معوقات تطبيق التقويم الواقعي في مواد التربية الإسلامية للمرحلة الابتدائية بالمدارس الحكومية بجدة من وجهة نظر المعلمات

Abstract EN

The research aimed to uncover the obstacles applying realistic evaluation in Islamic education subjects at the Elementary stage in public schools in Jeddah from female teachers' point of view.

And determine the differences according to the variables (years of experience in education, and training courses).

The researcher used the quantitative, descriptive, and analytical approach, the tool which is used in the study was the Al-Thawabia questionnaire (2013), which was distributed to a random sample of (307) Islamic education female teachers for the elementary stage in Jeddah, the results showed that the tool obtained an overall average of (3.92 out of 5) degrees.

Large), and at the level of the axes; Obstacles related to female students got the highest average (4.10), followed by obstacles related to application conditions with an average of (4.03), then obstacles related to the teacher with an average of (3.83), and finally obstacles related to the course with an average (3.71), all of which were (large).

The results also indicated that there are no statistically significant differences at the level of significance (0.05) between the averages of obstacles to applying the realistic evaluation due to years of experience in the focus of teacher and student and the conditions of application.

While there are statistically significant differences due to years of experience in the axis of obstacles related to the studying course.

The results showed that there were no statistically significant differences between the averages of the obstacles in the application of realistic evaluation due to the number of courses in the two axes of obstacles related to students, and the conditions of application, while there were statistically significant differences at the level of significance (0.05) attributed to the number of courses in the two axes of obstacles related to the teacher and the studying course.

Based on the results, the researcher presented a set of recommendations, "Conducting intensive training courses in realistic evaluation strategies and tools, also to educating school leaders of its importance, providing the material capabilities necessary for its implementation and preparing a guide that explains realistic evaluation strategies and how to build their tools.

And the inclusion of Islamic education curricula for realistic evaluation methods.