أثر برنامج تدريبي مقترح في إكساب معلمات التربية الإسلامية بمحافظة ظفار مهارات طرح الأسئلة الصفية

Abstract EN

The purpose of the current study is to investigate the effect of a proposed training program to help Islamic teachers acquire a classroom questioning skills.

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In order to attain this purpose the experimental methodologies were used, The researcher was develop two tools to gathering data the first one is a performance observation card focused on the main three skills: constructing questions skill, asking questions skill, and receiving answers skill.

The three main skills consist of 20 sub skills.

validity and reliability are measured in this study.

The second tool is a training program which was designed based on the famous training model "Kemp model".

It included activities and applications of classroom questioning skills.

The study sample consisted from Islamic teachers in basic education schools (5-12) in 2014 in Salalah city.

They were selected non- randomly by the Islamic supervisors in the region based on the teachers' needs which were determined by the results of classroom visits in the first semester of the academic year 20132014.

The number of the participants was (10) teachers.

The classroom observation card has been applied twice for each teacher, and then the training program was conducted for (4) days, two training sessions every day.

Then, the effect of training was tracked and during that the post- observation card was applied.

After that, the average of the participants results, before and after the program, were calculated to measure the effect of the program on the sample using the paired sample t-test.

The results of the study were the following: - There were a statistically significant differences at the level of ( 0.05) between the averages of the sample's respondents in the pre and post measurements of constructing questions skill due to the training programvariable.

- There were a statistically significant differences at the level of ( 0.05) between the averages of the sample's respondentsin the pre and post measurements of asking questions skill due to the training program.

variable.

- There were a statistically significant differences at the level of ( 0.05) between the averages of the sample's respondentsin the pre and post measurements of receiving answers skill due to the training program.

variable.

-There were a statistically significant differences at the level of ( 0.05) between the averages of the sample's respondentsin the pre and post measurements of all questioning skills due to the training program.

variable.

Based on these findings, several recommendations were presented among which are: holding workshops and training courses for in-service teachers to train them on classroom questioning skills and take advantage of the training program in professional development programs, especially for new teachers.

Study suggestions: a study about the effect of a similar training program on students' achievement and to what extent its effect stays with them and study about the effect of gender, experience and educational qualifications on the results of a similar training program.