إلى أي مدى يمارس المعلمون الفلسطينيون في مدارس مدينة نابلس عمليات تصميم التدريس بصورة نموذجية ؟

Abstract EN

This study tried to answer three groups of questions: The first group inquired whether Palestinian teachers practice the instructional design processes, the second group inquired whether teachers practice these processes ideally, and the third group inquired whether the government teachers differ from the UNRWA teachers in practicing these processes of instructional design.

A (398) random sample of (149) male, and (249) female teachers was taken from both government and UNRWA schools in Nablus city, West-Bank.

Teachers responded to a questionnaire measured the instructional design processes in one hand, and the ideal picture of instructional design processes on the other.

The data were manipulated by using descriptive and analytic statistics.

The main results of this study were as follows: 1- The overall mean of teachers’ practice of instructional design processes was (x= 4.52) out of (5.00) scores.

Teachers practiced these processes mentally and in a written type together (x= 4.60) significantly better than the mental type alone (x=4.24), but not than the written one (x=4.59).

2- The overall mean of teacher’s practice of instructional design processes ideally was (x= 4.45) out of (5.00) scores.

Their mean on the adequacy of these processes was (x= 4.44), whereas, their mean on the consistency processes was (4.47).

Teachers practiced the ideal pictures of instructional design significantly better when they prepare for lesson plan (x= 4.39) than a unit plan (x= 4.20) or plan for the whole curriculum (x= 4.08).

3- “T test” for independent samples revealed that UNRWA teachers practiced the instructional design processes (x= 4.58) significantly (p>0.05) better than the government teachers (x= 4.49).

The same results were also found when they practice these processes of ideally (x=4.42 vs.

4.25, p>0.005).

4- Two way ANOVA by using (F-test) revealed significant interactions between government and UNRWA school teachers and the number of in-service teachers training programs.

This significance was shown on the items of instructional design processes on one hand (p>0.03), and on the ideal standard of these processes on the other (p>0.01).

The interaction indicated that the mean of UNRWA teachers who had taken more than ten training programs was significantly higher than those who had taken no training programs, whereas, the mean of government teachers who did not take any training program was significantly higher than those who took more than ten programs.