Reality and Obstacles of Active Learning Strategies for Male Islamic Studies Teachers at the Secondary Stage in the Kingdom Of Saudi Arabia

Abstract

     This study investigates the use of active learning strategies and focused on the reality and obstacles to their use. This study also aims at investigating the question: “What are the reality and obstacles of using active learning strategies for male Islamic studies teachers at the secondary stage in the Kingdom of Saudi Arabia?” Answering the study questions, which are: 1- What is the degree of using some active learning strategies in teaching courses Islamic studies in the secondary stage from the point of view of teachers? 2- What are the obstacles that Islamic studies teachers face at the secondary stage when using the active learning strategy related to the teacher, the student, the course and the educational environment? Thus, the study aims to identify the extent to which active learning strategies are used in teaching Islamic studies courses at the secondary level from the teachers’ point of view, and to reveal the obstacles facing Islamic studies teachers at the secondary stage when using active learning strategies related to the teacher, student, course and educational environment.

  The descriptive analytical approach has been used in this study. The study sample consists of (94) male teachers to answer the questionnaire consisting of (25) items to measure the obstacles to the use of active learning strategies related to the teacher, student, course and educational environment. The results of the study have revealed the degree of the use of active learning strategies from the point of view of teachers of Islamic studies, which is in general medium, with a mean of (2.70) and a standard deviation of (0.205). The result of the study in regarding the answer of the second question about the obstacles facing Islamic studies teachers at the secondary stage when using active learning strategies related to the teacher is generally high, with a mean of (3.28) and a standard deviation of (0.352). The obstacles related to the student are also generally high, with a mean of (3.40) and an average of (0.455). Besides, the obstacles related to the course are generally high, with a mean of (3.26) and a standard deviation of (0.458). The study also has shown that the obstacles related to the educational environment are generally high, with a mean of (3.59) and a standard deviation of (0.469).