Zakariya Abu-Dabat

International Review of Social Studies and Humanities          

Published.                                                                            English    Text        

Dr Zakariya Abu-Dabat                                                                   

     A questionnaire has been designed, developed, and used to achieve such an aim. The        questionnaire consisted of 25 paragraphs or questions, using Lickert’s psychometric scale      for measuring the students’ responses to the questions asked. The validity and reliability      of the questionnaire had been examined by using Chronbach’s and Pearson’s correlation      methods. The results of the questionnaire were found to be coefficient and stable,            reaching an appropriate value of (0.78) and (0.825) respectively.

The researcher in this study tried to answer the following questions:

1-What are the attitudes of the students towards the evaluation system at the faculty of Arts?

2-Do the attitudes of the students vary in terms of their gender?

3-How do the attitudes of the students affect their final results in both subjects (Curriculum and teaching methods)?

4-Do the results in those courses vary in terms of student’s gender?

  From the previous questions the researcher has formed four postulates, and many statistical equations have been used to examine the results. The results showed that the attitudes of students towards the evaluation system is generally positive, while in terms of gender the results showed that there is no significant statistical differences. This was because in both tests the T. Value was 1.93 which is not statistically significant in the level of 0. 41 and F.D. 35. This means that the tendencies of both Male and Female students towards the evaluation system are nearly equal. Accordingly, the researcher accepts the second zero assumption. By using Spearman- Brown’s correlation coefficient equation(R) the results proved there are no significant statistical differences between students’ attitudes towards the evaluation system and their results in the two suggested subjects. Moreover, by using KAI Square equation the study showed that there are significant differences at the level of 0.05 between the students’ achievement in both subjects in terms of their gender in favour of Female students. The researcher has explained the results in the discussion section of the results.

KEY Words: Assessment, Attitude, Alternative, Curriculum, Evaluation, Perception                                  Teaching Methods, Valuation,

International Journal of Humanities and Social Science        U.S.A (  English Tex  )   Published

Key words: critical thinking skills, analysis, inferences, deduction, induction, evaluation, primary stage, secondary stage

     Critical thinking, Skills and Habits

Dr Zakariya Abu-Dabat

Faculty of Arts

Human Studies

   Critical thinking comprises of a combination of complex skills and at the same time, its habit of thought is used in society, and will pervade its entire mores, because it’s a way of taking up the problems of life.   William Graham’s words gave a great example of critical thinking in a certain society. Men educated in it cannot be Stampeded by stump orators, they are slow to believe they can not hold things as possible or probable in all degrees, without certainty and without Pain.

(William1940)

   They can wait for evidence and weigh evidence, influenced by the emphasis or confidence with which assertions are made on one side or the other. They can resist appeals to their dearest prejudices and all kinds of cajolery. Education in the critical faculty is the only education of which it can be truly be said that it makes good citizens, that is why we encourage our students to train and use critical thinking in their studies, workshops, examinations, professionals, and in debates and arguments.

   In fisher’s delimitation we read: critical thinking in purposeful and reflective judgement about what to believe or what to do in response to observations, experience, verbal or written expressions, or argument.

   Critical thinking might involve determining the meaning and significance of what is observed, expressed, or a given inference or argument. This determines whether there is adequate justification to accept the conclusions as true (Alec and Scriven, 1997).

    Hence, this definition points out that ‘reflective thinking’ is seen as a ‘skilled’ active interpretation and evaluation of observations, communications, information, and argumentation. Parker and Moore define it more narrowly as the careful, deliberate determination of whether one should accept, reject, or suspend judgment about claim and the degree of confidence with which one accepts or rejects it.

   Critical thinking gives due consideration to the evidence, the relevant criteria for making the judgement well, the applicable methods and techniques for forming the judgment, and the applicable theoretical constructs for understanding the nature of the problem and questions at hand.

   According to what had been noticed, critical thinking employs

not only logic which had been denied by Dewey and pragmatic school, but according to those  it is a broad intellectual criteria comprising of clarity, credibility, accuracy, precision, relevance, depth, significance and fairness. In other words, it is complex to achieve and requires a range of skills.

Key words; critical thinking, habits, skills, reflective thinking . Critical  Dualism , induction and refutability

Teaching strategies and their relation with some counseling variables during teaching training in primary schools in Jordan.

International  Journal of Academic  Research,Baku

Azerbaijan, Published (English Text)

Dr Zakariya Abu-Dabat

Faculty of Arts

Human Studies

This study aimed at examining the influence of educational counseling on teaching performance of trainee students inside the classrooms. In particular, the trainee students would conduct the lessons in the classroom, which will be assessed based on pedagogical strategies. The lesson plans were created by the trainee students whilst being monitored. This specific research method is referred to as part of the teaching ‘system’. This method requires constant supervision of the trainee students, who personally establish set plans for the lessons, in order to provide guidance for set outcomes. The researcher conducted to study the effects of their teaching techniques, before and after the supervision by using independent sample t-test After analysing the results, they clarified that there are statistical differences between the performance of trainee students pre- counseling and post-counseling results, in favor of post-counseling in three out of four categories of strategic teaching .The study proves that there is significance differences between the counselor’s   results and school administration results. There are significant differences between the counselor’s results and the resident teachers. For that, the researcher recommends to concentrate at the continuous training students’ supervision in what we can call “microteaching classroom”,

Key Words: Counseling, Teaching Strategies, learning, Results,

Practical education, educational guidance

The Relation Between The (class teacher) Students’ Attitudes towards Teaching Profession and the Level of Teaching Competency With Reference To Various Variables                            

The purpose of this study is to determine (class teacher) students teaching   competency related to their attitudes towards the teaching profession                              

The study was conducted by taking a sample of trainee students at the Al Zaytoonah University Amman Jordan. 50% of the students were chosen over two semesters and the study was carried out in both public and private schools in the year 2009 and 2010.                                                                                                                        

The study was carried out on 122 out of 244 students both male and female, ages between 20- 33, and have been chosen at random during morning and afternoon courses.

