Social Studies Teachers Recognition Of Inquiry Skills, And Its Effect On Their Students Preference Of And Attitudes Towards Questions Types

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Social Studies Teachers Recognition Of Inquiry Skills, And Its Effect On Their Students Preference Of And Attitudes Towards Questions Types

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Title: Social Studies Teachers Recognition Of Inquiry Skills, And Its Effect On Their Students Preference Of And Attitudes Towards Questions Types
Author: Khalifeh, Gazi J. [غازي جمال توفيق خليفة]; Karrisha, Ali K. [علي كايد خرشيه]
Abstract: This study attempted to explore the recognition of inquiry skills by (28) social studies secondary school teachers and its effect on (914) students preference of and attitudes towards the following four questions types, namely cognitive-memory, convergent, divergent and evaluative questions. The researchers devised two instruments, one for the recognition of inquiry skills by teachers, and the other for the preference of the students of questions types, and their attitudes towards them. Both instruments were judged by a jury committee. The reliability of the teachers instrument was computed by Cronbach Alpha and found to be (0.88) whereas the reliability of the students instrument was computed by Kuder Richardson (20) equation and found to be (0.91). The researchers used T- test Pearson correlation coefficient, MANOVA and ANOVA in order to respond to the questions of the study and its hypotheses. The results showed: The teachers' recognition of the inquiry skills was low. No significant differences were shown as a result of their specialization (geography or history) Students showed positive attitudes towards the types of questions, but the degree of their preference was low. No significant effect was found in the degree of the students preference of the different types of questions and their attitudes towards them, due to the degree of the recognition of inquiry skills by their teachers.
URI: http://hdl.handle.net/10576/8273
Date: 1998

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