الرئيسية 
 عن اليمن 
 الحكومة اليمنية 
 معلومات قطاعية 
 عن المركز 
 خدمات الموقع 
نص إتفاق السلم والشراكة الوطنية
الموقع الفرعي الخاص بالسياحة
فيلم وثائقي عن المركز الوطني للمعلومات
">طباعة الصفحة خارطة الموقع الموقع الرئيسي / المحتوى المعلوماتي / تعليم

واقع ممارسة الأنشطة اللاصفية المصاحبة لمادة التربية الإسلامية في الصفوف الثلاثة الأخيرة من التعليم الأساسي

الباحث:  أ / سامية علي أحمد الحرازي
الدرجة العلمية:  ماجستير
الجامعة:  جامعة صنعاء
بلد الدراسة:  اليمن
لغة الدراسة:  العربية
تاريخ الإقرار:  2008
نوع الدراسة:  رسالة جامعية

Abstract :

The student is the main pillar in the educational process ,for him ,schools were opened ,curricula were prepared and teachers were qualified. When we talk about the improvement and development   of the educational process ,we mean the achievement of the best results from the educational process .Everybody knows that the result is the student and we can not improve the outputs of the educational process without exploiting all the physical and mental abilities of students inside or outside the class and to prepare him/her to acquire the maximum quantity of educational skills which aim to assist him/her to the  comprehensive growth in all aspects .We can never achieve that while the student is restricted within the class all the day ,this urge us to orient the student to learn outside the class to be able  to perform various activities that assist him/her in the educational  process ,push his experiences and develop his/her mental abilities .

The non-class activities achieve a number of objectives such as implanting the moral and principles of Islamic religion ,enhancing students  affiliation to their country ,Training them on the scientific and creative  thinking skills and giving them the chance to practice planning ,free implementation ,making them familiar with bearing responsibilities ,early detection for their  inclination and interests ,develop their abilities on the communication with others , enhancing their appreciation to the morals of tolerance and respect the others' opinions .

In the field of Islamic education ,the non-class activity provides good conduct and Islamic behavior  to the students .the non-class activity of the Islamic education subject is varied and uncountable and change what he learnt it in the class to be practiced in the real life with the efforts of the students themselves and under the supervision of the their teachers .

Due to the  higher position  of Islamic education , so to reach its objective is something very important since the top objective is not restricted to the information which the student gets them but it is necessary to achieve the mere worship of Allah and that will be achieved by promoting the student level in all thought ,sensitive ,social and moral aspects by the practical experience of what he learns in the class. The non-class activity is one of the best fields that support education and invest the surrounding environment .

The researcher has selected this topic to conduct a field study for the situation of non-class activities of the Islamic education subject with the students of last three classes in the primary education.

According to the what has been mentioned ,the problem of the study can be specified in the following questions:

What is the status of the non-class activities of Islamic education subject with the students in the last three classes in the primary education?

This main question is divided into other two sub-questions :

1-What is non-class activities of the Islamic education subject that must to practiced by the students of the last three classes of the primary education ?

2-What is the situation of the students' practice for the non-class activities in the last three classes of the primary education ?

3-what is the situation of the students' practice for the non-class activities according to the teachers' point of views ?

4-Are there differences with statistical significance in the level of students' practice for the non-class activities due to the gender variable (female –male) ?

5-What are the obstacles of the  implementation of such activities in the teachers' points of view.?

6-Are there differences with statistical significance in the acuteness of the obstacles that prevent students to practice the non-class activities according to the teachers' points of view  due to the sex variable(female-male).?

Study Results:

The study reached to the following results :

First : A list of non-class activities of the Islamic education subject and the obstacles preventing its implementation in the last three classes of the primary education and after they are presented to a number of arbiters specialized in the curricula and teaching methods ,education , psychology and Islamic education curricula preparation ,the researcher conducted amendments on the light of the majority opinions and according to that ,the researcher concluded to a final list of the non-class activities of the Islamic education subject which should be experienced by the students of  the last three classes of the primary education including 30 activities ,list of obstacles preventing the implementation of such activities including 26 obstacles .

After taking the view of arbiters , the list was changed to a questionnaire divided into a graded quartet measure to specify the level of non-class activity ,level of the acuteness of obstacles preventing their implementation    .This later applied to a small sample of the students and teachers to verify the correctness of the tool.

After verifying the correctness of the tool ,it will be applied on the study sample included 10 primary schools in Sana'a CS ,the total sample is 421 male students ,413 female students ,58 teachers and 53 teachers .

