العلاقة بين الاتجاه نحو التعلم الإلكتروني والتحصيل الدراسي من وجهة نظر معلمي الرياضيات بمدارس التعليم الأساسي بمحافظة شمال الباطنة في سلطنة عمان

محتوى المقالة الرئيسي

محمد أحمد عبدالله الكمشكي
د. محمد يوسف

الملخص

سعت الدراسة إلى استقصاء الاتجاهات نحو التعلم الإلكتروني وعلاقتها بالتحصيل الدراسي من منظور معلمي الرياضيات في مدارس التعليم الأساسي بمحافظة شمال الباطنة في سلطنة عمان، واعتمدت الدراسة على المنهج الوصفي لتحقيق أهدافها، واستخدمت استبانة كأداة رئيسية جمعت بين محورين رئيسيين واحتوت على (17) فقرة، وتم تطبيق الاستبانة على عينة عشوائية شملت (268) معلمًا ومعلمة، وأظهرت النتائج أن اتجاهات معلمي الرياضيات نحو التعلم الإلكتروني كانت مرتفعة، حيث بلغ المتوسط العام للدرجات (3.77). كما بينت النتائج عدم وجود فروق ذات دلالة إحصائية تعزى إلى متغيري الجنس وسنوات الخبرة، وأظهرت الدراسة كذلك وجود علاقة ارتباطية إيجابية تتراوح بين المتوسطة والقوية بين الاتجاهات نحو التعلم الإلكتروني والتحصيل الدراسي، حيث بلغ معامل ارتباط بيرسون (r = 0.612)، واستنادًا إلى هذه النتائج، أوصت الدراسة بزيادة البرامج التدريبية للمعلمين حول استخدام التعلم الإلكتروني، وتحسين البنية التحتية المدرسية من خلال تعزيز التجهيزات الفنية والتكنولوجية، كما أكدت أهمية توفير الخبراء في مجال التعلم الإلكتروني والدعم الفني لحل المشكلات التقنية.


This study aimed to investigate the attitudes towards e-learning and their relationship with academic achievement from the perspective of mathematics teachers in basic education schools in North Al Batinah Governorate, Sultanate of Oman. The study adopted a descriptive methodology to achieve its objectives and used a questionnaire as the primary data collection tool. The questionnaire consisted of two main axes with a total of 17 items and was administered to a randomly selected sample of 268 male and female teachers. The results indicated that mathematics teachers' attitudes towards e-learning were high, with an overall mean score of 3.77. The findings also revealed no statistically significant differences attributed to gender and years of experience. Moreover, the study showed a positive correlation, ranging from moderate to strong, between attitudes towards e-learning and academic achievement, with a Pearson correlation coefficient of (r = 0.612). Based on these results, the study recommended increasing training programs for teachers on the use of e-learning, improving school infrastructure by enhancing technical and technological equipment, and emphasizing the importance of providing e-learning experts and technical support to resolve technical issues.

المقاييس

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تفاصيل المقالة

كيفية الاقتباس
الكمشكي م., & يوسف م. (2025). العلاقة بين الاتجاه نحو التعلم الإلكتروني والتحصيل الدراسي من وجهة نظر معلمي الرياضيات بمدارس التعليم الأساسي بمحافظة شمال الباطنة في سلطنة عمان. مجلة ابن خلدون للدراسات والأبحاث, 5(2). https://doi.org/10.56989/benkj.v5i2.1353
القسم
المقالات

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