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This is to certify that the dissertation entitled Selected Factors Influencing The Use of Instructional Media By Elementary School Male Teachers In Al-Medina District In Saudi Arabia presented by Talal Hassan Kabli has been accepted towards fulfillment of the requirements for Ph.D. . Education degree m was Dr. Lonnie D. McIntyre Major professor I Date June 2, 1986 MS U is an Afiirmariw Action/Equal Opportunity Institution 0-12771 * MSU; —_— RETURNING MATERIALS: ace in 00 rop to remove this checkout from your record. FINES will be charged if 500E is returned after the date stamped below. SELECTED FACTORS INFLUENCING THE USE OF INSTRUCTIONAL NEDIA BY BLENENIARY SCHOOL HALE TEACHERS IN ALPNBDINA.DISTRICT IN SAUDI ARABIA BY Talal Hassan Kabli A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1986 I¥Q I‘lLOT Copyright BY Talal Hassan Kabli 1986 ABSTRACT SELECTED FACTORS INFLUENCING THE USE OF INSTRUCTIONAL MEDIA BY ELEMENTARY SCHOOL HALE TEACHERS IN AL-N-INA DISTRICT IN SAUDI ARABIA BY Talal Hassan Kabli The purpose of this study was to explore and identify the major limitations to the utilization of instructional media in the elementary schools in Saudi Arabia. The study investigated the relationships between the utilization of instructional media and teaching experience, prior training, subject matter area, instructional media availability, physical structural facilities, media maintenance, and principals' and teachers' attitudes. Five-hundred teacher questionnaire forms and 60 principal questionnaire forms were distributed in urban and rural areas in AL-Medina District. Descriptive Statistics, nonparametric correlation, chi- square, and t-tests were used in the analysis of data. The major findings of this study were: 1. There was a significant relationship between the frequency of use of instructional media materials and the length of teaching experience while no relationship was found between the length of teaching experience and the use of instructional media equipment, except for the use of the overhead projector. 2. No relationship was found between the length of training and the use of instructional media materials and equipment except for the use of the magnetic board. 10. Talal Hassan Kabli Blackboard, geographic maps, models and globes, audio tapes, flannel board, and tape recorder were found to be more likely available in elementary schools in AL-Medina District. Science and health teachers tended to use instructional media materials and equipment significantly more than teachers in other subject- matter areas. Storage area, meeting room, display area, darkroom, classroom windows with darkening controls and local production facilities were more likely available in elementary schools. With respect to the use of instructional media materials, more teachers indicated that instructional photographs, overhead transparencies, 35 mm slides, and audio tapes were more likely to be used when darkroom and local production facilities, meeting rooms, and display and storage areas were available. Filmstrip projector, tape recorder, flannel board, magnetic board, 8 mm film projector, 16 mm film projector, and bulletin board were more likely to be used when darkroom, meeting room, and display area facilities were available. There was a significant relationship between the availability of spare parts to repair faulty equipment and the use of instructional models and globes, filmstrip projector, and slide projector. More teachers and principals agreed that the use of instructional media was an essential part of instruction, while fewer of them agreed that the use of instructional media was distracting to the students in their schools and that religious beliefs prevented the use of instructional media in their classrooms. No significant differences were found between principals' and teachers' attitudes toward the use of instructional media in elementary schools. DEDICATED To the memory of my father, mother and brother Talat, who passed away several years ago. They were the most influential people in my entire life. To my dear wife for her encouragement and patience during my study. To my lovely children Aymen and Amany. ii ACKNOWLEDGEMENTS A study like this cannot be completed without real solid support in the form of encouragement, advice, guidance, patience and criticism from so many people that I cannot possibly name all of them. On the list, the following names come out boldly: Dr. Lonnie McIntyre, Chairperson, Dissertation Guidance Committee and major professor: his guidance, advice and suggestions immensely improved this study. ‘Dr. James Snoddy, Dr. Kenneth Neff and Dr. Donald Wilkening as members of my Dissertation Guidance Committee who offered many useful ideas, suggestions and advice. IDr. Abdulallah Hafez, Chairperson in the Department of Curriculum and Instructional Media in the College of Education in AL-Medina AlMunawarrah for his cooperation during the collection of my data. . Principals and teachers of elementary schools in rural and urban areas in AL-Medina District for their cooperation and help in answering my questionnaire. My brothers and sister for their encouragement and advice during my study. Last, but not least, to my dear wife madania, to my lovely son Aymen, and to my sweet daughter Amany for their patience, help and encouragement. iii TABLE OF CONTENTS List Of Tables. 0 O I O O O O O O O O O O O O O O CHARTER I. INTRODUCTION . . . . . . Statement of the Problem . Objectives of the Study. . Significance of the Study. Description of Terms . . . Limitations of the Study Research Questions . . . Null Hypotheses. . . . . Summary. . . . . . . . . II. REVIEW OF LITERATURE . . . . . . . The Educational System in Saudi Arabia Kindergarten or Preschool. . . The Elementary Stage . . . . . The Intermediate Stage . . . . The Secondary Stage. . . . . . . Higher Education Stage . Teacher-Training Programs in Saudi Arabia. Use of Instructional Media in Saudi Arabia Educational Media in Other Countries . . Teacher's Media Use as Related to Years of Teaching Experience . . . . . Teacher Training and the Use of Instructional Media. . . . . . Subject Matter of Teaching and the Use of Instructional Media . . . . . Instructional Media Availability and Utilization of Instructional Media . . Physical Facilities and the Utilization of Instructional Media . . . . . . . . Maintenance and Utilization of Instructional Media . . . . . . . . . Teachers' Attitudes Toward Instructional Media . . . . . . . . . summary. 0 o o O I o o o o o o o o o o 0 iv vii III. IV. V. METHODOLOGY. . . . . Introduction . . . . . Research Questions . . Null Hypotheses. . . . Sampling and Population. . . . . Developing the Survey Instruments. Pilot Testing and Final Revision of t Instrument . . . . . . . . . . . validity O O I I O 0 O O O O O O 0 Distribution of the Questionnaire. Principal Questionnaire. . . . Teacher Questionnaire. . . Pilot Study. . . . . . . . . Data Collection Procedure. . Data Analysis. . . . . . . summary. 0 O I O O O O O O ....0...0:J‘.....0 ANALYSIS OF DATA . . . . . . . . . . . . Results. . . . . . . . . . . . . . Descriptive Analysis . . . . Qualifications, Skills, Knowledge, Experience, and Training . . . . Availability and Use of Materials and Equipment. . . . Physical and Structural Facilities . Teachers' and Principals' Attitudes Toward Instructional Media . . . Inferential Analysis . Null Hypothesis 1. Null Hypothesis 2. Null Hypothesis 3. Null Hypothesis 4. Null Hypothesis 5. Null Hypothesis 6. Null Hypothesis 7. Null Hypothesis 8. Summary. . . . . . . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings. . . . . . . . Teaching Experience and Prior Training The Availability of Instructional Media and Subject Matter Areas . . . . Physical and Structural Facilities and Maintenance of Instructional Media Attitude Toward Instructional Media. Conclusions. . . . . . . . . . . . . . Recommendations. . . . . . Recommendations to the Ministry of Education for Future Action. . . . Recommendations for Further Research 101 112 114 133 138 139 145 146 147 148 149 151 154 155 157 157 159 APPENDIX A LENERS O O O O O O O O O O O O O O O O O O O O O 1 60 B THE ENGLISH AND ARABIC VERSION OF THE . PRINCIPAL'S QUESTIONNAIRE. . . . . . . . . . . . 162 C THE ENGLISH AND ARABIC VERSION OF THE TEACHER'S QUESTIONNAIRE. . . . . . . . . . . . . 176 REFERENCES. O O O O O O O O O O O O O O O O O O O O O 192 vi 2.1 2.2 2.3 2.4 4.1 4.2 4.5 4.6 4.7 4.8 4.9 4.10 4.11 LIST OP TABLES The Growth and Development of Elementary Education From 1971-72 and 1980-82. . . . . . . The Growth and Development of Intermediate Education From 1971-72 and 1980-82. . . . . . . The Growth and Development of Secondary Teacher Training: Number of Institutes, Junior Colleges, Students, and Full-Time Teachers by Type of Institute . . . . . . . . . Various Subject Matter Areas Taught by the Teachers. O O O O O O O O O O O O O O O O O Agreement That Instructional Media Can Be Used in Different Subject Matter Areas . . . . . . . Years of Teaching Experience. . . . . . . . . . The Extent of Instructional Media Training for TeaCherSO O O O O O O O O O O O O O O O O O Degrees Held by Elementary School Teachers. . . Degrees Held by Elementary School Principals. . Years as a Principal in an Elementary Schools . Specialization of the Elementary School PrinCipalsO O O O O O O O O O O O O O O O O O O Number of Teachers in Elementary Schools. . . . Number of Classes in Elementary Schools . . . . Teachers Responses to the Availability of Instructional Media (Software). . . . . . . . . vii 17 19 21 25 64 65 66 66 67 68 69 69 70 70 72 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 The Frequency of Utilization of Instructional Media (Software) By Teachers Per Year . . . . . . Use of Instructional Media (Equipment) in Elementary Schools as Indicated by Teachers. . Availability of Instructional Media Materials and Equipment in Elementary Schools as Indicated by Principals . . . . . . . . . . . . . Budget Control of Audio-Visual Funding. Principals' Authority to Purchase Instructional Media Costing Less than 500 S.R. . . . . . . . . Principals' Authority to Purchase Instructional Media Costing More than 500 S.R. . . . . . . . . Period of Waiting Time for Principals to Receive Instructional Media Materials and Equipment . . . Number of School Buildings Rented and Owned . . . Schools Having Media Files. . . . . . . . . . . . Facilities Available in Elementary Schools. . . . Teachers Responses in Regards to the Availability of Display and Storage Areas. . . . . . . . . . . Facilities in Elementary Schools as Indicated By the Principals . . . . . . . . . . . . . . . . Maintenance of Instructional Media in Elementary Schools. . . . . . . . . . . . . . . . Distribution of Teachers' Responses . . . . . . . Distribution of Principals' Responses . . . . . . Correlation Coefficients Between Teaching Experience and the Frequency of Utilization of Instructional Media Materials. . . . . . . . . The Relationship Between Length of Teaching Experience and the Utilization of Instructional Bquj-Pment O O O O O O O O O O O O O O O O O O O O Relationship Between Training and Frequency of Utilization of Instructional Media Materials. . . viii 72 74 75 76 77 78 78 79 79 80 81 82 82 84 91 96 97 98 4.32 4.33 4.34 4.37 4.38 4.40 4.41 4.42 4.43 The Percentage of Teachers Who Used Instructional Media and Their Training. . . . . . . . . . . . . Correlation Coefficients and Levels of Significance for the Relationship Between Prior Training and Frequency of Utilization of Instructional Media . . . . . . . . . . . . . . . Relationship Between Length of Training and Utilization of Instructional Media Equipment. . . The Percentage of Teachers who Used Instructional Media and Length of Training. . . . . . . . . . . The Relationship Between the Subject Matter Areas and the Frequency of Utilization of Instructional Media Materials . . . . . . . . . . The Percentage of Teachers Who Used Instructional "ed 1a materials . O O O O O O O O O O O O O O O O The Relationship Between the Subject Matter Areas and the Frequency of Utilization of Instructional Media Equipment . . . . . . . . . . The Percentage of Teachers Who Used Instructional Media Equipment . . . . . . . . . . Percentage of Teachers Who Had Used Instructional Media Materials and Test of the Relationship Between the Availability of Instructional Media Materials . . . . . . . . . . The Relationship Between the Availability of Facilities and the Frequency of Utilization of Instructional Media Materials . . . . . . . . . . The Percentage of Teachers Who Used Instructional Media Materials According to the Availability of Physical Facilities in Elementary Schools . . . . The Relationship Between the Availability of Facilities and the of Utilization of Instructional Media Equipment . . . . . . . . . . The Percentage of Teachers Who Used Instructional Media Equipment According to the Availability of Physical Facilities in Elementary Schools . . . . The Relationship Between the Display and Storage Facilities and the Utilization of Instructional media materials . O O O O O O O O O O O O O O O O ix 99 100 101 101 102 104 107 109 112 115 117 121 123 126 4.44 4.45 4.46 4.47 4.48A 4.483 4.49 4.50 4.51 The Percentage of Teachers Who Used Instructional Media Materials in Physical and Storage FacilitiesO O O O O O O O O O O O O O O O O O O O The Relationship Between the Display and Storage Facilities and the Utilization of Instructional Media Equipment . . . . . . . . . . . . . . . . . The Percentage of Teachers Who Used Instructional Media Equipment in Physical and Storage FaC1litie8. O O O O O O O O O O O O O O O O O O O The Relationship Between Media Maintenance and the Use of Instructional Media Materials