The degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19

Authors

DOI:

https://doi.org/10.47750/pegegog.12.01.14

Keywords:

required roles, digital age demands, science teachers, Covid 19

Abstract

The present study aimed to investigate the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19.To that aim, the descriptive survey approach was used in addition to a questionnaire of 30 items spread over 3 domains: technological, social and research, in a form of scale developed distinctly for gathering data. Reliability and validity of these items were verified. The sample of the study consisted of (143) male and female science teachers. The statistical treatment of data involved using the means, standard deviations, and three-way MANOVA. The results of the study showed that the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demandsamidstCOVID-19pandemic was moderate. Technological domain ranked first with a mean of (3.90) and got a high degree. Social domain ranked second with a mean of (3.31) while Research domain ranked last with a mean of (2.54) and both got a moderate degree. The findings also indicated that there were no statistically significant differences in the science teachers 'practice attributed to the variables of gender, experience and education sector. The study reached several recommendations, the most important of which is educating teachers about the importance of practising the required roles in light of the digital age demands amidst COVID-19 pandemic.

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References

Dr adel refai

Dr abeer refai

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Published

2022-01-02

How to Cite

Shhadeh, F., & Alhalalmeh, T. (2022). The degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19. Pegem Journal of Education and Instruction, 12(1), 149–158. https://doi.org/10.47750/pegegog.12.01.14