International Journal of Educational and Psychological Studies

Volume 9 - Issue 3 (2) | PP: 731 - 747 Language : العربية
DOI : https://doi.org/10.31559/EPS2021.9.3.2
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The reality of blended education from the teachers' point of view in the Qalqilya education directorate in light of some variables

Soha Jallad ,
Abeer Qashou' ,
Lina Abu Hamad ,
Bara'a Juaidi
Received Date Revised Date Accepted Date Publication Date
30/9/2020 9/10/2020 22/10/2020 13/6/2021
Abstract
The study aimed to identify the reality of blended education from the teachers' point of view in the Qalqilya Education Directorate in light of some variables, and to identify the challenges of blended education from the viewpoint of the education supervisors of the Qalqilya Education Directorate and ways to confront them. The study tool consisted of a questionnaire consisting of (33) items, distributed on (4) axes, which were applied to (143) teachers, in addition to conducting qualitative interviews with (5) education supervisors in the Qalqilya Education Directorate. The results of the study showed that the degree the faculty for the reality of blended education from the teachers' point of view in the Qalqilya Education Directorate was large, with an arithmetic average (3.84), and a percentage (%75.8), The field of blended learning challenges ranked first with an arithmetic average (4.31) and a percentage (%86.2). Compact in the second rank with an arithmetic average (3.82) and a percentage (%76.4) and the area of knowledge of the concept of blended learning came in the third rank, with an arithmetic average (3.69) and a percentage (%73.8), and the importance of applying blended education ranked fourth with an average Arithmetic (3.55) and a percentage (%71), The results also showed that there are statistically significant differences on the total degree of the reality of blended education from the teachers' point of view due to the gender variable and in favor of males, and the presence of statistically significant differences on the total degree of the reality of blended education due to the scientific qualification variable In favor of the master's degree, while the results did not reveal any statistically significant differences attributed to the variables of years of service and field of specialization, and the results of the educational supervisors' interviews showed that (%80) of the challenges of applying blended education relate to the lack of computers between the reach of teachers and students, and that (%80) One of the ways to face the challenges of implementing blended education is related to providing teachers and students with computers and tablets, and the study recommended working to meet the challenges of blended learning by those in charge of the educational process in the Ministry of Education, providing teachers and students with computers, activating educational platforms, and working to develop expertise Teachers are enrolled in blended education by enrolling them in training courses on e-learning programs. The study suggested providing centers for the maintenance of teachers 'and students' computers at prices It is symbolic through the Ministry's coordination with specialists in this field, preparing electronic educational packages to enable students and parents to follow-up and education face-to-face and remotely, and to conduct similar research studies in different directorates of Palestine


How To Cite This Article
Jallad , S., et al. (2021). The reality of blended education from the teachers' point of view in the Qalqilya education directorate in light of some variables . International Journal of Educational and Psychological Studies, 9 (3), 731-747, https://doi.org/10.31559/EPS2021.9.3.2

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