[ اتجاهات مدرسي الفيزياء والكيمياء بالسلك الثانوي الإعدادي نحو توظيف نهج التقصي في تدريس الأنشطة التعليمية - التعلمية: مديرية ورزازات نموذجا، المملكة المغربية ]
Volume 72, Issue 1, April 2024, Pages 65–81
Zakaria Faik Ouahab1, Idriss Abou Otmane2, and Chakib Hoummad3
1 Delegation of the Ministry of National Education, Marrakech, Morocco
2 Delegation of the Ministry of National Education, Rhamna, Morocco
3 Delegation of the Ministry of National Education, Marrakech, Morocco
Original language: Arabic
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aims at identifying the attitudes of physics and chemistry teachers in the middle secondary school in the Ouarzazate Directorate - the Kingdom of Morocco - towards employing the inquiry approach in teaching educational-learning activities. For this purpose, a questionnaire of 31 statements was designed to determine the nature of trends and the degree of difficulties from the point of view of teachers. After confirming its validity and reliability, the indicators were applied to a sample of 32 randomly selected teachers, distributed among ten middle secondary schools. To answer the study questions and examine the hypotheses, we statistically processed the data using SPSS, to extract frequencies, arithmetic means, and standard deviations. The adopted tests are the following: t-test; One-way analysis of variance test; and the chi-square test. The results of the study indicated that teachers of physics and chemistry in secondary middle school have positive tendencies. The results also showed that there were no statistically significant differences in their tendencies towards employing the inquiry approach in the teaching-learning activities regarding the variable of gender, university degree, the professional certificate, or the years of teaching experience.
Author Keywords: Attitudes, physics and chemistry teachers, inquiry approach to teaching, SPSS program, difficulties from the teachers’ point of view.
Volume 72, Issue 1, April 2024, Pages 65–81
Zakaria Faik Ouahab1, Idriss Abou Otmane2, and Chakib Hoummad3
1 Delegation of the Ministry of National Education, Marrakech, Morocco
2 Delegation of the Ministry of National Education, Rhamna, Morocco
3 Delegation of the Ministry of National Education, Marrakech, Morocco
Original language: Arabic
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study aims at identifying the attitudes of physics and chemistry teachers in the middle secondary school in the Ouarzazate Directorate - the Kingdom of Morocco - towards employing the inquiry approach in teaching educational-learning activities. For this purpose, a questionnaire of 31 statements was designed to determine the nature of trends and the degree of difficulties from the point of view of teachers. After confirming its validity and reliability, the indicators were applied to a sample of 32 randomly selected teachers, distributed among ten middle secondary schools. To answer the study questions and examine the hypotheses, we statistically processed the data using SPSS, to extract frequencies, arithmetic means, and standard deviations. The adopted tests are the following: t-test; One-way analysis of variance test; and the chi-square test. The results of the study indicated that teachers of physics and chemistry in secondary middle school have positive tendencies. The results also showed that there were no statistically significant differences in their tendencies towards employing the inquiry approach in the teaching-learning activities regarding the variable of gender, university degree, the professional certificate, or the years of teaching experience.
Author Keywords: Attitudes, physics and chemistry teachers, inquiry approach to teaching, SPSS program, difficulties from the teachers’ point of view.
How to Cite this Article
Zakaria Faik Ouahab, Idriss Abou Otmane, and Chakib Hoummad, “Attitudes of physics and chemistry teachers in the middle secondary school towards employing the inquiry approach in teaching educational-learning activities: Ouarzazate District as a model, The Kingdom of Morocco,” International Journal of Innovation and Scientific Research, vol. 72, no. 1, pp. 65–81, April 2024.
