Document Details
|
Document Type |
: |
Thesis |
|
Document Title |
: |
Employing the Interactive Whiteboard in Teaching Reading Skills to Students with Learning Disabilities in Primary School: Perspective of their Teachers’ in Jeddah واقع توظيف السبورة التفاعلية في تدريس مهارات القراءة للطلبة ذوي صعوبات التعلم في المرحلة الابتدائية من وجهة نظر معلميهم في مدينة جدة |
|
Subject |
: |
Faculty of Education |
|
Document Language |
: |
Arabic |
|
Abstract |
: |
The current study aimed to identify the reality of using interactive whiteboard in teaching reading skills to students with learning disabilities within primary schools in Jeddah, from their teachers' viewpoint. Descriptive survey approach was used, and study sample included (167) male and female teachers learning disabilities. The sample was selected due to intentional method, and questionnaire was used as a study tool, while its (26) were divided into three dimensions: (Before preparing the lesson, within the lesson, during assessment and final review). Results showed that the study sample believes the use of the interactive whiteboard in teaching reading skills to students with learning disabilities in primary stage appears to a large extent, as total score for the arithmetic average was (3.7801) out of (05). Results of the study also indicated, dimension, (within the lesson), positioned first with an arithmetic average of (3.9810), and dimension, (during assessment and final review) positioned second with an arithmetic average of (3.9716), while dimension, (before preparing the lesson), positioned third and last, with an arithmetic average of (3.1228). Results showed that there were no statistically significant differences in study sample responses due to the gender variable, (males-females), in dimension (within the lesson) and dimension, (before preparing the lesson), while statistically significant differences were shown in dimension, (during evaluation and final revision), for females. Results showed there were no statistically significant differences in study sample responses due to the educational qualification variable, (Diploma, Bachelor's, Postgraduate Studies), in all dimensions. Results also showed there were no statistically significant differences in study sample responses according to years of experience variable, (1-5 years, 6-10 years, 11 years and more), in dimension, (within the lesson), and dimension (during assessment and final review), while it was found there were differences statistically significant in dimension (before preparing the lesson) attributed to years of experience variable for category (11) years and over. It also indicated there were no statistically significant differences in study sample responses according to number of training session's variable on interactive whiteboard (nothing, from 01 to 05 courses, from 06 to 10 courses, and from 11 courses or more) in all dimensions. |
|
Supervisor |
: |
Dr. Mona Fawzi Sulaimani |
|
Thesis Type |
: |
Master Thesis |
|
Publishing Year |
: |
1445 AH
2023 AD |
|
Added Date |
: |
Tuesday, October 17, 2023 |
|
Researchers
| نداء جويبر الحربي | ALHarbi, Nedaa Jewaiber | Researcher | Master | |
|
Back To Researches Page
|