To manipulate the students’ response on the pre-organized questionnaire concerning their attitudes towards teaching, the researcher used Chronbach’s Alpha to measure the reliability of the questionnaire. To measure the validity of the questionnaire he used Parsons Correlation.

The researcher used the Al- Zaytonah category scale to examining students’ skills and competency in teaching. The results showed positive attitudes towards teaching  profession with regards to the total and not vary in terms of the variables , gender and age, due to the fact that the ‘statistics significance’ (SS) were higher than  0.05. The study revealed also, that the impact of (class teacher) students’ attitudes towards teaching competency was positive and vary regarding to the variables.

In terms of teaching competency also the results show that the mean score of female teachers are higher in the planning section. And the mean score of all teachers ages 33+ is higher than the other age groups. Regarding the class administration section, the main score of the females is higher than the mean score of the male teachers. At the same time the mean score of the older teachers ages 33+ and over is higher than the other teachers younger than this age.

Regarding the procedures sections, it is seen that the main scores are equal for both male and female teachers. But the mean score of the more mature teachers 33 + are higher than the other younger teachers.

In terms of the evaluation section, it is seen that the mean score are quite high in general.

The T test proved that there is a significant difference in favor of female teachers and older teachers in all sections:

: Key Words; (Class Teacher) Student, Attitudes, Teaching Competency, Teaching Profession, Efficient Teaching. Planning, Class Administration, Procedures, Evaluation

Title:                                                           

Implementing Hidden curriculum elements in the lower essential grades of primary schools throughout Jordan

October 2012    Volum,3 No.2  

International Journal of Academic Research ,Baku, Azerbaijan   English Text   Published

May 2013  Volum,2 No.3                                   

Dr Zakariya Abu- Dabat                                                

Faculty of Arts                                                        

Human Studies                                                      

This study is aimed at identifying the role of the teacher in counseling the academic delay among pupils of the essential stage of the primary school in West Amman. It is aimed at showing the effect of the variable, gender and years of experience in reforming the academic delay in the light of the study fields asserted in the content of this paper.

The subject of the study consists of 53 teachers from different schools, twenty five female teachers and twenty eight male teachers in the academic years 2012 – 2013. To achieve the objectives of the study, questionnaire has been prepared and developed which contain (22) paragraphs that are divided in the fields, the first of which is the teacher’s ability to conduct counseling for ‘the academic delay’. The other is the teacher’s ability to deal with the reforming of the academic delay. The capability and the stability of the tool have been examined by using the C.O formula (0. 77).  To answer the question of the study, the Arithmetic means the standard deviation (T) test, and the analysis of single differentiation were used.

The researcher has found the means of paragraphs in the first and second fields were nearly equal, the highest arithmetic means for both (3. 32).

There were no statistical differences between the means of the answer of both male and female teachers concerning their attitudes and valuation of their role in counseling the academic Delay pupil. Finally, there are no statistical differences between the teachers’ response towards their attitudes and their capacities in counseling the academic delay pupils in the level (0.05).

Analyzing ‘’Our Arabic language Textbooks’’ of the Last Grade of Primary Stage With Reference to Bloom’s

Taxonomy of the Cognitive Objectives

The Journal of  International Social Research

Dr. Zakariya Abu- Dabat

Faculty of Arts

Referring to the questions, the results of the study showed that the contents of the Textbooks (the scope of the study) was consistent with the general aims of teaching and learning the Arabic Language in the upper grade of the primary stage. The results of the study also indicated that there was an overemphasise on the lower level questions in the textbooks.

The number of questions and their percentages were tending to lower level of Blooms Taxonomy of Cognitive Domains. The number of the questions in ‘Our Arabic Language’ was 1283, distributed to the six levels of ‘Bloom’s Taxonomy. The highest number was knowledge level which were 596 questions with 46.45% of the percentages of the whole levels, whereas the questions of comprehensive were 196 with 15.27%, application 148 with 11.52%, syntheses 125 with 9.74%, analysis 114 with 8.88% and Evaluation at the end of the Taxonomy.  The number of the questions devoted to the evaluation was 104 with 8.14%

According to the results, educational processes in teaching Arabic Language in this stage is still in its’ lowest standard. In this case, pupils’ performance will be negatively affected and lose the achievement of higher cognitive tasks. Despite that, the results showed that the outcomes of the contents, general aims and specific objectives were sufficient for pupils’ needs in this stage. The study proved that the taxonomy levels percentages were consistent with the standard percentages as shown in the tables 3, 4 and 5. Again It means that the number of questions and percentages were satisfactory and help the pupils to achieve the specific objectives of ‘Our Arabic Language’ in the four grades. However, teachers and educators should use Blooms Taxonomy to encourage higher- order thought in their pupils by building up from lower level cognitive skills.

Key Words: Arabic Language, Bloom’s Taxonomy, Aims and Objectives, Textbooks contents, Dimensions, Knowledge, Comprehension, Application, Evaluation, Analysis and Syntheses.