الحاجات التعليمية لطلبة جامعة السلطان قابوس في ضوء نوع الکلية والمرحلة الدراسية | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 7, Volume 34, 165جزء1, September and October 2015, Page 297-462 | ||||
| DOI: 10.21608/jsrep.2015.55347 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| أحمد محمد شبيب حسن; هلال بن زاهر النبهاني; تغريد بنت ترکي آل سعيد; محمود محمد إبراهيم; إبراهيم بن سلطان الحارثي; أسامه سعد أبو سريع | ||||
| جامعة السلطان قابوس - کلية التربية - قسم علم النفس | ||||
| Abstract | ||||
| ينظرالعديد من الباحثين إلى أن تحديد الحاجات التعليمية للمتعلمين يساعد في الحصول على صورة شاملة ودقيقة لنقاط القوة والضعف داخل المؤسسات التعليمية، وفي هذه الحالة يمکن تدعيم نقاط القوة ومعالجة نقاط الضعف، وبذلک يمکن استخدام هذه الحاجات في تحديد الأهداف ذات الأولوية لوضع الخطط التعليمة اللازمة للطلاب، وتحسين تحصيلهم العلمي. وهناک شبه اتفاق بين الباحثين على أهمية التعرف على الحاجات التعليمية لدى طلبة المرحلة الجامعية بافتراض أن تحديد الحاجات التعليمية يعد نقطة الانطلاق لأي برنامج دراسي أو نشاط تعليمي للمراحل الدراسية وتحديدا المرحلة الجامعية لان ذلک يمس أفراد يمثلون جزءا من الکيان الاجتماعي للبلاد، لذا ينصح بأن مسؤولية الجامعات الاهتمام بهم ليصبحوا ذو فائدة اجتماعية. تکونت عينة الدراسة من 986 طالب وطالبة من طلاب جامعة السلطان قابوس بمرحلتي البکالوريوس والدراسات العليا (ماجستير ودکتوراه) منهم 856 طالباً وطالبة لمرحلة البکالوريوس بنسبة 86.6%، و130 طالباً وطالبة لمرحلة الدراسات العليا بنسبة 13.2%. موزعين على کليات الجامعة المختلفة. کما کانت العينة تتضمن کلا النوعين الذکور والإناث (427 من الذکور بنسبة 43.3%، 559 من الإناث بنسبة 56.7%)أشارت النتائج إلى أن ترتيب الحاجات التعليمية لدى أفراد العينة اختلفت باختلاف النوع ونوع الکلية والمرحلة الدراسية. کماأظهرت النتائج وجود حاجات تعليمية فضلها أفراد العينة وکانت تختلف باختلاف النوع ونوع الکلية والمرحلة الدراسية کما تبين أن هناک حاجات تعليمية نالت أعلى تفضيل لديهم ووجود اتفاق بين أفراد العينة في عبارات کل محور من الجوانب التعليمية السبعة المدروسة وکذلک وجود اختلاف بينهم في بعض العبارات کماأظهرت النتائج وجود حاجات تعليمية فضلها أفراد العينة وکانت تختلف باختلاف النوع ونوع الکلية والمرحلة الدراسية کما تبين أن هناک حاجات تعليمية نالت أعلى تفضيل لديهم ووجود آفاق بين أفراد العينة في عبارات کل محور من الجوانب التعليمية السبعة وکذلک وجود اختلاف بينهم في بعض العبارات. Abstract: Many researchers think that the selection of instructional needs of learners helps attain a comprehensive and accurate picture of points of strength and weakness inside educational institutions. In this case, points of strength can be consolidated while points of weakness can be remediated, thus, these needs can be used in determining the prior goals to set instructional plans needed for the students and improve their academic achievement. Researchers agree that recognizing instructional needs for university students is important with the assumption that determination of instructional needs is the starting point of any educational program or instructional activity for educational stages especially for university because it is an important stage with individuals who represent an important pillar of the social identity of the country. Accordingly, it is advisable that the university’s responsibility is to take care of these students to make them a powerful tool in the society. The participants of this study consisted of 986 male and female students from Sultan Qaboos University on both bachelor and graduate levels (masters and doctorate) out of which 856 were from bachelor level (86.6%) and 130 students were from graduate level (13.2%) distributed on different university colleges. The results of the study indicated that the order of the instructional needs for the study participants differed according to gender, college, and year of study. The results also pointed out instructional needs preferred by the study sample, which differed according to gender, college, and year of study. Also, there were instructional needs that had the highest preference and there was an agreement among the study participants in the items of each subscale of the seven instructional aspects. Also, there was a difference in some items. The results also indicated instructional needs preferred by the participants and they differed according to gender, college, and year of study. Also, there were instructional needs that had the highest preference and there was an agreement among the study participants in the items of each subscale in the seven instructional aspects and there was also a difference among them in the items. | ||||
| Keywords | ||||
| الحاجات التعليمي- المرحلة الأساسية | ||||
| References | ||||
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