فاعلية التعلم المدمج في تنمية مستوى التحصي لدى الطلبة من وجهة نظر المعلمات في مديرية عمان الأولى

Abstract EN

The study aimed at identifying the effectiveness of integrated education and its role in increasing students’ achievement from the point of view of the female teachers of the first three grades in the province of Amman.

The study population consisted of 200 teachers for the 2017-2018 academic year.

A sample of (60) teachers was randomly selected.

To examine the validity of the study, the researcher developed a research tool consisting of 19 items.

The results of the study revealed the following: The mathematical averages of the items of this dimension ranged between medium and high.

The item that reads ("Integrated learning is a facilitative framework and an educational method that uses more than one way to transfer knowledge and experience to the learners ..

etc.) occupied the first place with the highest average score of (4.50) and a standard deviation of (.770) to a large extent.

The item that stipulated the following: (Integrated instruction enhances the speed of students’ response to self-learning activities … etc.) ranked in the last scale and obtained an average of 2.82 and a standard deviation of 1.347.

The results also demonstrated that there were no statistically significant differences due to the impact of schools and experience on the effectiveness of integrated education.