and Equ ipment O O O O O O O O O O O O O O O O O O O O The Percentage of Teachers Who Used Instructional Media Materials and Equipment and Teachers' Attitudes Toward the Maintenance of Instructional Media Materials and Equipment . . . The Percentage of Teachers Who Used Instructional Media Materials and Equipment and Teachers' Attitudes Toward the Maintenance of Instructional Media Materials and Equipment . . . . . . . . . . Significant Difference Between the Principals' and Teachers' Attitudes Toward the Use of Instructional Media in Elementary School. . . . . The Relationship Between the Use of Instructional Media Materials and Equipment and Teachers' Attitudes Toward the Use of Instructional Media . The Percentage of Teachers Who Agreed and Disagreed Toward Using Instructional Media and Equ ipment O O O O O O O O O O O O O O O O O O O O 128 131 132 134 137 137 139 140 144 CHAPTER I INTRODUCTION The long history of the tradition of Islamic education, which stressed the paramount role of the teacher, forms a substantial part of Saudi Arabia's inheritance from the past. Therefore, teachers and students alike have traditionally interacted in an atmosphere of unchallenged teacher authority. The teacher has been, and is still, viewed as the ultimate and unquestioned source of information and wisdom. Munir-Udin Ahmed described this traditional position of the teacher in Muslim society as '. . . very high. He (the teacher) was, in fact, preferred to the parents, who were only responsible for one's bodily birth, whereas the teacher enlightened one's mind" (Ahmed, 1968). Recent attempts to alter the teacher's role as the sole source of information and learning have had to contend with this ancient tradition. Considerable attention has been paid to methods of improving the quality of education so as to make learning easier and more beneficial. However, the development of education in Saudi Arabia qualitatively and quantitatively is faced with many obstacles which are due, in part, to the relatively recent establishment of a new educational organizational structure. Prior to the establishment of the Directorate General for Education in 1930, (which more recently, in 1953, became 1 2 the Ministry of Education) there were few public schools. All of the schools were private institutions concentrating on religious instruction and rudimentry reading and writing. Nyrop described this form of education: Private teachers received students in their homes. Eventually, however, the custom developed of giving lessons in a special room devoted to the purpose, often within the precincts of the community mosques. The school was known as the W or KHILQE. (Nyrop, 1977) Until recently, the growth of education was hampered by a lack of financial resources; with the discovery of oil, this no longer presented an obstacle to educational advancement. According to Dowson, 1977, '. . . there were many who feared that a modern educational system would damage the fabric of a profoundly religious society.” Education in Saudi Arabia is free at all levels but is not compulsory. Incentives are offered to the students to encourage enrollment at most educational levels. Schools are not sexually integrated within the Kingdom's educational system, even at the elementary school level. The Ministry of Education is considered the main educational organization responsible for the education of male students below the university level. On the other hand, the General Presidency for Girl's Education is the primary organization responsible for female education. Besides the Ministry of Education and the General Presidency for Girl's Education, there are several other organizations concerned 3 with literacy in Saudi Arabia. These include the Ministry of Higher Education, the Ministry of Defense, religious institutions, private education and other government organizations. . The Saudi Arabian educational system consists of three stages after kindergarten (or pme-school); a six year elementary school, a three-year middle school, and a three- year secondary school. Additionally, a variety of secondary educational opportunities is also provided. There are presently seven universities, seven male teacher-training junior colleges, four female teacher-training junior colleges, and several technical institutions. Shortages of qualified native teachers and inadequate facilities represent the most serious shortcomings of the educational system. The Ministry of Education has made several attempts to reform the system with only marginal success (Ministry of Planning, Third Development Plan, 1980). The Third Development Plan outlined the current attempt to reform the system and describes the importance of introducing instructional media into the educational system. The plan holds that: . . . present conditions thus reflect certain opportunities for improvement in qualitative programs, particularly in the implementation of major development projects such as an educational technology center, educational television, and multi-purpose classrooms. (Ministry of Planning, 1980) 4 Regarding teacher training, the emphasis was placed upon quality as a main concern. Therefore, new teacher-training institutions were opened while others were upgraded and expanded; better equipment and learning tools were also provided. The introduction of new learning materials and techniques, and the use of "educational technology" has been extremely difficult because these innovations often disrupt and potentially threaten the teacher's traditional role. This conflict is partially due to insufficient training of teachers in the use of a new educational media, and methods as a supplement to the traditional methods of teaching. Another factor retarding the use of educational media throughout the educational system in Saudi Arabia has been the considerable cost involved in supplying the entire country with the necessary equipment, material and qualified personnel. Although the government of Saudi Arabia is now in a good position to provide the schools with the necessary material and equipment, the psychological readiness and skill level of the teachers currently lags far behind. This situation was first emphasized by the former Deputy Ministry of the Ministry of Education, Abd-el Wassie (1970): "What we are lacking is the teacher's belief and enthusiasm for the usefulness of audio-visual aids as an alternate means of instruction" (p. 74). S This study, therefore, is an attempt to investigate the §t§t§§_ggg of the utilization of instructional media in the elementary schools in the Kingdom of Saudi Arabia. W The basic problem addressed by this study focuses upon a contradiction between the Government of Saudi Arabia's expressed policy in the area of educational technology at the elementary school level and the actual situation in the elementary schools throughout the country. The government's educational policy statement explicitly commands that the, ”. . . educational authorities provide schools with necessary audio-visual means of explanation and with training facilities to help achieve educational objectives“ (The ~Educationa1 Policy in the Saudi Arabian Kingdom, 1974). However, the most recent report on existing teaching styles has found that in Saudi schools, '. . .. teaching is almost totally verbal“ (Egbert, 1974). Recognizing this disparity, the Ministry of Education has invited various agencies and individual consultants to visit Saudi Arabia and help design plans for improving the educational system in the country. In the area of educational media, a contract was signed between the Ministry of Education and Indiana University in May, 1975, to prepare an operational plan for the entire country which was to be based on a proposed Educational Technology Center. This plan 6 was entitled "An Operational Plan for a National Education in the Kingdom of Saudi Arabia“ (Indiana University, 1975), but no executive action has been taken on it. The 1975 operational plan was designed to provide an overall framework for the entire country: it did not deal with the problems of educational media for specific regions. Therefore, the need remains for research directed at specific situations as they now exist at the regional level. The present study is an attempt to meet that need for two regions--one urban and one rural--chosen as representative of regions with similar educational problems. In order tn) simplify the operational plan for the country, the newly-conceived Educational Technology Center will require faculty input from the various regions of Saudi Arabia. Information about the existing situation as it relates to instructional materials and methods at the local level, presently, does not exist. This study was designed for ease of replication in other regional school districts or throughout the remaining regions in the future. In addition to the need for baseline factual data, there is also a need to investigate the human performance dimension of media use. When presumably useful tools are not being used, at least three possible explanations exist: (1) the potential user lacks the knowledge, skills or attitudes needed for effective use: (2) the necessary supporting resources, including supervisory assistance are missing; or 7 (3) the system does not provide adequate incentives for use and may, in fact, offer significant penalties for use. The present study, therefore, investigated the following areas at the elementary school level: 1. the qualifications, skills, knowledge, experience, and training of the teachers in the elementary school with regard to use of instructional media, the availability of the material and equipment to support the educational program, the condition of the physical and structural facilities to house educational media and programs in selected Saudi schools, the instructional media maintenance service provided to repair the equipment, and principals' and teachers' attitudes toward utilization of instructional media. :!. !' E I] S! 1 The main goal of this study was to explore and identify the major limitations to the utilization of instructional media in the elementary schools in Saudi Arabia. The specific purposes of this study were: 1. to determine if elementary teachers have sufficient experience and training in utilizing instructional media as a means of instruction, to determine if the elementary schools have provided the necessary instructional materials to teach various subjects, to determine if the elementary schools have the physical facilities to house the instructional media, to determine if the elementary schools have trained maintenance personnel to repair the instructional media equipment, and 5. to determine the principal's and teacher's attitudes toward the use of instructional media in the elementary school. Wheaten The present study is important for a number of reasons; of primary importance is the fact that the Ministry of Education in Saudi Arabia is annually spending nearly 120 million riyals (approximately $34,000,000 at the current exchange rate) for the acquisition of audio-visual materials equipment, and training to be used in the schools throughout the (Kingdom) country. As yet, however, no empirical data exists which ascertains the extent to which these materials are being used at the local level once they are available. The present study, therefore, was an effort to determine receptivity toward the introduction of educational media in two selected areas. The study will provide baseline data: and also, will serve as a model for similar investigations in other areas of the country and at other educational levels. Additionally, this study will identify those areas of greatest need in teacher education in order to assist in the development of programs to train teachers in the use of educational media. 3 ' ' n o 3 During the past ten years, many new teaching aids have been developed. Some of them are sufficiently elaborate so 9 as to change or to replace classroom communication and instructional patterns which, until their development, were limited to the teacher and the student. The following terms and definitions will assist in interpreting this study. M Expresses the feelings of the principals and teachers (positive and negative) in the elementary school toward the use of instructional media to attain the stated objectives and goals of the curriculum. I ! !° 1 E . ! Instructional equipment includes such items as overhead transparency projectors, slide projectors, filmstrip projectors, 8 mm film projectors, 16 mm film projectors, film loop projectors, opaque projectors, audiotape recorders, video recorders, television camera, etc. I ! !' J H d' Instructional media include non-print materials and instructional equipment. MW Non-print instructional materials include such items a photographs, geographic maps, charts, graphs, models, globes, overhead transparencies, filmstrips, 35 mm slides, 8 mm 10 instructional films, 16 mm slides, film loops, audiotapes, etc . Hg: Use refers to the application to which individual teachers in the school integrate and employ instructional media in a particular curriculum or learning program for the purpose of communicating relevant information. I' ’t !i E !l S! 1 This study investigated the factors influencing the use of instructional media by elementary school teachers. The sample was limited to one school district in Saudi Arabia (Medina District). This study has the following limitations:. 