The Shortcomings of Science Learning among the Tenth Grade Students as Determined and Estimated by Science Teachers

Abstract

This study aimed at identifying the shortcomings of science
learning among tenth grade students as determined and estimated by
science teachers in Al-Karak schools, and whether or not the
variables of teacher gender, his (or here) duration in teaching
students affect his or her estimation. A random sample of 164 teachers
was used. The researcher designed a questionnaire of 27 items. Its
validity and reliability were established. The findings showed that the
percentage of students who appear to have deficiencies listed in the
questionnaire equal 56.5% of the total sample of the students
numbering 3315 students. The findings also revealed statistically
significant differences in the estimates of the percentage of students
who appear to have deficiencies listed due to the teacher gender in
favour of males, while there was no statistically significant difference
in the estimates of science teachers for the percentage of students who
appear to have deficiencies listed due to duration and the interaction
between the teacher gender and the duration. In the light of these
findings, a number of recommendations are proposed.