Assessment of the Social Studies Teaching Methods Course in the Jordanian Universities as Perceived by Students

The purpose of the present study was assess Social Studies Teaching Methods course for class Teacher Specialization in Jordanian universities. To achieve this goal, a 43-items questionnaire measuring teaching competencies of students in the Faculties of Educational Sciences in Jordan Universities covering 5-major themes (planning, cognitive, content delivery, instructional aids, and assessment competencies) was developed. The questionnaire was administered to a stratum cluster randomly selected sample (n=156) consisted of male and female students of Jordan private and public universities. For data analysis, T-test calculating differences among mean independent samples and one-way analysis of variance were used. Results showed statistically significant differences at (α=0.05) on all study domains and the overall instrument attributed to gender in favor of males. Similarly, no statistically significant differences were found at (α=0.05) on planning and assessment competencies domains attributed to the variable university. However, statistically significant differences were found at (α=0.05) on the remaining domains and the overall instrument in favor of public universities, whereas no statistically significant differences were found at (α=0.05) on all study domains and the overall instrument attributed to the variable educational level. Key Words: Social Studies, Teaching Methods, Practical Education, Social Studies Teaching Methods Course.