1. the study was lindted to one district. However, this could be generally applicable to the country's public schools because they are similar (curriculum, scheduling, exams, etc.). All of the public schools are governmental schools, controlled by the Ministry of Education; 2. it was limited to teachers and principles in the public schools; 3. this study was confined to one aspect of educational technology, the use of instructional media; and 4. this study did not examine the qualitative effectiveness of the use of instructional media. c u 'ons This study attempted to answer the fellowing research questions: 11 How much experience and training do elementary teachers have with regard to the use of instructional media? Does previous experience or training on the part of the elementary teachers influence their utilization of instructional media in their classrooms? What kind of instructional media materials and equipment are available in elementary schools to support educational programs in various subject- matter areas? Does subject-matter area or the availability of instructional media affect the utilization of the instructional media? What are the conditions of physical and structural facilities which house the educational media and programs, and the provisions of maintenance of materials and equipment? Does the availability of physical facilities or the provision of maintenance affect the utilization of instructionalvmedia? What are the principals' and teachers' attitudes toward instructional media and it use in elementary schools? Are there differences between principals' and teachers' attitudes with respect to instructional media and its use? W There will be no relationship between teaching experience and instructional media use as reported by the respondents. There will be no relationship between the teacher's prior training in instructional media and the use of instructional media as reported by the respondents. There will be no relationship between subject matter and the use of instructional media as reported by the respondents. 12 4. There will be no relationship between the availability of instructional media and the use of instructional media as reported by the respondents. 5. There will be no relationship between the physical facilities and the use of instructional media as reported by the respondents. 6.- There will be no relationship between media maintenance and the use of instructional media as reported by the respondents. 7. There will be no significant difference between the principal's and teacher's attitude toward instructional media in elementary school as reported by the respondents. 8. There will be no relationship between the teacher's attitude toward instructional media and the use of instructional media in elementary school as reported by respondents. SHEEQIY The format for the study has been presented in Chapter I; it covers the introduction, statement of the problem, the objectives of the study, significance of the study, description of terms such as instructional media (including instructional materials and equipment), limitations of the study, research questions, and null hypotheses. In Chapter II, the literature related to the study is reviewed. In Chapter III, the design of the study is presented; it includes the research questions, null hypotheses, description of the sample and population from which it was drawn, procedures for the development of survey instruments, pilot testing procedures and final revision of the instrument, l3 validity procedures for distribution of the questionnaire for both principals and teachers, data collection procedure, data analysis, and summary. The analysis of data will be reported in Chapter IV. Chapter V will include the summary, conclusions, and recommendations. CHAPTER II REVIEW OF LITERATURE W Included in this review of literature is a review of the Saudi Amabian educational system, teacher-training programs and instructional media programs in Saudi Arabia, the United States, and other countries which are related to the research. In terms of the research on Saudi Arabia's educational system, unfortunately, there are only a few scholarly works, most of which are in the form of either government documents, official , reports, or doctoral dissertations. Tl Ed !° 1 5 l . 5 3i E II Education in Saudi Arabia has the following stated objectives: 1. to provide children with an Islamic education, 2. to develop in children the feeling of belonging to the Islamic creed and nation, and 3. to help children develop basic skills necessary in adulthood. In order to fulfill these objectives, the government of Saudi Arabia established different authorities to be responsible for various levels of education. 1. The Ministry of Education is responsible for boys' education at all levels. 2. The Presidency is the authority for girls' education at all levels. 14 15 3. The Ministry of Defense directs and supports its own schools. 4. Other educational organizations are responsible for private schools. There are four types of education controlled by age, sex, knowledge, background and school years. They are: l. kindergarten or preschool, 2. general education, 3. higher education, and 4. teacher training. Wheel The government encourages kindergarten schools to raise the educational standards of the country and give good care for babyhood and childhood. Authorities concerned with planning are to be occupied with the establishment and supervision of nurseries and kindergartens. These authorities set the necessary curricula, systems, rules and instruction for the performance of work during this stage. They provide for technical staff who are educationally and administratively qualified to carry out this type of education. Kindergarten is a preparation for entry into elementary school, and it is an optional stage. The child does not have to attend or pass this stage in order to attend elementary schools. .Additionally, the child may remain in this stage less than one (1) year or more than two years. 16 W The study period for the elementary stage is six years. Education during this stage is provided for everyone who attains the required age level of six years. Authorities concerned with this stage set the necessary plans for the accommodation of all students who have reached the required age level for elementary education. When establishing schools in small and neighboring villages, the following regulations apply: 1. schools should be located in middle ares to which students from neighboring villages are transported, and 2. the "one teacher" system should be adapted in times of need. Children at this level attend school for six years. They are taught according to a standard curriculum and promoted from one grade to the next upon successfully passing a final examination. Table 2.1 shows the growth and development of elementary education through a nine year period. This table shows that the number of elementary schools has been increasing since 1971-72: from 2154 SChools in 1971-72 to 5744 in 1980-81. n d e a The study period during the intermediate stage of education is three years, beginning after obtaining an 17 .Hmmdlcmmfl .cowumosum mo muumficfiz «gummwm .eofiumoaum no muumficflz "ecusom oa~.cm Hoh.wc mma.ae hem.mm who.mn mmq.¢m wm>.mm «om.wm cma.m~ hum.ma «masses Hmh.ma cmm.oa mn>.va mm¢.«H www.mfl ham.ma mam.HH «mm.oH mo~.oH mmv.m “csmmlcez aom.¢m HH~.cm mam.>~ ccn.m~ mhm.m~ wom.o~ F¢H.ma Nom.mH mmm.aa mso.on “anew ”muosomma mmq.oma or~.~mm oam.~om hum.nm> mmc.m~> maa.mmm mm¢.¢mw em>.>hm -~.H~m hoc.mhq «masses omc.omm mom.m~m chm.mm~ mmm.m>m www.mom mom.¢mm vom.mm~ qu.nma vaa.q>~ wom.mma moameom mco.ohm acm.mmm cmm.mom mmm.vh¢ mom.mmv ~om.mmv qu.HHv mm~.oam mum.w¢m mqo.a~m moan“ 3.23 mNH.mw Hmm.cv mmv.hm wcu.¢m mom.om mmm.hm Hmh.vm mN~.- www.ma moo.ha mmmmuau vvh.m mnm.m mam.v vv¢.¢ mnm.n hmv.m mmo.m HH>.~ pee.“ qma.~ mHoospm Eggggggggg H.N OHQMB 18 elementary school certificate or its equivalent, and ending by obtaining an intermediate school certificate. Study in the intermediate stage is available to the holders of the elementary school certificate and in suitable central locations where students can be transported from neighboring areas. Intermediate schools which teach the Islamic religion are designed to serve specific objectives and teach a standard curriculum. Other modern intermediate schools aim to provide enrolled students with vocational and cultural programs, while Dar Al-Tawheed schools concentrate on the Islamic culture. The private sector may operate regular intermediate schools, and other institutions and ministries may run educational systems equivalent to the intermediate level to serve specific purposes; the Ministry of Emucation, however, supervises and evaluates this formal educational system. Table 2.2 shows the growth and development of intermediate schools during the period 1971-1980. W Education at the secondary stage is for a three year period. It ends with the awarding of a secondary school certificate. Studies in this stage are more diversified and are available to holders of intermediate school certificates. The authorities concerned with this stage set admission prerequisites for every type of secondary 19 .Hmmalcmma .:0wumozcm mo muumwcaz «gunman .:0wumo=nm mo auumflcwz «season mo>.oa hmm.ma emu.¢a vvm.ma oom.oa mmh.m ma¢.h won.m mm~.m mmH.v “masses mao.ma arm.vn ~cn.ca Ham.m NHH.Q mmv.w hhc.m «Hm.c mam.m wmo.~ “csmmueez mma.¢ man.q ~mm.¢ mwm.~ wm¢.~ ma«.~ Hem.~ «mm.a omm.a omm.H macaw «muoeomme emh.mm~ emH.m<~ ~vm.o- Hmm.hea HN¢.>>H www.cma mam.mma omm.mHH Hmh.mm Hmm.mo “masses hma.mm hmo.om hmo.ah Ham.vw mmv.mm nam.hv evm.mm www.mm mam.cu mwm.ma moamsmm www.mma hoa.mma msa.m~a amm.~ma mmv.-H Hhu.ooa amm.ma «hm.mm mm~.mh mmH.o> moan: ”maamsm wam.m mmm.m mmm.m new.» mq~.o mm~.m vum.< mmm.m hm~.m mmw.~ mommsau amm.a bum.a on~.H cma «mm was see man 5mm «we maooanm 33%.ggggggg N.N OHQNB 20 school to ensure the fulfillment of various needs and direct each student toward a suitable field. Secondary schools of various types are created according to a plan studied and coordinated by educational authorities. The needs, means, and nature of location are taken into account. The first year of this stage is general in nature; then it branches into either "science“ or 'art'. A final, unified examination is administered to all students nationwide. Students who pass the final examination receive high school certificates which entitles them to proceed to undergraduate study. The comprehensive secondary school is a newly-introduced variation in the Saudi Arabian educa- tional system: it began with one school in 1975. Table 2.3 shows the growth of secondary school enrollment from 1971-72 to 1980-81. due “on Higher education begins after the general secondary studies or their equivalent. Whether governmental or private, higher education and its branches are subject to the Supreme Council of Education. Universities and colleges are established in Saudi Arabia in a manner compatible with the needs and capacities of the country. They are regulated by the Supreme Council 21 .Hmmalcamn .cowumoscm «0 auumwcflz «nummqm .:0fiumosum mo mundane: «mousom Nom.m ->.h mmm.¢ 5mm.m hmu.m mao.m NMH.~ cmw.H 5mm.a «em “mggaoa Hmh.v Nc<.m wmo.m mm~.m mmn.~ hmH.N hHh.H cmm.H «mo.H was Husmmxcaz HmH.H oun.~ cmh.a «cm can mow mac com new mma «mama «mumnomma mmo.oon www.mm mflh.mm mo¢.wm mmm.mm www.mw amm.Hv wma.mm www.mm vac.m~ ”masses oma.qm hma.mn mom.v~ mmm.¢a mam.>a www.ma wo~.on «Hc.m moc.v mhm.~ mmamewm mnm.mm mmw.¢m ham.mm ohc.~¢ mH¢.N¢ chm.vm mmm.am csn.o~ hwh.- mmc.c~ moan: «mawmsm mmh.m Hmm.m omc.m mme.~ mmo.m ~mm.a omm.~ mmo.H mum mmh mommoau mam ome hoe Hmm emu «Hm «ma omH «ma flea mHooaom Auuauma daumNaa .mNuuNma _uNnNN«a _NNuuNma .uNunNma .wfluqflua «NHNNmH _MNHNN«a .NNuaNmH m.N magma 22 who certifies the higher'education system, its functions, responsibilities, and manner of performance. Higher education is given full support by the government. Its importance as one of the main sources of human development is greatly needed in Saudi Arabia to continue the expansion of educational development. There are presently seven universities in Saudi Arabia. 1. Riyadh University (King Saud University), established in 1957, presently consists of eleven colleges and some training centers. The main campus is in Riyadh with branches in Abba and, most recently, in Qassim. 2. University of Petroleum and Minerals (in Dharan), established in 1963, presently consists of four colleges. 3.~ King Abdul Aziz University (in Jeddah), established iJ111967, presently consists of nine colleges, an Institute of Meteorology and Dry Regions, and an Institute for Applied Geology. The main campus is in Jeddah with a branch in Medina. 4. Islamic University (in Media) has five colleges. 5. Immam Mohammed Ibin Saud Islamic University, established in 1974 from previous religious institutes and colleges, consists of six colleges, a Higher Islamic Judicial Institute, and a Higher Institute for Islamic Studies. The main campus is in Riyadh with a branch in Qassim. 6. King Faisal University, established in 1974, presently consists of four colleges. The main campus is in Dammam with a branch in Hofuf. 