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Arabic Educational Curricula Inside the Green Line in
Light of Modern Teaching Methods and its Relationship
with Teachers' Instructional Performance
Abstract
The study aimed to define the Arabic educational curricula within
the Green Line in light of modern teaching methods and their relationship
to the level of teaching performance of teachers. The study sample
consisted of (431) school teachers selected randomly. To achieve the
study objectives, a questionnaire was used to identify the commitment of
the Arab educational curricula to modern teaching methods and to
identify the performance of teachers. The study results showed that
indicated that the level of commitment of the Arab educational curricula
within the Green Line to modern teaching methods from the teachers
’point of view was moderate. In addition, the teaching performance of
teachers inside the Green Line was moderate. The results of the study
also revealed the existence of a positive statistically significant
correlation at the level of significance (α = 0.05) between the level of
commitment of Arab educational curricula within the green line in light
of modern teaching methods and the level of teaching performance of
teachers. In light of the results some recommendations were provided.
Keywords: Arabic Educational Curricula, Green Line, Modern Teaching
Methods, Teaching Performance
Stara, Chval & Stary, 2017)
Vanha, 2017
(Richards, 2001)
Zehngut, 2013)
(Seker, 2016
Murugesan, 2019)
(Akdeniz, 2016)
(Namitha, 2018)
Luskova & Hudakova, 2013)
(Mahgoub & Elyas, 2014)
(Hasbay & Altındag,
Ozgenel
& Mert, 2019
Certad, 2016)
(Kaya & Ciftci, 2018)
(Tomal, 2019)
Divrik, Tas & Pilten, 2020
Tyas, Nurkamto & Marmanto,
2020
(Kaya & Ciftci, 2018)
Divrik, Tas & Pilten, 2020
Certad, 2016)
(Stara, Chval & Stary, 2017
Certad, 2016)
Certad, 2016
Namitha, 2018Murugesan, 2019)
1
.513**
.000
.859**
.000
.880**
.000
.449**
.001
8
.736**
.000
.506**
.038
.628**
.000
9
.789**
.000
.755**
.000
.484**
.000
.307*
.030
.531**
.000
.485**
.000
.658**
.000
.826**
.000
6
.540**
.000
.433**
.002
.618**
.000
α
α
Test-Re-
Test
Mahgoub & Elyas, 2014
Hasbay & Altindag, 2018Ozgenel & Mert, 2019
2
.610**
.000
.719**
.000
.879**
.000
.804**
.000
.497**
.000
.604**
.000
.679**
.000
.547**
.000
.604**
.000
.455**
.001
.948**
.000
.690**
.000
.872**
.000
.706**
.000
.876**
.000
.562**
.000
.371**
.008
.528**
.000
.830**
.000
.705**
.000
.448**
.001
.828**
.000
.541**
.000
.603**
.000
.454**
.001
8
.507**
.000
.663**
.000
.798**
.000
9
.858**
.000
.902**
.000
.586**
.000
.777**
.000
.357*
.011
.567**
.000
.676**
.000
.607**
.000
.420**
.002
α
α
Test-Re-Test
Test-Re-Test
Cronbach's Alpha
4
3.61
.919
3.32
.969
3.27
.743
3.16
.942
3.03
.873
3.02
.990
3.01
.970
2.97
.938
2.95
.850
2.91
.693
2.91
.886
2.90
.999
2.87
.795
2.87
.829
2.84
.875
2.70
.903
2.55
.908
2.53
.909
2.97
.482
5
3.01
.477
2.99
.521
2.92
.456
2.83
.472
2.96
.430
Luskova & Hudakova, 2013)
6
3.53
.812
3.38
.843
3.16
.788
3.10
.893
3.04
.993
3.01
.970
2.96
.567
2.86
.836
2.78
.834
2.78
.881
2.75
.959
2.74
.762
3.01
.477
7
3.36
.829
3.35
.709
3.17
.887
3.12
.831
2.99
.788
2.92
.673
2.84
.555
2.83
.905
2.81
.661
2.75
.718
2.48
.818
2.38
.964
2.92
.456
8
3.08
.564
3.04
.857
2.67
.889
2.54
.717
2.83
.472
9
3.59
.841
3.22
.959
3.18
.764
3.08
.746
3.00
.929
2.82
.910
2.81
.796
2.74
.765
2.50
.668
2.99
.521
01
.643**
.699**
.463**
.790**
.760**
.000
.000
.000
.000
.000
431
431
431
431
431
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