The Reality of Female Teachers’ Using for Active Learning Strategies in Teaching Female students with learning difficulties in the intermediate stage in Riyadh City

Abstract

The current study aimed to explore the reality of female teachers' using for Active Learning Strategies ALS in teaching Female Students with Learning Difficulties in the Intermediate Stage FSLDIS in Riyadh city, Obstacles of using it from their perspectives, and the relationship between the degree of using ALS by these teachers in the intermediate stage and the following variables: qualification, years of experience, and number of training courses. To achieve study objective the researcher used the descriptive survey method and prepared a study tool represented in a questionnaire and applied it to (67) female teachers. Results indicated that the degree of using these ALS was a medium degree, the concept mapping strategy occupied the first position, while cooperative learning strategy occupied the last position. Results also showed that the main OALS in teaching FSLDIS were the obstacles related to school organization. The study also showed that there were no statistically significant differences (p-value ≤ ,05) between means of scores related to using ALS due to qualification, while there were statistically significant differences (p-value ≤ ,05) due to years of experience and number of training courses.