7. Umul-Qura University, established in 1980 in Makkah, has five colleges, and a branch in Taif. In addition to the seven universities, there is a General Secretariate for girls' colleges in Riyadh with three 23 colleges, a Higher Institute for Social Services, and seven junior colleges for male students. I l 'T I . E l 5 ll E l' Teacher-training is given full consideration as the country faces a very serious shortage of teachers at all levels of education. The first teacher-training institutes provided three years of training for holders of elementary education certificates so that they could teach in elementary schools upon graduation. The Institute for Males was established in 1953 and The Institute for Females in 1960 (Ministry of Education, Educational Statistics Review, 1979). In 1961 a limited number of secondary teacher- training institutes for males were established where holders of intermediate education certificates were admitted for four years of training which qualified them to teach in middle schools upon graduation (Ibid., p. 12). Because of an increase in the number of students at the intermediate and secondary stages and the resulting need for improving the standards of teachers, the above-mentioned institutes were phased out and replaced by new elementary teacher-training institutes for males, and secondary teacher-training institutes for females. Students were admitted to the new institutes after having received middle education certificates to spend three years in a teacher preparation program. Those who successfully passed the 24 terminal examinations were awarded certificates which qualified them to teach in elementary schools. The Ministry of Education (1979) described the effectiveness of upgrading male teacher-training institutes in the following manner: In 1974-75 the number of men graduates from the secondary level programs was 2211 as against a peak production of 1784 graduates of the intermediate level program in 1966-67. The enrollment in 17 secondary level training institutes for males was 8629 in 1974-75 which is larger by more than a thousand than elementary and intermediate programs in 1964-65 (p. 90). These institutes were cancelled after ten years of service in 1965 because the Ministry of Education began to look for quality rather than quantity in education. There are several other programs for teacher training in Saudi Arabia, i.e., Koranic intermediate and, more recently, Koranic secondary schools for teacher training, established in 1976; a physical education institute for male teachers, established in 1964; an art education institute for male teachers, established in 1965; and an English language course for male teachers, established in 1973-74. A science and mathematics center was established in Riyadh in 1974 because of the serious need for Saudi teachers specializing in the teaching of science and mathematics (Ministry of Education, Educational Statistic Review, 1979). Two-year junior colleges for male teachers were established in 1977. In fact, there are seven junior colleges in Abha, Dammam, Makkah, Medina, Rass, Riyadh, and 25 Tiaf. The purpose of the junior colleges is to replace teacher-training institutes. A similar pattern of teacher training is offered for females and is operated by the General Presidency for Girls' Education. Saudi Arabian universities offer preservice and inservice programs for both male and female students. King Saud University, for example, offers such training in its college of education. Umel-Qura, King Abdul Aziz, Immam Mohammad Bin Saudi, Medina Islamic universities and the General Secretariat of Girls' Colleges all offer various types of teacher training certificates for teachers at the intermediate or secondary levels. Table 2.4 shows the number of teacher—training institutes, junior colleges, students, and full-time teachers by type of institute operated by the Ministry of Education. Table 2.4 THE: Koranic intermediate schools 9 391 73 Koranic secondary schools 5 97 10 lflenamaqgtemflertuahfing institutes 28 3763 336 Upgrading centers 2 536 40 Physical education institutes l 364 51 Art education institutes l 350 38 Emfliflacansas l 78 6 Science and mathematics centers 4 659 150 annior colleges . 7 3859 405 TOTALS: .58 10.097 1109 SMKE: FUmkquoflfimxmnm, u ' W. Riyadh: Ministry of Education, 1980-81. 26 H E I ! l' J H 3' i 5 ii E !' Currently, there exists very little research dealing with the use of instructional media in the Saudi Arabian educational system. Egbert (1974), in the report "Education in Saudi Arabia,“ mentioned that '. . . teaching is almost totally verbal“ (p. 24). In his book aggggtign_in_§§ggi_3;gpia, former Deputy Ministry of the Ministry of Education Abd-el Wassie (1970) expressed the need for teachers' belief in the importance of utilizing educational media: “What we are lacking is the teacher's belief and enthusiasm for the usefulness of audiovisual materials as an alternate means of instruction" (p. 78). Abu-Ras (1979) investigated factors affecting teachers' utilization of elements of educational technology in Saudi Arabia. The methodology of his study consisted of questionnaires and interviews. One hundred and sixty-seven elementary school teachers completed a teacher question- naire, and 73 elementary principals completed a school survey. Interviews were conducted with media personnel in Al-Baha district and with the Ministry of Education. He found that audiovisual materials in the elementary schools surveyed were not available to the extent prescribed by the Ministry of Education. He reported that fewer than three percent of elementary school teachers were familiar with 27 the operation and use of various types of projection equipment; however, over 90% were familiar with audiotape recorders. Abu-Ras also reported that '. . . a significant relationship (x2.50) was obtained between teachers' training backgrounds and their acquaintance with 16mm, filmstrip, and slide projection" (p. 103). He concluded '. . . that the educational technology programs in elementary schools are not meeting the requirements of the educational program at this level“ (p. 103). Abu-Ras' study is the only research available on the utilization of educational media in Saudi Arabian elementary schools. This study was based on a sample of elementary school teachers in Al-Baha, a small rural area in Southern Saudi Arabia, and was used to generalize to all elementary schools in Saudi Arabia. Abu-Ras stressed the crucial need for more investigations into other school districts and noted that similar studies should be conducted in elementary schools in other districts. He acknowledged a need for service-oriented teacher-training institutions. Moshaikeh (1982) investigated the status quo of instructional media as used in the preparation of male elementary school teachers in Saudi Arabian teacher- training junior colleges operated by the Ministry of Education. He used two types of instruments in his study: 28 faculty questionnaires and supplementary interviews with junior college administrators, faculty, media specialists, and supervisors of student teaching. One hundred ninety- seven questionnaires were sent to the faculty at seven junior colleges in the country. Moshaikeh found that the rate of questionnaire return was 73% of the total sample (144 completed questionnaires). Due to missing data or multiple responses for some items, the total for some items exceeded 144. Follow-up interviews with 20% of the faculty sample were administered for data validation. Moshaikeh found that instructional media (materials and equipment) are generally found in teacher-training junior colleges in Saudi Arabia. Only microcomputers seem not to be as available as other media. He reported that the interviewees revealed that facilities were _ inadequate and extremely limited. Roughly half of the participants in his study indicated that faculty have a say in curriculum content. The supplemental interviewees revealed that they did have input in planning the general outline and objectives of the curriculum. Moshaikeh also found no significant (p<5) relationship between instruc- tional media used by faculty participants and years of teaching experience. Moshaikeh stressed the urgent need for more investigation in teacher-training programs in other 29 colleges and universities in Saudi Arabia so that comparisons can be made between these institutions. He also recommended that similar studies be conducted in girls' teacher-training colleges in Saudi Arabia in order to allow comparisons to be made. Issa-Fullata (1982) conducted an experimental study in junior high schools in Al-Medina school district in Saudi Arabia. The study included 120 subjects who were randomly selected and assigned to three teaching methods. The control group consisted of the regular teaching method with classroom teachers. Experimental Group I was assigned to a slide-tape instructional program with teacher partici- pation, and Experimental Group II was assigned to a self-contained slide-tape program without teacher participation. Paper-pencil visual-tape instruments were used to measure students' achievement. The study's findings indicated that only the experimental paper-pencil subgroup showed a significant difference in performance at the .05 level of confidence. In addition, teacher response to post-workshop questionnaires indicated that they had developed positive attitudes toward instructional media. Based on these findings, Fullata concluded that: . . . an assigned tape-slide instructional program designed and produced to augment learning and then used by a classroom teacher who is trained in the process of instructional design and instructional media will increase student 30 learning to a significantly higher level than will the conventional teaching method. (p. 183) Bakri (1983) conducted a study which dealt with the factors influencing the use of instructional media by middle school teachers in two school districts in Saudi Arabia. A total of 486 respondents completed the questionnaire used in the study. Major findings of the study were as follows: 1. over 50% of teachers in both school districts pointed out that instructional media are not available in their schools, that administrators discourage teachers from using instructional media in teaching, and that schools lack basic facilities to house instructional media: 2. the use of instructional media by teachers in both school districts was limited; 3. no significant relationship was found between the number of years spent in teaching and the use of instructional media; 4. the most important factors affecting media use as perceived by middle school teachers in this study are (a) media availability, (b) media training, (c) inservice training, and (d) physical management of schools; and 5. social studies teachers in both school districts had a higher frequency of media use than teachers in other subject areas. Al-Debassi (1983) carried out a survey which investigated the impact of training, availability of media, and school facilities on the use of instructional media in Saudi middle and secondary schools. The major findings of the study were: 31 teachers with previous media training used significantly (p<.01) more instructional media than those with no training; no significant difference was found in the correlation between the use of instructional media and its availability for trained and untrained teachers (p<.05): a significant positive correlation was found between media availability and instructional media use for trained and untrained teachers: and (a strong positive correlation was found between the availability of facilities and the use of instructional media for trained teachers (P. 232) . Al-Saleh (1985) conducted a study which dealt with selected factors influencing the use of instructional media by male faculty members at colleges of education in Saudi Arabian Universities. A total of 467 or 83.7% of respondents completed the questionnaire used in the study. Major findings of the study were as follows: 1. 2. 3. there has been a low rate of instructional media utilization by faculty members; significant positive correlations were found between media use and each of the following factors: (a) years of teaching experience, (b) attitude toward media, (c) previous media training, (d) perception of administrative support for media use, and (e) amount of information faculty received about media resources; and a significant negative correlation was found between frequency of media use and perceived determents to media use. 32 W The bulk of research on educational media has generally investigated more than one variable in educational media in elementary education. Some studies have resulted in conflicting research findings. It has been only recently that scientific research data have been collected in the use of educational media in elementary education and teacher-training institutions. There is only one study in the use of instructional media in elementary schools which was conducted by Abu-Ras in 1979 including the governmental documents and official reports previously mentioned. In other countries, especially the United States, research on the use of educational media is abundant, due, in part, to that country's long history of educational reform. In her review of research results of audiovisual media in teaching adults, Campeau (1974) found that the bulk of research dealing with instructional media yielded very little evidence that the use of instructional media better facilitates learning than more traditional methods. Moldstad (1974) reviewed studies on the importance of media as teaching tools. His findings were not in agreement with Campeau's; however, most of Moldstad's studies involved non-adult learners. 