The Degree to Which Third-Year Intermediate Female Students Possess Self-Learning Skills in Social Studies from the Point of View of Their Teachers

Abstract

The aim of the current research is to identify the degree of possession of third-grade middle school female students’ self-learning skills in social studies from the point of view of their teachers. And also to reveal the statistical differences between their responses regarding the degree of these skills according to the variables: age, educational qualification, and years of experience. To achieve these objectives, the descriptive survey approach was used, as well as constructing a questionnaire consisting of (21) paragraphs distributed over five areas: research skills, writing and recording, self-assessment, communication, and use of technology. After confirming the psychometric properties of the questionnaire, it was applied to a stratified random sample of social studies teachers in Riyadh schools, numbering (400) teachers.

The results showed that the degree of possession of self-learning skills by third-year middle school students was high in the tool as a whole and in all areas except for the first and second areas, as these were the grade is average. There are statistically significant differences between the sample responses regarding the degree of possession of third-year middle school students.

Self-learning skills in social studies, attributed to the age variable and in favor of those aged (37) those aged (47) years and over, and for those with more than 10 years of experience. These differences between these responses were absent according to the variable of higher qualification.

The researcher recommended several recommendations, the most important of which include appropriate self-learning skills in the content of the social studies curriculum for the primary grades of the intermediate stage.