درجة امتلاك معلمي التاريخ في المرحلة الثانوية في الأردن لمهارة تلخيص النص التاريخي و علاقتها باكتساب طلابهم لها

Abstract EN

This study aimed at exploring the relationship between K12 history teachers’ mastery skills in summarizing historical texts on the one hand, and students’ understanding of these texts and the extent to which the mastery level impacts the students’ achievement.

While the level of teachers’ mastery of these skills is controversial, there seems to be an agreement on 80% as the minimal satisfactory educational level.

Similarly, students’ minimum level is agreed to be 60%.

The study sample comprised (15) teachers and (130) students who were randomly selected from Irbid First Directorate schools in Jordan for the academic year 2014/2015.

Correlative approach was deployed and an instrument of (20) questions was developed to measure the skills of summarizing historical texts.

Validity and reliability of the test were examined; the reliability coefficient of the test was ( 0.85).

Findings revealed the presence of a statistically significant difference between the mean performance of history teachers in the secondary stage with regard to summarizing historical texts (83.08) and the mean performance that is minimally accepted, in favor of teachers.

There was also a statistically significant difference between the mean performance of history students (54.4) and the one that is accepted, in favor of the minimally accepted level (60).

Findings also revealed a weak correlation (correlation coefficient = (0.16)) between teachers’ possession of the skills to summarize historical texts and students’ acquisition of such skills.