Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with their Students' Achievement in Social Education

Ghazi Khaliefeh; Safa'a Abu Mahfouz

doi:https://doi.org/10.35552/0247-027-002-001

English
العربيّة

Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with their Students' Achievement in Social Education

DOI:

10.35552/0247-027-002-001

Authors:

Article info

Received 2012-03-22

Received in revised form

Accepted 2012-12-02

Availabe online 2012-12-02

Pages 235 - 272

Keywords

Abstract

This study aimed at exploring the classification ability level and wait-time of asking questions by sixth grade female teachers and their relationship with their students' achievement in social education. The researchers had developed the following instruments: the classification ability of asking different types of questions according to Bloom's taxonomy for educational goals (cognitive domain), achievements test in history, geography, and national education, and an instrument to measure the time spent in waiting to ask questions. The reliability of these tools were assured. The study sample consisted of (35) female teachers and (759) sixth grade female students. Using "t" test for one sample, "t" test for correlated sample and chi square. The study showed the following results: - There are significant differences between the mean of classification ability of asking questions and the acceptance education level (80%) in favor of the acceptance level and between the mean of wait – time and the acceptance education level (3 seconds) in favor of the acceptance level. - There is significant positive relationship between the classification ability of asking questions by social education female teachers and the achievements of sixth grade female students. - There is significant relationship between the time spent by social education female teachers and the achievements of their sixth grade female students. - There is significant difference between the percentage of questions of the lower level and the percentage questions at the higher level, in favor of the lower questions level.

Recommended Citation

BibTex RIS

Khaliefeh, G., & Abu Mahfouz, S. (2012). Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with their Students’ Achievement in Social Education. An-Najah University Journal for Research - B (Humanities), 27(2), 235–272. https://doi.org/10.35552/0247-027-002-001

[1]G. Khaliefeh and S. Abu Mahfouz, “Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with their Students’ Achievement in Social Education,” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 2, pp. 235–272, Dec. 2012, doi: 10.35552/0247-027-002-001.

Khaliefeh, Ghazi, and Safa’a Abu Mahfouz. “Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with Their Students’ Achievement in Social Education.” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 2, Dec. 2012, pp. 235–72. Crossref, https://doi.org/10.35552/0247-027-002-001.

1.Khaliefeh G, Abu Mahfouz S. Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with their Students’ Achievement in Social Education. An-Najah University Journal for Research - B (Humanities) [Internet]. 2012 Dec;27(2):235–72. Available from: http://dx.doi.org/10.35552/0247-027-002-001

Khaliefeh, Ghazi, and Safa’a Abu Mahfouz. “Classification Ability Level and Wait – Time of Asking Questions by Sixth Grade Female Teachers and Their Relationship with Their Students’ Achievement in Social Education.” An-Najah University Journal for Research - B (Humanities) 27, no. 2 (December 2012): 235–72. https://doi.org/10.35552/0247-027-002-001.

مستوى القدرة التصنيفية وزمن الانتظار عند طرح الأسئلة لدى معلمات الصف السادس الأساسي وعلاقتهما بتحصيل طالباتهن في التربية الاجتماعية

DOI:

10.35552/0247-027-002-001

المؤلفون:

معلومات المقال

تاريخ التسليم 2012-03-22

تاريخ تسليم النسخة المعدلة

تاريخ القبول 2012-12-02

على شبكة الإنترنت 2012-12-02

الصفحات 235 - 272

الكلمات الإفتتاحية

الملخص

هدفت هذه الدراسة إلى معرفة مستوى القدرة التصنيفية وزمن الانتظار لدى معلمات الصف السادس الأساسي وعلاقتهما بتحصيل طالباتهن في التربية الاجتماعية. وقام الباحثان ببناء اختبار القدرة التصنيفية لأنواع الأسئلة بحسب تصنيف بلوم للمجال المعرفي، وبناء اختبار تحصيلي لمباحث التاريخ والجغرافية والتربية الوطنية وتطويره، وأداة قياس زمن الانتظار المستغرق في توجيه الأسئلة باستخدام ساعة ذات العقارب أو المؤشرات يقيس الثانية وأجزاءها، وكذلك شريط تسجيل صوتي، وقد تم التأكد من صدقها وثباتها. اقتصرت عينة الدراسة على (35) معلمة من معلمات مجتمع الدراسة، و(759) طالبة من طالبات الصف السادس الأساسي، وباستخدام الإحصائي (ت) t-test لعينة واحدة مرتبطة، واختبار كاي تربيع (X2)، وقد أظهرت الدراسة النتائج الآتية: - وجود فروق ذات دلالة إحصائية بين متوسط القدرة التصنيفية والمستوى المقبول تربوياً لصالح المستوى المقبول تربوياً، وبين متوسط زمن الانتظار والمستوى المقبول تربوياً ولصالح المستوى المقبول تربوياً. - وجود علاقة ارتباطية إيجابية دالة إحصائياً بين القدرة التصنيفية لأنواع الأسئلة من جهة، وزمن الانتظار المستغرق في توجيه الأسئلة من جهة أخرى لدى معلمات التربية الاجتماعية للصف السادس الأساسي وبين تحصيل طالبات الصف نفسه في المادة نفسها. - وجود فرق دال إحصائياً بين نسبة الأسئلة ذات المستويات الدنيا ونسبة الأسئلة ذات المستويات العليا لصالح الأسئلة ذات المستويات الدنيا.