تربية - دكتوراة
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Item تقويم كتب التربية الإسلامية المدرسية للمرحلة الثانوية من وجهة نظر المشرفين و المعلمين والمعلمات في محافظات شمال فلسطين(جامعة النيلين, 2005) عامر حلمو عبد الله علاونهRepublic of Sudan Al-Neelain University College of Graduate Studies ' ' “Abstract” Evaluation of The Islamic Education Textbooks For Secondary Schools’ Stage From Supervisors’ and Teachers’ Point Of View In , The Northern Educational Districts of Palestine “This study aimed at evaluating the Islamic Education Textbooks from Supervisors’ and Teachers’ perspective. The researcher included nine aspects of evaluation: layout and index, introduction, the content, the goals, the content’s organizing & Language, educational techniques and methods, instructional aids, textbook attitudes and Evaluative methods. The study, further, Sought to find outthe impact of the variables of sex academic qualification, place of residence, class, and experience, the discipline in the teachers’ evaluative assessments of the textbooks as a whole_'and for each of the nine domains. H 'v The population of the study was all of the supervisors in the Nothern educational district of Palestine(l0), and also all of the Islamic. education’s teachers in the mentioned districts, that teach Islamic "Education in the second semester in 2002/2003 and they are (430) teachers male and female. The sample of the study, randomly chosen consisted of (190) teachers: (100) males and (90) females in addition to the whole population of the .supervisors that consisted of (10) supervisors: (6) males and (4) females. To answer the study questions and test its hypotheses, the researcher developed a(97) item questionnaire in its final version, and was distributed among nine evaluationidomains. To test its validity, the researcher showed it to a number of refrees. Pertaining to its reliability, the researcher used “Cronbach Alpha” Equation to ensure its intemal Consistency. The study reliability was (0.93).,-_ This study tried to answer the following questions: What is the degree of Evaluation of the Islamic Education textbooks used in the first & second Secondary classes from Supervisors’ and Teachers’ point of view in terms of textbook: Layout (external form), & index, introduction, goals, Content, Content’s Organizing & Language, techniques and methods, instructional aids, development the students’ attitudes by the textbooks, and evaluation methods? I Was there any Statistically Significant differences at (ot = 0.05) in the teachers’ assessment among the nine domains of the Islamic Education textbooks in the Palestinian Secondary Schools’ Stage and in the Islamic Textbooks in general? What was the prediction ability of the nine domains of the Islamic Education textbooks of explanation the whole evaluation degree from teachers’ point of view in the Palestinian Secondary schools’ stage? ' And this study also tried to check the following hypotheses: There would be no statistically significant differences at (on = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to sex variable, (factor). There would be no statistically significant differences at (or = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to academic "qualification variable (factor). > There would be no statistically significant differences at (on = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to a Place of living (residence) variable (factor). ~ There would be no statistically significant differences at (ot = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to the class variable (factor). There would be no statistically significant differences at (oz = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to the experience variable (factor). After distribution and collection of the questionnaires from the respondents, the; researcher made processing of the collected data depending on Statistical Program for Social Sciences (SPSS) programme. I “Analysis of the results showed that the supervisors teachers of the . textbooks found themeducationally highly acceptable. _ ' V ’. . Findings: The total arithmetic mean of the supervisors’ and teachers’ evaluative assessment of the Islamic Education textbook for ls‘, sec. ~ Class was (3.59) on -Likert-Five-Point Scale; The percentage amounted to (71.8%) and the supervisors’ and teachers’ evaluative assessment of the Islamic Education textbook for the second Secondary class was (3.62) on the previous scale, the percentage amounted to (72.4%). The analysis also revealed that the teachers’ assessments of the Islamic Education textbooks for the Secondary Schools’ stage (first and second secondary class) was high on all the nine domains of the study. ' The results and analysis also showed and found that there were no statistically significant differences at level of (ot = 0.05) in the evaluation of the textbooks which might be due to variables of class and experience, while there were statistically significant dil’l'erences at level of (ot = 0.05) in the evaluation of the textbooks which might be due to variable (factors) of sex, academic qualifications, and place of living, (residence). Recommendations: _ ; In the light of the findings’, the researcher recommends that: l. The teachers’ and supervisors of these textbooks must be involved in the writing, and evaluation of the textbooks in future edition, and - he also recommends ‘holding workshop and training course for each textbook published by the Palestinian Curriculum Development Center. 