The degree to which classroom teachers apply the principles of active learning from their perspective in Ma'an Governorate
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Abstract
This study aimed to identify the degree to which classroom teachers applied the principles of active learning from their point of view in Ma’an Governorate. For this purpose, a random sample was used that was applied to the study population and consisted of (100) female teachers. To achieve the objectives of the study. A questionnaire consisting of (28) items was used, which was rated on a five-point Likert scale. The validity of the tool was verified by presenting it to a committee of arbitrators, and the reliability coefficient of the tool was determined through the Cronbach alpha equation, which amounted to (0.85). The results showed that there were no statistically significant differences between the teachers’ responses regarding the classroom teachers’ application of the principles of active learning according to the academic qualification variables. Specialization and years of experience. In light of the results of the study, the study recommended the need to provide teachers with educational materials that support them in applying active learning strategies, and to conduct training workshops on active learning and its practical application in the teaching process.
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Application degree, Active learning, Classroom teachers, Ma'an Governorate.
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