المعيقات التي تواجه طلبة مدارس الزرقاء في أداء واجباتهم المدرسية أثناء التعليم عن بعد وسبل التغلب عليها كما يراها المعلمين

Abstract EN

The study aimed to identify the obstacles facing Zarqa school students and ways to overcome them as perceived by the teachers.

And to identify the statistically significant differences between the study sample by gender, educational qualifications, and number of years of experience.

The method used in the study was the descriptive analytical method.

The study population are teachers of Zarqa Secondary Schools, and the randomly selected sample consisted of 201 teachers.

The study concluded the following results: The arithmetic averages ranged between (3.43-4.10), where the technical obstacles came in the first place with the highest arithmetic average of (4.10), while the obstacles related to parents came in the last rank with an arithmetic average of (3.43), and the arithmetic average of the obstacles that students face in performing of the homework in the distance education process as perceived by teachers in the second Zarqa education schools as a whole (3.69).

The arithmetic averages ranged between (2.63-4.03), where paragraph No (9) states that "the student gives unjustified excuses for not performing the duty" in the first place, with an average of (4.03), while Paragraph No.

(11) and its text, "The student's negative tendencies towards the teacher for traits in his personality, or behavior he performs in the classroom" came in the last rank, with an average of (2.63).

The arithmetic mean of the area of obstacles related to the family as a whole was (3.73).

The arithmetic averages ranged between (2.46-3.82), where paragraph No.

(19), which states "the presence of family or personal problems (psychological, physical or health)" came in the first place, with an arithmetic average of (3.82), while paragraph No.

(20) and its text, "Parents and students' lack of awareness of the importance of homework by teachers" ranked last, with an average of (2.46).

The arithmetic mean of the area of obstacles related to the family as a whole was (3.43).

The multiple triple variance analysis for the effect of gender, educational qualification and number of years of experience showed that there were no statistically significant differences (α= 0.05) due to the effect of gender, educational qualification and number of years of experience in all fields.

In light of the results, the researcher made the following recommendation: Providing assistance from the Ministry of Education and local community institutions to areas with a weak financial situation by providing families with electronic devices and an Internet provider to support their children's communication with their teachers in distance learning through educational platforms.