2. The researcher recommendst that must provide the Ministry of _ Education and those charge of Curricula development with the results and findings of this study. - _ ” 3. To continue teaching by using these two books, because they contain a variety of subjects that suitable and efficient also. _ 4. Conducting more evaluation studies of the majority of school textbooks in other stages and also conducting other studies that will deal with and evaluate the new Islamic Education textbooks for " another school grades esp. that published by the Palestinian Curriculum Development Center.Item علاقة المتغيرات الديمغرافية بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الأساسي في فلسطين(جامعة النيلين, 2004) عمر حلمو عبد الله علاونهالمستخلص باللغة العربية: هدفت هذه الدراسة الى التعرف على درجة علقة المتغيرات الديمغرافية بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي في فلسطين ، لذا فقد : حاولت هذه الدراسة الجابة عن السئلة التية ما درجة علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة .1 الصف التاسع الساسي ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .2 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحاور الدراسة ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .3 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير خبرة المعلم ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .4 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير مكان السكن ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .5 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير الجنس ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة( α= 05.0 (في علقة .6 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير السلطة المشرفة ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .7 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير نوع المدرسة ؟ هل هناك فروق ذات دللة إحصائية عند مستوى الدللة ( α= 05.0 (في علقة .8 المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمتغير المؤهل العلمي ؟ تكونت عينة الدراسة من ( 250 ( معلما ومعلمة من معلمي اللغة العربية ومعلماتها من الذين يعلمون طلبة الصف التاسع الساسي في مدارس محافظات شمال فلسطين ، تم اختيارهم بالطريقة العشوائية من مجتمع الدراسة . الكلي والبالغ عدده ( 336 ( معلما ومعلمة وبنســبة ( 74.5 % ) . لجمع البيانات والجابة عن أسئلة الدراسة فقد صمم الباحث استبانه أعدت فقراتها خصيصا لقياس درجة علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسى . حيث تم التأكد من صدقها عن طريق عرضها على هيئة من المحكمين المتخصصين في مجالي المناهج والتدريس واللغة العربية ، وتم حساب معامل الثبات عن طريق تطبيقها ثم إعادة تطبيقها حيث بلغت درجة ثباتها ( 84.0 ( وهو جيد . لغراض الدراسة Statisticلتحليل البيانات استخدم الباحث نظام البرنامج الحصائى للعلوم الجتماعية : حيث استخدام المعالجات الحصائية التية ( SPSS ( Science Social for Packages لتحديد درجة علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف.1 . التاسع الساسي استخدم الباحث المتوسطات الحسابية والنسب المئوية لتحديد لصالح من كانت الفروق في علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة.2 : العربية لطلبة الصف التاسع الساسي استخدم الباحث الختبارين التيين للتعرف على دللة علقة المتغيرات ( Lambda’ Wilks - ( أ اختبار ولكس لمبدا . بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي للتعرف لصالح من كانت الفروق بين محاور الستبانه ( Sidak ( ب - اختبار سيداك . لفحص الفرضية المتعلقة بمحور الجنس استخدم الباحث اختبار ( ت ) لمجموعتين . 3 مستقلتين ) Independent –T – Test ) لفحص الفرضية المتعلقة بمحور خبرة المعلم ومحور نوع المدرسة ومحور السلطة .4 المشرفة ومحور المؤهل العلمي استخدم الباحث تحليل التباين الحادي One Way Analysis of Variance ( ANOVA ) للتعرف لصالح من كانت الفروق في محور السكن استخدم الباحث اختبار شــــيفيه .5 . للمقارنات البعدية ( Scheffe( : توصلت الدراسة إلى النتائج التية إن درجة علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة .1 .الصف التاسع الساسي منخفضة توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي تعزى .2 . لمحاور الدراسة ل توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي في .3 .مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور خبرة المعلم توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي في مقرر .4 . اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور مكان السكن ل توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي .5 في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور الجنس . ل توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي في .6 . مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور السلطة المشرفة ل توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي في .7 . مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور نوع المدرسة 8 .