Practices of Teachers of Shobak University College Applied in Classroom Management from the Perspective of the Students

Autor/in	Tawarah, Haroon Mohammed
Titel	Practices of Teachers of Shobak University College Applied in Classroom Management from the Perspective of the Students
Quelle	In: Journal of Education and Practice, 6 (2015) 32, S.62-67 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Student Attitudes; Classroom Techniques; Questionnaires; Statistical Significance; Gender Differences; Educational Practices; Interaction; Predictor Variables; Administrative Policy; College Students; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Schülerverhalten; Klassenführung; Fragebogen; Geschlechterkonflikt; Bildungspraxis; Interaktion; Prädiktor; Collegestudent; Ausland
Abstract	The study aimed to evaluate the practices of Shobak University College applied in classroom management from the perspective of the students. The study sample consisted of (88) students from Shobak University College, (33) males and (55) females, for the academic year 2014/2015, and to achieve the objectives of the study, the researcher used a questionnaire consisted in its final form from (32) items distributed on two areas: administrative and education, and to make sure of its validity, the researcher presented it to a group of arbitrators, and the results of the study were: (1) The level of the whole questionnaire came in the mid-level; the administrative field came in the high level, while the educational field came in the mid- level; and (2) The result showed no statistically significant effect of gender, the level or the interaction between them at the level of significance (a = 0.05) on the areas of the questionnaire, and for the whole questionnaire. The researcher gave a number of recommendations. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01