Science teachers’ practice level of active teaching in classrooms

Abstract

The study aimed to examine the level of active teaching practices used by science teachers in the classrooms. It sought to examine the potential alteration of these practices in terms of some variables, namely gender, and experience. The population consisted of all teachers of science in the Bani Kenana educational directorate, Jordan. A representative sample of 256 teachers participated in this research work. The study adopted a twenty-seven-item questionnaire for data collection, used the SPSS program for data analysis, and provided valid statistical measures. The results indicated that the degree of employment of active teaching practices by science teachers was somewhat low but also variable depending on the kind of questions raised. They also demonstrated that there were statistically significant differences at the level of (α = 0.05) in the degree of employment of active teaching practices due to teachers’ gender. However, the results showed that there were no statistically significant differences for the teachers’ experience. Henceforth, the study recommended the urgent need of providing teachers with professional development programs for enhancing, helping, and raising teachers’ awareness of the utility of active teaching practices.