33 If the use of instructional media is important in learning and teaching in general, it is crucial in the preparation of teachers who will use it later in their classes. Ramsey (1971), in his article "Elementary Teachers' Preparation Interfaces with Media," quoted the axiom 'Teachers tend to teach as they were taught," saying this was never more true than in the use of instructional media. WW I E I l' E . The relationship between media used by teachers and their years of teaching experience was reported in many studies. Arterbury (1971) and Pennywell (1980) supported the notion that the longer a teacher taught, the more s/he used media. Obetz (1980) was not in agreement. She reported that "there was no indication that years of teaching experience was a determining factor in whether or not they were using media.” She stated, "The results of the analysis indicated that there were no significant differences (p>.05) in the use of media between instructors with varying numbers of years of teaching experience' (pp. 105-106). Stroud (1976) reported that when teaching experience and media center usage was examined at the junior high level, it was found that teachers who had over 15 years of 34 teaching experience did utilize a larger variety of media center services on a regular basis than did other teachers. Presumably, a teacher with more years of teaching experience would be aware of and, consequently, utilize more types of media center services. Stephen (1971), citing Meiser (1952), said: Teachers with less (sic.) than 25 years of experience used more projected materials than did those teachers with 25 years or more . . . Teachers with less (sic. ) than 10 years of experience used fewer projected materials than did those having from 10-19 years of experience (p. 44). Sibalwai (1983) indicated that interaction among types of experience and availability did not affect the subjects' use of instructional media, but experience plus formal or informal training increased media use more than other educational experience combinations. It is reasonable to conclude from this research that teaching experience is a factor in media utilization. W The relationship between the frequency of instructional media used by teachers and their training in its use has been examined by several studies. Most studies reported consistent findings in support of the notion that teachers who have prior media training tend to have a higher frequency of media use than those who had no prior 35 training, indicating that training is a pmedictive factor in media utilization. Culclasure (1969) pointed out that an important part of an institution's audiowisual program involves presentation of inservice training programs to ensure that faculty members attain proficiency in operating audiovisual equipment and that they effectively utilize available instructional media. He added that workshops, conferences, short courses, and demonstrations as well as personal interviews and individual refresher-training can be employed for this purpose. The extent of the inservice training effort should be determined by the particular needs of any given situation. Travis (1972) suggested that every teacher needed some training or orientation concerning procedures of using various types of materials in the teaching situation. It will not be difficult for the teacher to use materials if s/he has been trained to do so during preservice study. For materials that are newly introduced into education (such as television lessons, programmed books, or teaching machines), demonstrations, orientations, and inservice training for teachers should be considered as necessity. Briggs and Gagne (1979) stated: Each new instructional system usually requires special skills beyond those already possessed by most inservice teachers, and consequently the special training is designed to focus on these 36 skills. Special workshops become one mode for such training, but visits to schools in which the system is first operating as a pilot test is another important mode (p. 37). Imogie (1979) investigated the relationship between these two variables. His findings showed a significant relationship (p<.05), an indication that those with more skills and training in media use had a higher frequency of instructional media use than those with fewer skills or no training. Semnani found in his study (1981) “Selected Factors Affecting Teacher Utilization of Instructional Television in Massachusetts,“ that formal college background of teachers in instructional media and teaching subject matter are the chief variables in the use of instructional television. Arterbury (1971) found in his study that teachers' prior training in the use of audiovisual equipment is a factor in teacher utilization of media services. He concluded that training is a factor to respect when teachers utilize instructional media. 5 !' l H I! E I 61' 3 ll H!'1l ll W Many researchers in the field of educational technology consider subject matter to be a factor affecting media utilization. 37 Arterbury (1971) indicated that the teacher is influenced by subject matter in utilizing media. He also noted that teachers in social studies tend to use audiovisual materials in their classroom more often than do mathematics teachers. iBoth Ducat (1972) and the NEA (1958) found that English, social studies, and science teachers were the major users of media center resources. The Secondary Indiana studies examined this facet of media center usage and concluded that these three subject areas no longer represent the most dominant users of media centers (IateLnati2aa1_12urnal_ln§trustienal_hedia. 1977'78)- Obetz (1980) reported that “academic discipline is the strongest predictor of whether or not media will be used in classroom“ (p. 257). She concluded that “the fact that math instructors rarely use media was also confirmed by the interview with the director of the instructional media center“ (p. 141). She also stated in her study that “significant differences were noted (p<.05) in the use of each medium by discipline groups“ (p. 141). Wittich (1946) concluded that: A large portion of the subject matter in .elementary, junior, and senior high schools and at the college level has been probed. In every case the advantage of true educational sound and silent motion pictures has been demonstrated when they have been properly used under conditions which warrant their use (p. 159). . 38 From the foregoing studies, it is reasonable to conclude that subject matter is a predictive factor in determining the use of instructional media. I ! !i J H dl E I] lil'l i QIIJ' Ii W The review of related studies showed a relationship between teachers' use of media and its availability. Battram (1963), in his study, indicated that the availability of equipment and materials increased use of these materials and that instructors tended to learn more concerning the proper use of these materials if the materials were readily available (Moore & Hund, 1980). A study conducted by Eboch (1966) concluded that in the event of project discovery, teachers will utilize audiovisual materials when they are available (pp. 141—147). Aquino (1974) found a significant relationship between availability factors for both audiovisual equipment and materials and for the equipment segment of the accessibility factor. Godfrey (1965) noted that teachers requests were among the more influential channels for having school boards provide more audiovisual equipment and materials, while Battram (1963) found that teachers who received audiovisual materials to be readily available tended to learn more about the effective use of those tools. 39 Oxford and Moore (1981) reported that “the availability of media facilities did not seem to be a determiner of media development since these facilities were not often used“ (p. 474). Bakri (1983) found that media availability in schools was considered to be one of the most important factors influencing teachers' use of audiovisual materials in teaching. Sibalwai (1983) concluded in his study that the availability of instructional media was a determining factor in using seven out of 20 media items (television broadcast, instructional television, 8mm motion picture camera, filmstrip, overhead projector, and opaque projector). Past research indicates that the availability of materials and equipment is.a major factor in instructional media utilization. . c. . . . . Eh2Ql2fll_af7flflLISfiIQBQ1LR??FLLIIZS£IQB Most of the studies revealed that teachers tend to use and produce media if there are physical facilities available for them. Hoban's work (1949) stated that one of the obstacles in the use of audiovisual materials is the difficulty in modification of buildings for the use of audiovisual materials. 40 Knowlton and Hawes (1962) reported in their study that some of the negative attitudes of teachers toward media were related to physical utilization barriers and not necessarily to the media themselves. Foy-Cross (1969) reported: It is very likely that no area of a new building will have as many varied and changing demands placed upon it in the next five to twenty years as will the “basic“ classroom. Our way of life and our educational program are vastly different today from life and schooling a few generations back. Education today is complex and uses many tools unheard of a few years ago. . . The regular school classroom should have, first of all, sufficient efficient space. Like any other instructional equipment, if school room space is not big enough to do the job, it is poor equipment. Small rooms are not adaptable to good use of many modern procedures, such as viewing films, use of teaching-learning machines, and the size permits a wide variety of activities. . . smaller sections of classes may use the largest rooms with efficiency, but large classes cannot similarly make good use of relatively small space. In this connection it is poor planning to construct a building to fit only present-day curricula and class schedules and instructional procedures (p. 115). Culclasure (1969) stated that adequate production and storage facilities are essential if audiovisual materials are to be used effectively. These facilities may range in complexity from the simple teacher-oriented production and storage areas to more sophisticated facilities. He also added that the overriding consideration in planning such facilities should be that instructors can obtain required materials expeditiously. Culclasure suggested that 41 audiovisual storage facilities might best be placed in teaching areas as well as in resource centers. Facilities should also be provided for production by teachers of some media, e.g., overhead transparencies (p. 63). Obetz (1980) concluded that the use of media production facilities is significantly related to the availability of media production facilities/assistance. In his survey, Sussman (1973) provided six factors regarding television facilities and utilization, one of them being, “the type of facilities a school has does not appear to affect rates of utilization; however, the quantity of facilities has a significant effect on utilization rates“ (p. 47). It is reasonable to conclude from this research that physical facilities is a factor in media utilization. W The relationship between maintenance of instructional media and its utilization was investigated by many studies. Peterson (1967) indicated that during the time that delivery and pick up services were maintained by a central instructional media center, the utilization of 16mm films and filmstrips increased, but there was a slight drop in utilization of production services, primarily around photographic and dry mounting services. 42 Berry (1978) pointed out that audiovisual hardware, if effectively used, can multiply the effectiveness of a teacher, but a machine that will not start or malfunctions during a presentation is frustrating to a teacher, distracting to students, and confusing to the learning process. He concluded that good care and maintenance will minimize this problem and allow a machine to effectively fulfill the purpose for which it was designed. Fleischer (1978) indicated in his study that one of the problems inherent in using new media for instruction is the problem of maintaining the equipment. It is clear that without adequate maintenance, media soon becomes a useless collection of hardware taking up valuable storage space. He added that school districts have been willing to make initial capital investments in new instructional equipment, but have been unwilling to make the annual expenditure necessary for a maintenance program that will keep the equipment operating. Fleischer concluded, “Although adequate maintenance will not guarantee the effective use of new media in instruction, it is a certainty that the use . of communications technology in instruction cannot proceed without it“ (p. 235). Warren (1977) stated that hardware operation can appear to be simple or complicated, depending on the expertise and attitude of the operator. Since many 43 hardware malfunctions are operatorérelated and can be corrected by logical deduction, trouble—shooting materials have been developed for typical instructional hardware to assist operators in preventive and corrective maintenance. Past research indicates that maintenance of instructional media is a major factor in instructional media utilization. WW Some researchers conducted studies investigating the teachers' attitudes toward media utilization. These studies indicated that there are many factors that influence teachers' attitudes. Kelley (1959) in his study “Teachers Attitudes Toward Audiovisual Materials,“ identified sixteen factors related to teacher attitudes toward audiovisual materials. Among them are background, encouragement by supervisors, and availability of equipment. He also found a significant positive relationship between teachers' attitudes toward audiovisual materials and the frequency with which they used them in the classroom. Kelley concluded that: The results of this study emphasize the importance of recognizing the place of attitude in any attempt to analyze the utilization of audiovisual materials. Teachers' attitudes may be more important in determining the use of audiovisual materials than knowledge about materials and skills in their use (p. 121). 