Classroom Instructional Practices of Islamic Education Teachers in the Basic Stage at Al-Mafraq Governorate and Its Relation to Gender and Experience Variables

Abstract

This study aimed to identify Classroom Instructional Practices of Islamic education teachers
at basic stage in AL- Mafraq and to identify the relationship between these practices and
gender and experience variables as well as interaction between them. The researcher prepared
a scale which its reliability and validity were checked to measure the level of classroom
instructional practices. The sample of study which consisted of (64) teachers (male and
female) was chosen randomly.
Data were collected and analyzed statistically using means, standard deviation, t-test and
Tuky test. Results revealed that the classroom studying practices of Islamic education
teachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard
(80%), whereas the percentage of the classroom instructional practices was (81-89%). The
results also revealed lack of statistical significant differences in the classroom instructional
practices of Islamic education teachers in the basic stage in AL- Mafraq due to the gender
variable but there were statistical significant differences at (0,05=OC) in classroom
instructional practices due to experience variable in favor of respondents with experiences ( 4
years and less) and 10 years and more).Additionally, there were no statistical significant
differences in the classroom instructional practices of Islamic education teachers due to
interaction between gender and experience variable. The researcher recommended conducting
further studies with different variables.