Classroom Instructional Practices of Islamic Education Teachers in the Basic Stage at Al-Mafraq Governorate and Its Relation to Gender and Experience Variables

This study aimed to identify Classroom Instructional Practices of Islamic education teachers at basic stage in AL- Mafraq and to identify the relationship between these practices and gender and experience variables as well as interaction between them. The researcher prepared a scale which its reliability and validity were checked to measure the level of classroom instructional practices. The sample of study which consisted of (64) teachers (male and female) was chosen randomly. Data were collected and analyzed statistically using means, standard deviation, t-test and Tuky test. Results revealed that the classroom studying practices of Islamic education teachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard (80%), whereas the percentage of the classroom instructional practices was (81-89%). The results also revealed lack of statistical significant differences in the classroom instructional practices of Islamic education teachers in the basic stage in AL- Mafraq due to the gender variable but there were statistical significant differences at (0,05=OC) in classroom instructional practices due to experience variable in favor of respondents with experiences ( 4 years and less) and 10 years and more).Additionally, there were no statistical significant differences in the classroom instructional practices of Islamic education teachers due to interaction between gender and experience variable. The researcher recommended conducting further studies with different variables.

This study aimed to identify Classroom Instructional Practices of Islamic education teachers at basic stage in AL- Mafraq and to identify the relationship between these practices and gender and experience variables as well as interaction between them. The researcher prepared a scale which its reliability and validity were checked to measure the level of classroom instructional practices. The sample of study which consisted of (64) teachers (male and female) was chosen randomly. Data were collected and analyzed statistically using means, standard deviation, t-test and Tuky test. Results revealed that the classroom studying practices of Islamic education teachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard (80%), whereas the percentage of the classroom instructional practices was (81-89%). The results also revealed lack of statistical significant differences in the classroom instructional practices of Islamic education teachers in the basic stage in AL- Mafraq due to the gender variable but there were statistical significant differences at (0,05=OC) in classroom instructional practices due to experience variable in favor of respondents with experiences ( 4 years and less) and 10 years and more).Additionally, there were no statistical significant differences in the classroom instructional practices of Islamic education teachers due to interaction between gender and experience variable. The researcher recommended conducting further studies with different variables.