تطوير قائمة أكسفورد للسعادة : دراسة سيكومترية في نظرية الاستجابة للمفردة

Abstract AR

The present study aims to detect obstacles that prevent the use of mathematics teachers the modern teaching methods of teaching mathematics in elementary and middle stages, as well as knowledge of the effect of experience and qualification and participation in training courses on the use of modern teaching methods.

The study sample consisted of 111 teachers of mathematics teachers primary and middle levels in the city of Hae’l, selected on basis of simple random sampling during the second semester of the year 2012 / 2013.

The study found a number of results as follows : -The constraints associated with the student showed it the most difficult obstacles to teachers of mathematics and that prevent the use of modern teaching methods in the teaching of mathematics with a high mean (3.72).

-It turned out to be high obstacles faced by teachers of mathematics that prevent the use of modern teaching methods in the teaching of mathematics is (heavy teaching load, the high numbers of students in the classroom, and length of the course content) with a very large degree.

-There is no statistically significant difference in perceiving the obstacles related to (teacher, student, curriculum or textbook, administration and the school system), and in the resolution as a whole due to the difference in years of experience.

-There is statistically significant differences in perceiving the constraints associated with the same teaching methods due to the difference in years of experience, favoring the less years of experience.

-There is no statistically significant difference in perceiving the constraints related to (student, administration and the school system) is attributable to the difference in qualification.

-There is statistically significant differences in perceiving the constraints related to (teacher, textbook or curriculum, and teaching methods themselves) in the questionnaire as a whole due to the difference in qualification, for the benefit of Qualification (less than BA).

-There is no statistically significant differences in perceiving the obstacles related to (teacher, student, curriculum or textbook, and administration and the school system) in the questionnaire as a whole due to participate in the training courses.

-There is statistically significant difference regarding the constraints associated with the same teaching methods, due to participating in the training courses for the benefit of those who did not participate in the training courses on modern teaching methods.

هدفت الدراسة الحالية إلي تطوير مقياس السعادة باستخدام نظرية الاستجابة للمفردة، و لتحقيق هدف الدراسة تم تطبيق قائمة أكسفورد للسعادة على عينة من طلبة جامعة القدس المفتوحة قوامها (187) طالبا و طالبة، و تم تدريج مفردات قائمة السعادة تبعا لمعالم المفردات، و ذلك بعد حذف الأفراد و المفردات غير الملاكمة لعملية التدريج ؛ حيث تم حذف مفردة واحدة فقط من مفردات المقياس الأصلي، و تبين من خلال التدريج أن هناك فجوات على متصل السمة، و عليه تم إضافة (12) مفردة لقائمة أكسفورد للسعادة، و أعيد تطبيق المقياس بصورته الجديدة على عينة مكونة من (260) طالبا و طالبة، و تم معايرة مفردات المقياس بصورته الجديدة، و تبين عدم وجود فجوات على متصل السمة، و يلغ عدد مفردات المقياس بصورته النهائية (38) مفردة، و تم التحقق من صدق المقياس و ثباته و يلغ معامل الثبات .(0.95)