توجد فروق دالة إحصائيا في علقة المتغيرات بالتحصيل الدراسي في مقرر اللغة العربية لطلبة الصف التاسع الساسي تعزى لمحور المؤهل العلمي . المستخلص باللغة النجليزية: This study aims to know the degree relation of the demographic changes with the study realization in the syllabus of Arabic language for the students in the basic ninth class in Palestine, so this study tried. What’s the degree of relation changes with the study realization in syllabus of Arabic language for the students of the basic ninth class. Is there any variation of statistical connotation in the level of connotation. (0.05 = α) in the relation of changes with the study realization in the syllabus of Arabic language for the basic ninth class due study? Is there any variation of statistical connotation in the level of connotation (0.05 = α) in the relation of changes with the study realization in the syllabus of Arabic language for the basic ninth class due to changing experience of a teacher. Is there any variation of statistical indication in the level of indication (0.05 = α) in the relation of changes with the study realization in syllabus of Arabic language for the basic ninth class due to changing of place of housing. Is there any variation of statistical connotation in the level of connotation (0.05 = α) in the relation of changer with the study realization in syllabus of Arabic language for the students of basic ninth class due to the changing of gender? Is there variation of statistical connotation in the level of connotation (0.05 = α) in the relation of changes with study realization in the syllabus of Arabic language for the basic ninth class due to changing the ruler authority? Is there any variation of statistical connotation in the level of connotation (0.05 = α) in the relation of changing with study realization in the syllabus of Arabic language for the basic ninth class due to changing of the kind of School. Is there any of statistical connotation in the level connotation (0.05= α) in the relation of changing with the study realization in syllabus of Arabic language for the students of basic ninth class due to changing of scientific qualification? The sample of study is formed from (250) teachers from both sexes. The teachers of Arabic language, whom were teaching the students of basic ninth class in schools of provinces in northern Palestine, they were selected in random way from the total studying society. The number is (336) teachers from the both sex with the percentage of (74.5%). To collect the datas and answers for the study questionnaire the researcher has designed questionnaire and the paragraphs have been made specially to measure degree of relation of changing with study realization in syllabus of Arabic language for the students of basic ninth class. They ensured of its credibility through the way of performing for the corporation of specialists in the fields methods and teaching Arabic language, calculate the static value via the way of applying and then reapplying so the degree of stability reached (0.84) it’s good for the purposes of the study. To analyze the datas the researcher used the system of statistic packages for social sciences (SPSS): - 1. To determine the degree of relation changing with the study realization in the syllabus of Arabic language for the students of basic ninth class the researcher used the middle accounting and percentage. 2. To determine for whom that variation in the relation changing with the study realization in the syllabus of Arabic language for the students of basic ninth class the researcher used the following two tests. a. Test of Wilks lambda (Wilks’ Lambda) to know the connotation of relation of the changing with study realization in the syllabus of Arabic language for the students of basic ninth class. b. Sidak’s test (Sidak) to know for whom that variations belong among the questionnaire. 3. To examine the hypothesis which concerned with the point of sex the researcher used (T) test for two independent groups (Independent-T-Test). 4. To examine the hypothesis which concerned with the experience of the teacher the kind of the school the ruler authority Analysis of variance (ANOVA). 5. To know for whom the variation in the point of housing the researcher used Scheffe’s test (Scheffe) for distance comparison. The study reached to the following results: 1. The degree of relation changing for the study realization in syllabus of Arabic language for the students of basic ninth class is low. 2. There is statistical connotation variation in relation changing with study realization due to roles of study. 3. There isn’t statistical connotation variation in relation changing in syllabus of Arabic language for the students of basic ninth class due the experience of the teacher. 4. There is statistical connotation variation in relation changing with study realization in syllabus of Arabic language for the students of basic ninth Class due to the place of housing. 5. There isn’t statistical connotation variation in relation changing with study realization in syllabus of Arabic language due to sex. 6. There isn’t statistical connotation variation in relation changing with the study realization in syllabus of Arabic language for the students’ basic ninth class due to ruler authority. 7. There isn’t statistical connotation variation in relation changing with study realization in syllabus of Arabic language for the students’ basic ninth class due to the kind of school. 8. There is statistical connotation variation in relation changing in syllabus of Arabic language for the students of basic ninth class due to the scientific qualification.