معوقات تطبيق التعليم الالكتروني في كلية التربية للعلوم الإنسانية جامعة كركوك وكلية التربية للعلوم الانسانية جامعة ديالى (دراسة مقارنة)
الشريط الجانبي للمقالة
محتوى المقالة الرئيسي
الملخص
يهدف هذا البحث إلى تعرُّف على (معوقات تطبيق التعليم الالكتروني في كلية التربية للعلوم الإنسانية- جامعة كركوك وكلية التربية للعلوم الانسانية – جامعة ديالى) ومعرفة الفروق بين متوسط استجابات عينة البحث بحسب متغير الجامعة (كركوك – ديالى) للعام الدراسي 2019-2020 ، وأعدّ الباحثان مقياساً مكوناً من (4) محاور و(45) فقرة، وتكوّنت عينة الدراسة من (145) تدريسي وتدريسية، واستعمل الباحثان الوسائل الإحصائية المناسبة للتوصل الى نتائج البحث.
أسفرت النتائج عن آلاتي: ـ
- بلغ عدد المحاور التي لم تُعد كمعوقات محور واحد فقط وهو (المحور التقني) في كلية التربية للعلوم الإنسانية – جامعة ديالى.
- حاز المحور الإداري على وسط مرجح مقداره (3.03) ووزن مئوي (60.6)، وحاز المحور التقني على وسط مرجح مقداره (3.17) ووزن مئوي (63.4) ، ومحور الموارد البشرية على وسط مرجح (3.43) ووزن مئوي (68.6) ، وحاز محور المنهاج التعليمي على وسط مرجح (3.49) ووزن مئوي (69.8) فيما يخص كلية التربية – جامعة كركوك.
- حاز المحور الإداري على وسط مرجح مقداره (3) ووزن مئوي (60)، وحاز المحور التقني على وسط مرجح مقداره (2.92) ووزن مئوي (58.4) ، ومحور الموارد البشرية على وسط مرجح (3.4) ووزن مئوي (68) ، وحاز محور المنهاج التعليمي على وسط مرجح (3.4) ووزن مئوي (68) فيما يخص كلية التربية للعلوم الانسانية– جامعة ديالى.
- لا توجد فروق ذات دلالة إحصائية بين متوسط استجابات عينة البحث حسب متغير الكلية (التربية للعلوم الانسانية/ كركوك– التربية للعلوم الانسانية/ ديالى) عند مستوى الدلالة 0.05 .
المقاييس
تفاصيل المقالة
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المراجع
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