44 Guba and Snyder (1964) indicated in their study “Instructional Television and the Classroom Teacher,“ that teachers who used instructional television had a more positive attitude toward instructional television and newer instructional media than teachers who did not make use of the television medium. Abu Ras (1979) found in his study that over 84% of the respondents believed that the use of audiovisual materials would improve instruction. Moshaikeh (1982) mentioned in the findings of his study that a highly positive attitude toward instructional media and a significant (p<.05) positive relationship exists between the use of instruct- ional media and general attitude toward instructional media. Al-Saleh (1985) found in his research that faculty members who had a more favorable attitude toward instructional media tended to have a higher frequency of media use in instruction than faculty members who had a less favorable attitude. El-Hmaisat (1985) indicated in his study that male and female teachers and principals do not differ in their attitudes toward media - all groups have positive attitudes toward media. It is reasonable to conclude from the past research that attitude is an important factor in media utilization. 45 SHERRI! In this chapter, a review of literature pertinent to the factors influencing instructional media use by teachers has been made, covering the following basic areas: the educational system in Saudi Arabia, including kindergarten or preschool, general education, higher education, and teacher training: instructional media in Saudi Arabia and in other countries; and teachers' media use as related to years of teaching experience, prior training in instructional media, subject matter, instructional media availability, physical facilities, and maintenance of instructional media. The first part of the review covered the development of the educational system of Saudi Arabia from kindergarten to university. Although modern education in Saudi Arabia ‘has a relatively short history, it has, nonetheless, witnessed a period of vast and rapid growth, particularly during the past decade, due to the unlimited support given by the Saudi government. Shortage of qualified teachers was and still is the biggest problem facing the country. Efforts have been made to alleviate this problem with marginal success. The establishment of elementary teaching-training institutes provided a partial solution. Graduated teachers did not have sufficient experience and adequate preparation to teach in the elementary schools. 46 The government of Saudi Arabia realized the importance of upgrading the present elementary teacher-training institutes by establishing teacher-training junior colleges. A review of research in the use of instructional media in Saudi education indicated that such research is scarce, particularly at the elementary level, because no one has investigated this area except Abu-Ras who conducted his study in the rural Al-Baha district of the country. Most of the few studies that exist deal with teachers' utilization of instructional media at the intermediate, secondary school, and college of education levels. The importance of instructional media in teacher preparation, as teaching and learning tools, was investigated by many researchers in the United States as well as in other countries. The bulk of research in the USA has generally investigated more than one variable affecting the use of instructional media. The review also dealt with studies related to the utilization of instructional media, including experience, training, subject matter, media availability, physical facilities, media maintenance, and attitude. CHAPTER III METHODOLOGY Win The main goal of this study was to explore and identify the major limitations in utilizing instructional media in elementary schools in the Al-Medina' School District. The limitations considered in this study were identified from earlier studies which used instructional media in the Al- Medina School District. The following research questions and hypotheses were investigated and tested. W The research questions for the study are listed below. 1. How much experience and training do elementary teachers have with regard to the use of instructional media? Does previous experience or training on the part of the elementary teachers influence their utilization of instructional media in their classrooms? What kind of instructional media materials and equipment are available in elementary schools to support educational programs in various subject- matter areas? Does subject-matter area or the availability of instructional media affect the utilization of the instructional media? What are the conditions of physical and structural facilities which house the educational media and programs, and the provisions of maintenance of materials and equipment? 47 48 Does the availability of physical facilities or the provision of maintenance affect the utilization of instructional media? What are the principals' and teachers' attitudes toward instructional media and its use in elementary schools? Are there differences between principals' and teachers' attitudes with respect to instructional media and its use? We There will be no relationship between teaching experience and instructional media use as reported by the respondents. There will be no relationship between the teacher's prior training in instructional media and the use of instructional media as reported by the respondents. There will be no relationship between subject matter and the use of instructional media as reported by the respondents. There will be no relationship between the availability of instructional media and the use of instructional media as reported by the respondents. There will be no relationship between the physical facilities and the use of instructional media as reported by the respondents. There will be no relationship between media maintenance and the use of instructional media as reported by the respondents. There will be no significant difference between the principal's and teacher's attitude toward instructional media in elementary school as reported by the respondents. There will be no relationship between the teacher's attitude toward instructional media and the use of instructional media in elementary school as reported by respondents. 49 Penulatiea Average Sample Size of Teachers i_I£££h££§ 1.52h2213 E§L_§£h221_ Rural 765 167 4.6 urban 1180 113 1115 Total 1945 270 16.1 sampling Sixty schools were selected according to the number of schools in the Urban and Rural Areas. 222u1e112n_1£2h2911 Sem21§_lfi£h2211. Rural 167 37 Urban 1Q; 21 Total 270 60 Thirty-seven schools were randomly selected from 167 schools in rural areas, and 23 schools were randomly selected' from 103 schools in urban areas. The number of teachers selected per school was based on the average number of teachers per school in the rural and urban areas; five teachers were randomly selected from each rural school, and eleven teachers were randomly selected from each urban school in the sample. The total number of teachers was: Rural 37(schools) x 5(teachers) = 185 teachers Urban 23(schools) x 11(teachers) = 253 teachers 50 There was a total of 60 principals in the study, 37 of whom were from rural schools and 23 from urban schools. The total sample size was: Rural Teachers 185 Rural Principals _11 Sflhztfltfll 222 Urban Teachers 253 Urban Principals _23 Subztetal 276 Grand total 498 W This survey was conducted to gather information related to the factors which influence the utilization of instructional media in the elementary school. Two questionnaires were used; one for pmincipals, and the other for classroom teachers. The questionnaires were constructed after consideration of the following sources. 1. Similar media research done by Abu-Ras (1979), Moskaikeh (1982), and El-Hmaisat (1985). 2. Consultation with faculty members in the College of Education, Michigan State University. 3. The researcher's own understanding of the country, culture and educational system, e.g., the structure of the administration, the schools and the facilities. 51 2119; Testing and Final Beyigigg Qfi the Instrument The questionnaires were administered to ten teachers and five principals randomly selected from the population for the pilot study. The pilot study was carried out in order to insure that ambiguities, inaccuracies, and misunderstandings in the questionnaire were eliminated. 23111111 A study to determine content validity was conducted at Michigan State University, where the questionnaires were given to four professors in Counseling Education Psychology (CEP), two of whom were teaching instructional media, while the other two were teaching educational research methods. The same questionnaires were also given to six graduate students. After minor revisions, there was 80 percent agreement among the four instructors and 85 percent agreement among the six graduate students on acceptable items. Two of the graduate students were from Saudi Arabia, two were American students, and the remaining two students were from other foreign countries. u 'o u ' nn The questionnaire was written in English and then translated (accurately) to Arabic for distribution. The Arabic form of the questionnaire was sent together with stamped, self-addressed envelopes to the earlier selected 52 principals and teachers of the elementary schools in the Medina School District. Cover letters and instructions for both principals and teachers accompanied the questionnaires which explained the goal of the study and requested the principals' and teachers' cooperation. Follow-up letters were sent to those respondents who did not return the questionnaire. W This questionnaire was composed of the following five parts (See Appendix B). 23;§_A was designed to gather general information about the school including name, address, year established, the number of teachers, and the number of classrooms. Questions were open and closed ended requiring the respondent to place a check mark in the appropriate space or fill in the appropriate blank. m was designed to elicit each participants' responses about degree(s) held, experience, curriculum specialty, the school's budget together with the proportion of the budget allocated to instructional media, and the principal's authority to use the allocated budget. £1LL_Q was designed to determine the type of communication that exists between the principal and the Ministry of Education, and the authority of the principal in his school to spend money for instructional media. E toward consis random 3, 4, 8, 11, A (Stro disagz to yi coded While reSpe “asln 53 £313.12 was designed to investigate the principal's view toward the use of instructional media in his school. It consisted of negative and positive statements that were randomly ordered. The positive statements were numbered 1, 3, 4, 5, 9, 10 and 12 and the negative were numbered 2, 6, 7, 8, 11, 13 and 14. A five point Likert-type attitudinal scale was used (strongly agree, agree, uncertain, disagree, strongly disagree). Each response in the scale was coded numerically to yield an attitudinal score. Positive statements were coded and given the weights 5, 4, 3, 2, and 1 respectively while the negative statements were coded 1, 2, 3, 4, and 5 respectively. Each principal's response to each statement was used to obtain his attitudinal score. BALI—E has two parts: 1. This part was designed to determine the availability of different types and quantities of instructional media (materials and equipment) available in the school. 2. This part of the questionnaire was designed to elicit information regarding the availability of facilities for production, storage, display, and utilization of instructional media. Wire The questionnaire for classroom teachers consisted of five parts (see Appendix C). ESL]. was designed to obtain demographic information including content area, years of teaching experience, 54 training program completed, the use of instructional media, and degree held. W of the questionnaire was designed to assess the respondent's familiarity with and utilization of various equipment and material. PALLJ. of the questionnaire was designed to provide information concerning the availability of instructional media. Respondents were asked to place a check mark in the appropriate block using .a 3 point scale: “yes“ “no“ or “don't know“. Other questions were designed to elicit frequency of use on a per year basis. Points on the scale were given weight from zero=“1“, l-4-“2', 5-8=-“3“, and 9 or more=“4“. Points on the scale were summed and averaged to yield an individual score on use of instructional media. W of the questionnaire was designed to determine the availability of physical facilities in the elementary school. m was designed to investigate the teacher's point of view toward utilization of instructional media in his school. It consisted of negative and positive statements that were randomly ordered. The positive statements were numbered 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, ll, 15, 21, and 26: and the negative were numbered 12, 13, 14, 16, l7, l8, 19, 20, 22, 23, 24, 25, 27, 28, 29 and 30. 55 A five point Likert-type attitudinal scale was used (strongly agree, agree, undecided, disagree, strongly disagree) to record the teacher's responses. Each response on the scale was coded numerically to yield an attitudinal score. The positive statements were coded and given weights 5, 4, 3, 2, 1, respectively, while the negative statements were coded l, 2, 3, 4, 5 respectively. Each teacher's response to each statement was used to obtain his attitudinal score. 2119; study The questionnaire was administered to ten teachers and five principals from the same population. Eight teacher's questionnaires and four principal's questionnaires were returned. This pilot study proved to be very beneficial and provided ideas, approaches and information not apparent before the study. Generally, the instructions for both principal's and teacher's questionnaires were clear and understandable. =‘0 0! r 9, 0e '_= ‘ 'H!!‘!‘.-. 01 9‘ 0 °.!° 1'— “- 1. Part III, Question 1, omit “to buy“ because all principals do not have authority to buy material and equipment for their schools. 