methods when dealing with underachievers.