The Reality of Using Project-Based Learningin Government Schools from Science Teachers Perspectives in District of Jenin

Year: 
2016
Discussion Committee: 
Dr. Abdel-Ghani Hamdi Abdullah Saifi/supervisor
Prof. Khaoulah Sha'sher/external examiner
Dr. Abdel Kareem Ayoub/internal examiner
Supervisors: 
Dr. Abdel-Ghani Hamdi Abdullah Saifi/supervisor
Authors: 
Osama Mohammad Anees Zyoud
Abstract: 
This study aims at identifying the reality of using project-based learning in government Schools from science teacher's perspectives in District of Jenin for the Academic years (2015 – 2016). The study also aims to identify the effect of the independent variables: gender, academic qualification, years of teaching experience, class size, and school place on reality of using project-based learning as viewed by science teachers in District of Jenin. The population of the study is the (159) teachers teaching this syllabus in all schools. The questionnaire is distributed by the Directorate. (118) out of the (159) are collected, and its consider specimen of the study. The description method is used. The other research instrument is the interview and questionnaire. The questionnaire items are (57) categorized into four categories. The study questionnaire was validated and tested by a group of experts in the study field. Cronpach alpha test was used to define the questionnaire immutability, which reached (92.5) points. This showed that the study instrument was so suitable for achieving the study goals. The study data was collected and analyzed by (SPSS) program. As for the meeting, it contained some questions of open answer. These covered the teacher's views of methodology that depends on projects, and how beneficial was this methodology. It also covered the obstacles when applying this method. In the light of the study findings, the following results were noticed: • The study showed that the method project-based learning is lowly used by science teachers in Jenin directorate. This result was in full harmony with the results of the meetings with science teachers. As it is shown, although the teachers tell that the use project-based learning is essential and progress of the benefits of being a requirement of the ministry, but they pointed to the presence of many difficulties and drawback that pose a barrier to prevent their implementation of it and achieve the desired benefit. • There are no statistically significant differences at the level of significant (α = 0.05) between the averages of responses of the participants towards the reality of using project-based learning in government Schools from science teacher's perspectives in District of Jenin, in the total degree of domains. • There are no statistically significant differences at the level of significant (α = 0.05) between the averages of responses of the participants towards the reality of using project-based learning in government Schools from science teacher's perspectives in District of Jenin, according to the variable (academic qualification, years of teaching experience, class size, and school place). • There are statistically significant differences at the level of significant (α = 0.05) between the averages of responses of the participants towards the reality of using project-based learning in government Schools from science teacher's perspectives in District of Jenin, according to the variable sex, in favor of males. The researcher recommended the following: The Ministry of Education should organize more training courses in the area. Provide more financial support for the teachers. Enrich the labs with necessary tools and materials. Modulate and organize the content of the science textbooks to suit the method project-based learning.
Full Text: 
Pages Count: 
135
Status: 
Published