The extent to which history teachers practice the principles of active teaching in Diyala governorate

Abstract

The present study aims to know: The extent to which history teachers practice the principles of active teaching in Diyala governorate through verifying the main hypothesis which is “there is no statistically significant difference between history teachers in their practice of the principles of active teaching due to sex variable. This study limited was limited to a sample of preparatory history teachers in the daily governmental schools that are related to the general directorate of education/Diyala governorate/ Baquba, for the academic year (2016-2017). The study sample consists of (48) history teachers including those that graduated from the college of education specifically. The tool of the study was an observation checklist consists of (28) item (principle) divided into three dimensions depending on the researchers survey, references, foreign references, literature that is related to the subject under investigation. The statistical tools were the (t-test formula for two related samples, Person correlation coefficient). To achieve the reliability between the researchers themselves, and the researchers and the first and second observer, it is used Alfa –Cronbach equation to find the reliability by observation. It is also used percentage, mean score, standard deviation, to find the degrees of principles that achieved by the highest and the lowest means and the standard deviation from the researchers’ point of view. The main result of the present study: •The degree of history teachers practice the principles of active teaching were weak to some extent in the three dimensions (knowledge, controlling, and individuality). •There is no statistically significant difference between the responses of history teachers in practicing the principles of active teaching due to sex variable.