The Ninth Grade Student's Expectations Towards their English Teachers in Nablus District

Year: 
2000
Discussion Committee: 
Supervisors: 
د. سوزان عرفات
Authors: 
Abstract: 
This study aimed at: 1. Exploring the 9th grade students' expectations toward their English teachers in Nablus district. 2. Investigating the effect of the gender, location, and achievement level variables on the 9th grade students' expectations toward their English teachers in Nablus district. Four research questions and three hypotheses were constructed for the purposes of the study. The questions were as follows: 1. What is the degree of the 9th grade students' expectations toward their English teachers in Nablus district? 2. Is there a significant difference in the ninth grade male and female students' expectations toward their English teachers in Nablus district due to gender variable? 3. Is there a significant difference in the ninth grade male and female students' expectations toward their English teachers in Nablus district due to location variable? 4. Is there a significant difference in the ninth grade male and female student's expectations toward their English teachers in Nablus district due to achievement level variable'? The sample of the study consisted of 445 ninth grade students: 241 were male students and 204 female students, in the scholastic year (1928-1999).They were all attending government schools in Nablus district. The " Allen Students' Expectation Scale" was used. It was used to assess the students' attitudes and expectations toward their teachers. The 22- item scale was constructed to find out: a. Students' attitudes and expectation. b. Students' behavior. T-test One Way (ANOVA) and the (LSD) post hoc tests were used to test the hypotheses. Results of the study revealed that there was a high degree of expectations, by the students, toward their English teachers in Nablus district. The percentage of responses was between 70.6%- 72.2%. There was a significant difference at (α=0.05) in the 9th grade students' expectations toward their English teachers in favor of females. There was no significant difference in the 9th grade students' expectation variable. There was a significant difference in the students' expectations toward their teachers in the attitude domain and the total score of expectations due to achievement level variable. However, no significant difference was found in behavioral domain. The findings of the study led to the conclusion that teachers had a great effect on their students' achievement. Teachers should take the students' feelings into consideration, and not judge them haphazardly. In the light of these findings, the researcher arrived at the following recommendations: 1. Attitudes and expectations affect learning and achievement. Therefore, teachers should take care of their slow learners and draw their attention during the lesson by making the class as pleasant as possible. 2. Teachers should create a relaxed atmosphere by avoiding criticism of students' performance in front of the class. Teachers should give students suitable opportunities to express themselves. 3. Teachers must be fair in their treatment of mistakes inside classroom. 4. Teachers usually orient their own behavior according to their students' behavior. For this reason, it is very dangerous if teachers build very bad expectations. The behavior exhibited towards the students informs them how they are expected to behave and perform. 5. Students' expectations must be taken into consideration in training teachers. 6. Experimental studies should be conducted in co-educational classes to find out the effect of sex variable on the teachers' expectations.
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0
الحالة: 
Published