Detecting Academic Difficulties (Reading, Writing, Arithmetic) Among First-Year Middle School Pupils from the Teachers' Perspective
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Date
2024-09-11
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جامعة محمد بوضياف المسيلة
Abstract
This study aimed to uncover learning difficulties among first-year middle school pupils from the perspective of teachers, considering it a crucial stage in their educational journey. To narrow down the scope of this exploratory study, we attempt to answer the following question:
Do first-year middle school pupils experience learning difficulties (reading, writing, arithmetic) from the teachers' perspective?
Through a field study in which a questionnaire was applied to a sample of 75 teachers from Al-Ma'adid Middle School in M'sila, selected purposefully, the study aimed to answer the initial question. The following results were recorded:
-the overall arithmetic mean for the first axis (reading difficulties) reached 1.720, with a standard deviation of 0.138, indicating a high degree. This implies that students are facing reading difficulties from the perspective of their teachers.
-the overall arithmetic mean for the second axis (writing difficulties) was 1.66, with a standard deviation of 0.197, indicating a moderate degree. This implies that students are facing moderate writing difficulties.
-the overall arithmetic mean for the third axis (mathematics difficulties) was 1.833, with a standard deviation of 0.109, indicating a high degree.
-the overall arithmetic mean for the survey was 1.738, with a standard deviation of 0.131, indicating a high degree. This indicates that teachers perceive first-year middle school students to experience academic learning difficulties (reading, writing, arithmetic) to a high extent.
القواعد الفقهية، الإذن الشرعي، الضمان، الإتلاف. الكلمات المفتاحية