Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science
Badran, B., Sarhan, M., Mahasneh, O. (2018). Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science. EKB Journal Management System, 28(2), 323-337. doi: 10.21608/jealex.2018.158402
Bilal Omar Badran; Mohammad Omar Sarhan; Omar Mousa Mahasneh. "Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science". EKB Journal Management System, 28, 2, 2018, 323-337. doi: 10.21608/jealex.2018.158402
Badran, B., Sarhan, M., Mahasneh, O. (2018). 'Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science', EKB Journal Management System, 28(2), pp. 323-337. doi: 10.21608/jealex.2018.158402
Badran, B., Sarhan, M., Mahasneh, O. Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science. EKB Journal Management System, 2018; 28(2): 323-337. doi: 10.21608/jealex.2018.158402

Effect of Virtual Teaching Method and Gender on Vocational Student’s Achievement in Agricultural Science

مجلة کلية التربية - جامعة الإسکندرية
Article 9, Volume 28, Issue 2, June 2018, Page 323-337  XML PDF (730.04 K)
Document Type: المقالة الأصلية
DOI: 10.21608/jealex.2018.158402
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Authors
Bilal Omar Badran1; Mohammad Omar Sarhan1; Omar Mousa Mahasneh2
1Al-Salt Faculty of Human Sciences, Al-Balqa Applied University, Jordan
2Shobak University College
Abstract
هدفت الدراسة إلى التعرف على أثر طريقة التدريس الظاهري والنوع في تحصيل طلبة التربية المهنية                 في الجزء العملي لثلاثة مساقات زراعية وهي: اکثار النباتات، نباتات الزينة، وأشجار الفاکهة، تدرّس في قسم الانتاج النباتي، کلية السلط، جامعة البلقاء التطبيقية. تکونت عينة الدراسة من جميع طلبة التربية المهنية، السنة الثانية في کلية السلط والبالغ عددهم (47) طالباً وطالبة. لقياس تحصيل الطلبة تم استخدام امتحان تحصيلي. تم جمع البيانات لقياس تحصيل الطلبة، استُخدم الإحصاء الوصفي (المتوسطات والانحرافات المعيارية) للإجابة على أسئلة الدراسة، تم استخدام تحليل التباين المتعدد (MANOVA)  لتحديد أثر طريقة التدريس الظاهري والنوع على تحصيل الطلبة، في حين استُخدم تحليل التباين المصاحب المتعدد (MANCOVA) لاختبار الفرضيات الصفرية التي صيغت عند مستوى الدلالة (0.05 =α). أظهرت نتائج الدراسة وجود فروق معنوية عند مستوى الدلالة (0.05 =α) بين متوسطات الطلبة الذين درسوا بطريقة التدريس الظاهري مقارنة بالطريقة التقليدية، کما أظهرت النتائج عدم وجود فروق معنوية عند مستوى الدلالة (0.05 =α) بين متوسطات الطلبة تعزى للنوع. استناداً الى هذه النتائج أوصت الدراسة ببذل المزيد من الجهود لاستخدام طريقة التدريس الظاهري في تدريس طلبة التربية المهنية، کما أوصت بضرورة عمل المزيد من الأبحاث لمعرفة أثر طريقة التدريس الظاهري في مواقف تعليمية مختلفة.
الکلمات المفتاحية: طريقة التدريس الظاهري، تحصيل الطلبة، التربية المهنية.
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