The Reality of Using the Student Centered Learning Strategies in Teaching of Social Studies

  • Ahmad M AL Hussein Professor of Curriculum and Instruction, Curriculum and Instruction Department, College of Education, AL Imam Muhammad ibn Suad Islamic University. Saudi Arabia

Abstract

Abstract: The study aimed to identify the reality of using the student-centered learning strategies in teaching of social studies from the viewpoints of social studies teachers in general education. The study population consisted of (2205) teachers who teach in the city of Riyadh, and the sample of the study consisted of (152) social studies teachers. In order to answer the questions of the study, a questionnaire was applied after verifying its validity and reliability to identify the obstacles in using the strategies. The data of the study was statistically processed by arithmetic means, standard deviations, T-test and LSD. The study reached a number of results, the most important of all are the following:  The reality of use was 3.48 in average, which highly significantly shows that there are clear obstacles preventing the use of the student-centered learning strategies in general education. The levels of obstacles were varied in the domains between 3.17 and 3.88 on average. The second domain which is related to " School environment" was the first obstacle which prevents the use of strategies by an average 3.87. The third domain which is related to "students and parents" was in the last rank as an obstacle which prevents the use of strategies by an average 3.17. The study recommended to emphasize the use of student-centered learning strategies in teaching of social studies.

Key Words:  Student Centered Learning Strategies, Learning Strategies, Teaching of Social Studies

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Published
2019-05-12
How to Cite
AL Hussein, A. (2019). The Reality of Using the Student Centered Learning Strategies in Teaching of Social Studies. International Journal of Research in Educational Sciences. (IJRES), 2(3), 153 - 214. Retrieved from http://iafh.net/index.php/IJRES/article/view/125
Section
Articles