تقييم جودة مخرجات عملية التعلم عن بعد خلال جائحة كورونا من وجهة نظر أولياء أمور طلبة المدراس الحكومية الأردنية

Abstract EN

The study aimed at identifying the evaluation of the quality of the outputs of the distance learning process from the point of view of parents of primary school students in Jordanian public schools, by identifying the areas (academic achievement, social influences, and technical factor).

the study used the descriptive analytical approach, the study's questionnaire was applied to a sample of parents of students in primary stage in Jordanian public schools in the Amman for the academic year 2020/2021.

the sample consisted of (691) male and female students.

the study concluded that the field of impact of the distance learning process on the academic achievement of Jordanian public-school students came at the low average, while the field of social impacts of the distance learning process on students came at the medium average.

while the field of the role of the technical factor in students' follow-up to their lessons at a medium average.

the study also found that there were statistically significant differences at the significance level (0.05) in (the field of social influences, the field of technical factor, and overall measurement) due to the gender variable, in favour to females, as well as there were statistically significant differences at the significance level (0.05) in (the field of academic achievement, the field of social influences, the field of technical factor, and the overall measurement) due to the educational qualification, in favour to high studies variable, and there were no statistically significant differences at the significance level (0.05) in evaluating the outcomes of the distance learning process due to the variable number of children in schools.

in light of the results that have been reached, the study recommended improving the quality of the educational process outcomes, both face to face and at a distance, especially for students in primary stages, and to conduct more studies that measure other dimensions of the quality of the educational process outcomes, whether remotely or face to face.