2. Part IV, Question 5, change the phrase from negative to positive. It then read as follows: “There is a need for a media specialist in my school.“ 5. Under Part I, Question 1, “Art Education“ was added. One question (number 2) was added. It reads as follows: Instructional media can be used to teach in which of the following areas (check all that apply)? Islamic Education Arabic Language Mathematics Science and Health Social Studies Physical Education Art Education tOl'htDQ-OO'DI I I I I I I I AAAAAAA vvvvvvv The word approximately was added to Part III, Item B as follows: Approximately how frequently (number of times) do you use any of these materials per year? The following questions were added to Part V: - I would use more instructional media if a sepcialist were available to help me find and make materials suited my course(s). - There are no spare parts available to repair faulty (broken) equipment. Some minor changes were made in the Arabic translation. The questionnaire was accompanied by a letter that explained the purpose and importance of the study. It also encouraged the subjects to be frank and to assure them that their responses would be kept confidential with the response being seen only by the investigator. 57 The pilot study revealed that it took about 30 minutes, on the average, to read and answer the questionnaire. Finally, the questionnaire was revised, based on the feedback from the principals and teachers. It was retyped and distributed to the main study population. WW Special arrangements had to be made in order to distribute the questionnaires. The researcher carried the official letter from the College of Education, King Abdul Aziz University in Al-Medina, Al—Munawarrah to the General Director of Al-Medina School District. The letter explained the researcher's purpose and the study's goals and asked for help and cooperation in order to facilitate data collection. The researcher delivered the official letters from A1- Medina School District to the principals of the elementary schools in both the urban and rural areas. This letter asked for help, assistance, and cooperation with the researcher in order to insure the success of the study. Questionnaires were distributed to 60 principals and 500 teachers on Nevember 25, 1985. A total of 44 principal and 348 teacher questionnaires from urban and rural areas were returned by December 2, 1985. After the researcher collected his data, he visited some principals and thanked them and told them how much be appreciated the cooperation that facilitated his task. 58 Data Analysis Basically, four statistical techniques were used to answer the research questions. 1. Since the study was descriptive in nature, percentages, frequencies, and distributions were used to report the principal's and teacher's ,responses to the questionnaire. Descriptive statistics were calculated for each research question. 2. Non-parametric correlation test was used to test the relationship between pairs of variables by ordinal variables (Hypotheses 1 and 2) were addressed by using this correlation method. 3. Chi-square test was used to test the relationship between nominal variables (Hypotheses 3, 4, 5, 6, and 8). 4. T-test for independent sample was used to test the difference in principal's and teacher's attitude toward instructional media (Hypothesis 7). The data were transferred from the questionnaires to computer punch cards. The analysis of data was performed using the Statistical Package for Social Science (SPSS) at the computer center of Michigan State University. The .05 level of significance was used. Summary The research methodology used in this study was designed to determine the factors which influence the use of instructional media by male teachers in the_elementary schools in Al-Medina District in Saudi Arabia.) To achieve this purpose, the study focused on eight research questions and eight null hypotheses which addressed teachers' use of 59 instructional media as related to the teaching experience, prior training, subject matter, availability of instructional materials and equipment, physical facilities, maintenance, belief, and attitude. The study included rural and urban schools in Al-Medina School District. Thirty-seven schools were randomly selected from 167 schools in rural areas, and 23 schools were randomly selected from 103 schools in urban areas. Data for this study were collected by the survey method using a questionnaire. The questionnaire contained five parts and was rated in terms of its clarity and face validity by four professors and six graduate students at Michigan State University. Prior to its administration, a pilot test was conducted in Saudi Arabia. Four-hundred thirty-eight teacher questionnaires and 60 principal questionnaires were distributed: 348 and 44 respectively were returned and used in the data analysis. The statistical techniques used in the analysis of data included descriptive statistics in the form of percentages, frequency distributions, means, and standard deviations, non- parametric correlation test, chi-square and t-test for independent sample. The identify media in Arabia. The following 1. CHAPTER IV ANALYSIS OF DATA main purpose of this study was to explore and the major limitations in utilizing instructional elementary schools in AL-Media District in Saudi study was designed to provide answers to the questions: How much experience and training do elementary teachers have with regard to the use of instructional media? Does previous experience or training on the part of the elementary teachers influence their utiliza- tion of instructional media in their classrooms? What kind of instructional media materials and equipment are available in elementary schools to support of educational programs in various subject- matter areas? Does subject-matter area or the availability of instructional media affect the utilization of the instructional media? What are the conditions of physical and structural facilities which house the educational media and programs, and the provisions of maintenance of materials and equipment? Does the availability of physical facilities or the provision of maintenance affect the utilization of instructional media? What are the principals' and teachers' attitudes toward instructional media and its use in elementary schools? Are there differences between principals' and teachers' attitudes with respect to instructional media and its use? 60 61 In order tn) answer the inferential questions, the following null hypotheses were tested: 301 1302 There will be no relationship between teaching experience and the use of instructional media as reported by the respondents. There will be no relationship between teachers' prior training in the use of instructional media and the use of instructional media as reported by the respondents. There will be no relationship between the subject-matter area and the use of instructional media as reported by the respondents. There will be no relationship between the availability of instructional media materials and equipment and the use of instructional media as reported by the respondents. There will be no relationship between the design of the physical facilities for storing instructional media and the use of instructional media as reported by the respondents. There will be no relationship between media maintenance and the use of instructional media as reported by the respondents. There will be no significant difference between principals' and teachers' attitudes toward the use of instructional media in elementary school as reported by the respondents. There will be no relationship between the teachers' attitudes toward instructional media and the use of instructional media in elementary school as reported by the respondents. A total of 500 teacher questionnaire forms and 60 principal questionnaire forms were distributed to elementary level teachers and principals in both urban and rural areas in AL-Medina District. Three-hundred forty-eight (348) of the forms were returned by the teachers, and forty-four (44) of the forms were returned by the principals. 62 Analysis of responses from the returned questionnaires are presented in this chapter as follows: 1. Since the study was descriptive in nature, percentage and frequencies were used to report the principals' and teachers' responses to the questionnaires. 2. Non-parametric correlation tests were used to test the relationship between pairs of ordinal variables (hypothesis 1 and 2). 3. Chi-square tests were used to test the relationship between nominal variables (hypotheses 3, 4, 5, 6 and 8). 4. T-test for independent sample was used to test the difference in pmincipals' and teachers' attitudes toward instructional media (hypothesis 7). Teachers and principals from 60 elementary schools participated in this study. These schools were distributed in both urban and rural areas. Teachers and principals from 44 schools returned the questionnaires with responses being received from 240 teachers teaching in rural areas, and from 108 teachers teaching in urban areas to make up a total sample size of 348 teachers. Rfifinltfi The results of the present study are presented in two sections: (1) the descriptive analysis and (2) the inferential analysis. The descriptive analysis will be presented first, and covers four areas: 1. The qualifications, skill, knowledge, and training of the elementary school principals and teachers with regard to the use of instructional media. 63 2. lThe availability of material and equipment to support educational programs in various subject- matter areas. IL. The condition of the physical and structural facilities to house educational media and programs, and the maintenance service provided to maintain and to repair the equipment. 4. The principals' and teachers' attitudes toward instructional media and its use in elementary school. ‘ The inferential analysis covers four areas which are closely related to the areas covered by the descriptive - analysis: 1. The relationship between teaching experience and prior training and the use of instructional media. 2. The relationship between subject—matter areas and the availability of instructional media and the use of instructional media. 3. The relationship between the availability of physical facilities and provisions for maintenance and the use of instructional media. 4. The relationship between differences of the principals' and teachers' attitudes with respect to instructional media and its use in elementary schools. Descriptive Analysis The descriptive analysis is divided into four parts as stated above: (1) qualifications, skill, knowledge, experience and training, (2) availability of material and equipment, (3) condition of physical and structural facilities, and (4) principals' and teachers' attitudes toward instructional media. 64 O ._ 7.‘ 0,, ;!0‘ ~oo- ,o- 7-1- 3!. ._,!. Table 4.1 shows the relative and absolute frequency of the responses of teachers by subject matter. In terms of subject matter areas, 105 (30.2%) teachers were teaching Islamic education, 115 (33.0%) were teaching Arabic langauge, 94 (27.0%) were teaching math, 79 (22.7%) were teaching science and health, 48 (13.8%) were teaching social studies, 22 (6.3%) were teaching physical education and 17 (4.9%) were teaching art education. Table 4.1 0 - O y , - _’ Q 9 Q 9 Absolute Relative Frequency Frequency camp“ n % Islamic Education 105 30.2 Arabic Education 115 33.0 Mathematics 94 27.0 Science and Health 79 22.7 Social Studies 48 13.8 Physical Education 22 6.3 Art Education 17 4.9 Table 4.2 shows the relative and absolute frequency of the utilization of instructional media in different subject matter areas taught by the teachers. One-hundred eighty-two (52.3%) teachers agreed that instructional media can be used in Islamic education. (are Isla Arab Hath Scie Soci Phys Art Of a inst 315 mat) cool that (35. Phys that teac had been been expel had 1 65 Table 4.2 W We Absolute Relative Frequency Frequency CAESSOIV n 41 Islamic Education 182 52.3 Arabic Education 221 63.5 Mathematics 315 90.5 Science and Health 333 95.7 Social Studies 298 85.6 Physical Education 120 35.5 Art Education 146 42.0 Of all of the teachers responding, 221 (63.5%) agreed that instructional media could be used in Arabic language classes; 315 (90.5%) agreed that instructional media could be used in math classes: 333 (95.7%) agreed that instructional media could be used more in science and health; 298 (85.6%) agreed that instructional media could be used in social studies; 120 (35.5%) agreed that instructional media could be used less in physical education than other areas, and 146 (42.0%) agreed that instructional media could be used in art education. Table 4.3 shows the years of teaching experience of the teachers. In terms of teaching experience: 9 (2.6%) teachers had been teaching 1 year or less, 42 (12.1%) teachers had been teaching between 2 to 5 years, 48 (13.8%) teachers had been teaching between 6 to 9 years, 108 (31.0%) teachers had experience between 10 to 13 years, and 141 (40.5%) teachers had more than 14 years experience. IIIA‘III‘tEl 66 Table 4.3 W Absolute Relative Frequency Frequency Categorv n a 1 Year or Less 9 2.6 2 to 5 Years 42 12.1 6 to 9 Years 48 13.8 10 to 13 Years 108 31.0 14 Years or More 141 40.5 TOTAL 348 10010 Table 4.4 shows the extent of instructional media training for teachers. In terms of training programs in instructional media, 84 teachers were trained and 264 teachers were not trained. Of those teachers who had training, 30 (8.6%) had 1 to 3 weeks of training, 15 (4.3%) had 4 to 7 weeks of training, 27 (7.8%) had 8 to 13 weeks of training, and 12 (3.4%) had 14 to 52 weeks of training. Table 4.4 0‘ .‘o 0 l‘ 01- 0‘0 - - O!