Second : The study concluded that the situation of non-class activities in Sana'a CS is weak in general view since the experience of such activities is between (2.99-1.60) with average between (74.82%-40.11%) according to the points of view of the students and this is a weak rate in practice these activities in  comparison with the importance of such activities .

 Third: The teachers view that such activities are restricted between the experience grade (2.97) and (1.77) with average between  (44.37%-74.32%) (between the moderate and little ) it is close to the degree of experience as being seen by the students excluding one activity of which the students see that it is practiced in a huge degree ,it is the school broadcasting .This activity gained the average of (3.50) with (87.39%)  .this degree is the highest of the other activities according to the students' points of view. Both students and teachers are agreed that this activity is being practiced the most .

 Fourth : the study found out that there are differences with statistical significance  in the significance level (0.05) between averages of study samples due to the gender variable(female-male) in experiencing (25) activities of the non-class activities of the Islamic education subject for the favor of female students whereas there were differences with statistical significance for the favor of male students in experiencing one activity "participation in mosque group" in a significance level (0.05) and freedom degree (832).

The study also concluded that there are not differences with statistical significance in the significance level (0.05( between averages of the study sample due to the gender variable (male –female ) in experiencing four non-class activities such as : commemorating religious occasions-experiencing religions  rituals  under the supervision of the teacher –watching religious movies and participation  in the Islamic morals distribution group.

There are differences with statistical significance  in the significance level (0.05) between averages of the study sample duet to the gender (male –female ) in the total activities of the non-class activities for the favor of female students with mathematical average (2.37) and T-value(8.48) this means that female student are more experiencing non-activities than the male students .  

Fifth: the study asserts that there are certain obstacles preventing the implementing of non-class activities of the Islamic education subject .There are seven sections of the questionnaire represent  a high grade obstacle according to the eyes of the teachers with average between (85.14% and 81.53%) as follows :

1-To many lessons during the studying day.

2-The teacher is not qualified  to plan and implement the activities .

3-The plan does not include incentives for the supervisors of the activities .

4-The students activities are not patronized by the local councils .

5-The prevailing of the old idea saying that" the curriculum is only information  and facts which only for memorizing "

6-The teacher lacks a guide to assist him in preparing  activities  .

7-the studying plan lacks a sufficient time for activity.

Furthermore ,there are (15) sections of the questionnaire represent obstacles with a moderate degree according to teachers' points of view with average between (80.86%) and (62.84%). There are 4 sections represent an obstacle with minimum degree between (60.14) (55.41%) they are as follows :

-The belief that the activities effect negatively to the studying input

-Party disputes

-Weakness of cooperation between Islamic education subject teachers and supervisors on the school activities .

-The objection of school administration to the non-class activities .

This means that the majority of questionnaire sections represent obstacles preventing the experiencing of non-class activity of the Islamic education subject in the last three classes of the primary education according to the teachers' points of view.

There are no differences with statistical significance in the level of acuteness of obstacles preventing implementing non-classes activities due to the gender variable( female teachers and male teachers ) in all questionnaire sections in a significance value (0.05) means that both male and female teachers are agreed on all questionnaire sections represent  obstacles preventing experiencing non-class activities .

Recommendations:

 1-Conducting Training courses for teachers during service to get them acquaintance with the importance of non-class activities and their planning and implementation ,moreover paying attention to the non-class activities  in the programs of preparation teachers in the faculties of education .

2-The curricula must be attached with a guide for non-class activities to be practiced by the students of each educational stage to support teacher in planning activities and their implementation .

3-Specifying time to experience activities in the studying plan furthermore the pressure on teacher must be reduced either in the number of lessons or in the administrative affairs to enable him to create and advise students to practice activities.

4-Funds should be assigned to support student activities  ,conducting awareness ,encouraging administrative and education staff to the importance of such activities ,awareness' of students' guardians through the educational satellite and mass media and encouraging students thought assigning a special marks to evaluate activities .

5-Providing materials to enable students to conduct various kinds of activities .

Proposed Researches :

-A study  on the impact of the non-class activities of the Islamic education subject on the studying input.

-A surveying study to the situation of experiencing activities in the other primary educational  stages .

-Preparing a training program to train teachers on planning ,implementing of non-class activities

-Conducting a comparative study to the situation of non-class activities experiencing in the private and public schools . 



عن اليمن.. أدلة تهمك قواعد بيانات خدمات تفاعلية

شروط الاستخدام  |  خدمات الموقع  |  تواصل معنا

Copyright © National Information Center 2014 All Rights Reserved

Designed By : Website Department