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الرئيسية > واقع ومعوقات استخدام التعليم ا...>الوصف

واقع ومعوقات استخدام التعليم المدمج في تدريس الرياضيات للمرحلة المتوسطة من وجهة نظر مدرسي محافظة ميسان

العنوان بلغة أخرى: The Reality of Using Blended Education in Teaching Mathematics for Middle School from the Viewpoint of Maysan Governorate Teachers
المصدر: مجلة الأطروحة للعلوم الإنسانية
الناشر: دار الأطروحة للنشر العلمي
المؤلف الرئيسي: عزيز، منار فاروق (مؤلف)
المجلد/العدد: س7, ع1
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2022
الشهر: شباط
الصفحات: 223 - 254
DOI: 10.33811/1847-007-001-010
ISSN: 2518-0606
رقم MD: 1235354
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: HumanIndex
مواضيع:
التعليم المدمج | تدريس الرياضيات | طلبة المرحلة المتوسطة | التربية الحديثة
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المستخلص: This study aimed to identify the reality of using blended education from the point of view of mathematics teachers in teaching middle school students in Maysan governorate. To achieve the study objectives, the researcher used the descriptive approach, and the blended learning reality scale was applied on a random sample of 100 teachers from middle school mathematics teachers in Maysan governorate, and arithmetic averages were used to calculate the degree of the reality of blended learning among the governorate teachers, Tests were also used to identify the degree of differences attributed to the gender variable, and finally (Pearson Coefficient) was used to test the hypothesis that there is no statistical relationship between the age variable and the axis of teachers ’ability to deal with blended education. The most prominent finding of the study was that the degree of the reality of blended learning among primary school teachers in Maysan governorate came to a moderate degree, but is subject to development according to the desire of teachers who refuse to remain on traditional methods. The study revealed that the degree of the axis of educational obstacles was of a high degree with a mean of 3.30. The results indicate that there are statistically significant differences at the significance level of 0.05 between the gender variable and the reality and obstacles to blended education in teaching mathematics for the intermediate level in Maysan governorate. The study also showed, using the Pearson coefficient, to critique the hypothesis that there are no statistically significant differences at the significance level of 0.05 between the age variable and the axis of teachers ’ability to integrate education. The Ministry of Education in the Republic of Iraq takes care of the issue of blended education, and provides educational workshops in this field. Finally, I recommend supervising the level of students and their ability to deal with the new technology. Spreading awareness among parents of the importance of blended learning and its impact on the teaching and learning process and achieving positive results using it.
ISSN: 2518-0606

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