“ 0 ‘- 9‘ - Absolute Relative Frequency Frequency CHLSSQIV n. 13 No Training 264 75.9 1 to 3 Weeks 30 8.6 4 to 7 Weeks 15 4.3 8 to 13 Weeks 27 7.8 14 to 52 Weeks 12 3.4 TOTAL 348 100.0 ”I 67 Table 4.5 shows the Degrees held by the elementary teachers. In terms of their qualifications as teachers, 43 (12.4%) had teacher training institute diplomas (old)1' 101 (29.0%) had teacher training institute diplomas (new)2, 44 (12.75) had Bachelor's degrees, 148 (42.5%) teachers had diplomas from a junior college, 12 (3.4%) had other degrees (see Table 4.5). Table 4.5 W Absolute Relative Frequency Frequency Category n ‘1— Teacher Training Institute (Old) 43 12.4 Teacher Training Institute (New) 101 29.0 Bachelor's Degree 44 12.7 Junior College Diploma 148 42.5 Other 12 3 . 4 —_¥ *2 held diplomas in education and nutrition school. 8 held secondary school certificates. 1 had a Master's degree. 1 had a diploma in educational qualification from UNICEF. Table 4.6 shows the relative frequency of the Degrees laeld by the elementary school principals. In terms of their .em I I I I I I I I I I I I I I EH: 38: 8.. mm .3 .N H I I I I I I I I 2 H 2 H SE 38: E a .3 I I I I I I I I I I as n 3c M SE 38: as 3 .HN I I I I I I I I I I tom 3 «an 3 988m .8 I I I I I I I I I I I I I I modem £50: En .3 I I I I I I I I I I I I I I 85:68: 33223 .3 I I I I I I I I I I EN 3 hum 3 8285323 sown—35 .5 I I I I I I I I I I co m as m 88.8 Bond as mm .3 I I I I I I I I I I 2 H 2 H 29.80 83> .3 I I I I I I I I I I I I I I 3280 036: E. mm .3 I I I I I I I I I I H.~ H an H 82.8 38: a... a .HH I I I I I I I I I I 3c n me n 828 38: E 3 .HH I I I I I I I I I I We... x" 3% a 888 .HH 3 8 as m as m H5 4 I I H.« e «.8 «a cos. .2 I I I I I I I I I I co m as H 8388 oops 83> .a I I I I I I I I I I «.3 on go cm 838cm odes 334 .e I I I I I I I I I I Hi” mH Hén mH oBoonoom 888 .H. I I I I I I I I I I H5... on 38 cu 1.3885 8285 .e I I I I I I I I I I a.» m as H cocooflooo 33953 958 .m I I I I I I I I I I 3% pH 3% pH oouoofiooo 33932 .4 I I I I I I I I I I 24. «m «.8. NH 3838a o3Hm .m I I I I I I I I I I «.3 e. .33 o 3338a EH: 8.. m .N I I I I I I I I I I 33 ca 39 cm 89888 SE E 3 .H a a a c a a a a a a a : fig 33 «a; 3 a an; «Hg co on? vHJ manna. 76 Table 4.15 shows the distribution of responses for budget control of audio-visual funding in the elementary schools. Two (4.5%) of the respondents felt that they had control over the budget; twenty—seven (61.4%) felt that the school district had control over the budget; fifteen (34.1%) felt that the Ministry of Education had control. Table 4.15 E i I C I J E E a. -H' J E i. Absolute Relative Frequency Frequency CELESOIV n, .3 Principal's Authority 2 4.5 School District Authority 27 61.4 Ministry of Education Authority 15 34.1 TOTAL 44 10010 Table 4.16 shows the distribution of the principals' responses to the authority to purchase items costing less than 500 S.R.3 Thirty-seven (84.1%) had to write to the school district for authorization in order to buy materials costing less than 500 S.R.; 4 principals (9.1%) had the authority to buy the materials costing less than 500 S.R.: and the remaining 3 (6.8%) of the principals had to write to the Ministry of Education to buy these materials. 3At the present time, one American Dollar is equal to 3.6510 Saudi Riyals. 77 Table 4.16 Winn W31 CBSESQIY n 14L I have the authority to buy it directly. 4 9.1 I have to write to the school district for authorization. . 37 84.1 I have to write to the Ministry of Education for authorization. 3 6.8 TOTAL 44 100.Q Table 4.17 shows the distribution of the principals' responses to the ability to purchase items costing more than 500 S.R. Forty (90.9%) had to write to the school district for authorization in order to buy the materials; 2 (4.5%) had to write to the Ministry of Education; and 2 (4.5%) had the authority to buy materials costing more than 500 S.R. for their school. Table 4.18 shows the distribution of the amount of time it took for principals to receive instructional media materials and equipment for their schools. Eighteen (40.9%) of the principals got their materials from the school district between one and three weeks; 13 (29.5%) principals got their materials in more than seven weeks; 10 (22.7%) principals got the materials in four to seven weeks; and 3 (6.8%) principals got their materials in less than one week. 78 Table 4.17 3"1'EII'IIEIIII'] W3. Catesprv in H! I have the authority to buy it directly. 2 4.5 I have to write to the school district for authorization. 40 90.9 I have to write to the Ministry of Education for authorization. 2 4.5 TOTAL 144 100-0 Table 4.18 . . . . E3fig9a-9ijH313¥PflrIg?3iffi‘-£F%f£*23%fifi9rfiggfillg Categorv n 3‘, Less than 1 Week 3 6.8 From 1 to 3 Weeks 18 40.9 From 4 to 7 Weeks 10 22.7 More than 7 Weeks 13 29.5 TOTAL 44 100-0 E] I J i S! l I E iJ'I° Table 4.19 shows the distribution of responses for whether the school buildings are rented or owned. Twenty-two (50.0%) of the school buildings were owned, and 22 (50.0%) of the buildings were rented. 79 Table 4.19 W Absolute Relative Frequency Frequency COLEQQIX ni 8 Own the Property 22 50.0 Rent the Property 22 50.0 TOTAL 44 100.0 Table 4.20 shows the distribution of responses for whether or not the schools had media files. Forty-one (93.2%) owned media files and 3 (6.8%) did not own media files. Table 4.20 W Absolute Relative Frequency Frequency Car-.9901! n it Yes 41 93.2 No 3 6.8 few. 44 100.0 Table 4.21 shows the distribution of teachers responses to which facilities were available in their schools. One- Hundred thirty-five (38.8%) indicated the availability of meeting rooms; 98 (28.2%) indicated the availability of (iilrkroom facilities; and 7 (2.0%) indicated the availability <>i5 a film laboratory. In response to the "other" category, 2 indicated the availability of social and math and science rooms, 9 indicated the availability of a math and science 80 lab, and the remaining indicated the availability of a library, an oil painting counter, an extra classroom, and an audiovisual lab for reciting the Quran. Table 4.21 W CELEQOI¥H n g Darkroom Facilities 98 28.2 Local Production 60 17.2 Meeting Rooms 135 38.8 Film Laboratory 7 2.0 Other 21 6.0 *1 Library 1 Oil Painting Counter 9 Math and Science Lab 1 Extra Classroom 2 Social, Math and Science Room 1 Audiovisual Lab for Reciting Quran Table 4.22 shows the distribution of responses for teachers indicating the availability of display and storage facilities for instructional media equipment and materials in their elementary schools. One-Hundred twenty-eight (36.8%) (If the teachers indicated that they had a display area; 176 (50.6%) indicated that they had a storage area; 58 (16.7%) indicated that they had a conference room; 67 (19.3%) indicated that they had classroom windows with darkening c='-<>:ntrols; and 4 (1.1%) indicated having a laboratory room, an erllarging room, and theatres. 81 Table 4.22 W W Catalan n 3 Display Area 128 36.8 Storage Area 176 50.6 Conference Room 58 16.7 Classroom Windows with Darkening Controls 67 19.3 Other 4 1.1 *1 Laboratory Room 1 Enlarging Room 2 Theatres Table 4.23, which shows the principals responses to the availability of facilities and the number of units in their elementary schools, indicates that 31 (70.5%) of the principals indicated that storage areas were available in their schools; 13 (29.5%) indicated that display areas were available in their schools; 4 (9.1%) indicated that production areas were available in elementary schools; 2 (4.5%) indicated that audio-visual libraries were available; and 1 (2.3%) indicated "other“ and added a school-owned radio Station. Table 4.24 shows the response of principals in regard to the maintenance of instructional media in the elementary Schools. The results indicated that 42 (95.5%) of the E>lfincipals agreed that they had to write to the school HofiH one >93 82. on» 55:03» 5 30% 3303» undo» Soc. och. .m .oocoHuoeHo 303039 33530 53 353nm on» 338a 05:33 I Lacuna» 5 5:33:50 «5 mo canton 38... H§H88o23 ofi. .H 39:43; 033 a : cocaoocca a 8.583 G Jun—H 33% mN.v manna 85 «Nu "mu." «.mq N: u.v 3” qum med .unmflu "022.8339: . «.0 on: usaguu 0:» 3 303a 0:3 no: 000a “.0305 “—0033 a: .3 32% 3.303% o3. mmmé 5.8 «an o6 an mé ma 6:339: 080:. #083330..." 00.60% 3 5000000: 030.305 0:... :33 000503 03>on Bianca 9350.5 03300::H .m mom. mwmé Ham 02 5.3 mm «.3 n: 65050:.“ iguana 05 no 0050009 030... 5. 053qu 0550.3 0330:.“ 5 000903009 30:008. .m awn. mvm.~ oém vmm m.~ 3 1H v .0H0>0H E3550? 0:... an 305000» How 335000 0.3 0306 Hap—0305505 5 gunmen @553... 03309.5 4. m3. ~¢m.~ «.8 Sn mg. R cs. 3 .0308 38303005 @509 5 95.503 @5505 9: £023 03% .053qu .3998 new. 6032.00 0n 030:0 30:03:. .m a j a T c J a EM 032 330095 003003 63:00 ma .v 0.38. 86 man. "a." «Am can «4 n m4. mm Janna E3550? «5 5 .53 3333. a 5 833 on 28;» 5&3? $3 3239.. 302. 1830335 .3 a? mom. v34 «.3 3 93 ac v.2. mmm dam: on on .55 3:“ you ow iguana 9: “.3 .3023 5 «30:96 9.8 agave man 1339a «.88. 330335 .3 So. mwmé 9.3 gm m4 2 1o" 2. .3 382m :2... no H023 33:88am 5 035355 an no: 93 £863.60 can 335qu Hgfiificfia .2 :5. 25.“ 3:” c2 «.8 m2 «.8 m2 .593 . mm: ~26: usn .333qu 335 9.8 “.5333 353033 33503 022 983332“ 838... “£33 £8: .2 33% 333335 Rm. 8.3 3: m3 9: a. man RH .8880 a. no ufiucoo «.3 85 :9 flu no: $8 «3238 banana... a as: 3.33 38... BaguoBug we. .3 a g A q A : a a ‘ EH 033 33305 $333 .OL—g mu .v 0H3 87 In? 2.: fig «mm .2 a1 3w 3 J8 can 5 30.5300 can 333...? 05 fifio 3 3:388 28... a 9.03 H858 €35.53 .30 .3 8... 3.3 «.8 man 3 m o; z . 308:8 E B 238 2233.. . 22 93 BE 2 32 o... «.3325 0.53 33.3009 a m.“ animus: Some Hgflonuuufi once on: 333 H .8. 333% mom. «Ska 18 non n4 ma m6 on .3605 Hgauosuuufi mm: o» 395% .3 3:330 539a uo: 3» 38:3 E3553 umoz .3 mom. mmaé «.3 2H «.3 mm m.mm m2 2328 any 5 mafia uo x03 no 3933 game mama 135a 05 5 039$ 30 “.5533 «8% 2a 3:823 «.8» 5 .3 «cm. mm~.~ 9mm vow o6 Hm m.mm m2 .33 00:33 m5 5 @393 B" “.5533 can Hat—mums 30m... 0303.50 05 «0 umo: .5 m8. Sm." 93 SN 92 8 «.3 2. 48:8 b.3553 any 5 “.929? 9a 3:32 308.. «0 «033m now 3359.93 ac: >333 8» 83:33 H83?“ .3 j a a a a a : éufl 3.54 003035 $533 $3533 63:8 mm... «38. 88 qummqm odm can m.m 2 3.. m 5%- 3233095 5...qu a 5mm 3503a 8&2 9.: some Hgdfiaumfi .8 e8. ma.” 9% 8H 9: HS «.8 m2 .3 9:8 «o 8H9 «5 382 B an 93936 8 3 3 BB 382 3830835 83: c5 mfifiom 53 83382 2.0303 9s. .a we». ommé m.m cm 1: 3 H65 new $683.30 he 5 309. 3309qu we was 05 £263 9333 33638 >2 .mm 2». 3&4 m5 3 a; S «.8 Sa 48:8 E 5 3533 «5 3 9.30836 3 309: agauoaumfi no on: wfi. KN 2N. a8.~ 9: 3m HA c a. m 48:3 535.53 on... 5 5305.59: 2» mo yuan aflucmmmm ca 3 302. 3532.59: mo mm: .mm cow. Nomé oém Rm m.~ a fin ma .338 a: 5 3330 5 36m... 3830335 on: cu @8383 3 3 26.23 H .mm 35953333 mom. SEN «.3 2h v.1 Hm m6 em £3330 H858 35 5 m5... 98H a max...» @0333 on cu use “.553me m5 @528 .3 8... $3 92. 2." 3.” S 3" S 35.998 302. 93 Ham: 3 3330QO 336 a 3.03 “.0333 Hoonom .50 .mm Sm. mama oi ma «.2 mm fim on £55me £388 333 :38 3 0.3335 339 33m o: 30 oumfi. .NN '18. Jan: a a w a a G auH 082 83085 $383 gag .0350 mm; manna. 89 school as they should be; and 259 (74.4%) of the teachers disagreed that instructional media material and equipment are available in the schools, but the principals do not allow the teachers to use them. Teachers were asked to indicate their attitude toward physical facilities of instructional media in their schools. As shown in Table 4.25, 318 (91.4%) of the teachers agreed that instructional media material and equipment should be stored in a separate room in the elementary school, while 303 (87.1%) of the teachers agreed that most elementary schools were not properly designed or equipped to use instructional media. Two-hundred four (58.6%) of them agreed that most of the available media materials and equipment was stored in the science lab, while 123 (35.3%) of the teachers agreed that in some buildings, the media equipment were stored in the principal's office because of lack of space in the school. Two-hundred four (58.6%) of the teachers agreed that physical facilities were usually not appropriate for storage of media materials and equipment in the elementary schools. Teachers were asked to indicate their attitudes toward the maintenance of instructional media in elementary school. Table 4.25 shows the results of the responses. Three- hundred twenty-five (93.4%) of the teachers agreed that they would use more instructional media if a specialist were available to help them find and make materials suited to their courses. Three-hundred twenty-two (92.5%) of them 90 agreed that their elementary schools lacked a media specialist to check materials and equipment in and out; 275 (79.6%) agreed that their school districts lacked a specialist to repair the media equipment; 277 (79.0) agreed that there were no spare parts available to repair faulty (broken) equipment and 273 (78.4%) of them agreed that .sending the equipment out to be repaired took a long time in their school district. In response to their attitudes toward the use of instructional media and equipment in their schools, as shown in Table 4.25, 341 (98%) of the teachers agreed that they believe it is necessary to use instructional media in their schools; 297 (85.3%) disagreed that the use of instructional media was distracting to the students in their schools; 265 (76.1%) disagreed that their religious beliefs prevented the use of instructional media in the classrooms; 126 (36.2%) disagreed that the problems associated with getting and using instructional media tended to be so disruptive as to negate the value of using it; 121 (34.8%) were undecided as to whether it was disruptive; and 320 (92.0%) agreed that the instructional media had helped students gain a better understanding of the subject matter they taught. Table 4.26 shows the distribution of puincipals' responses on a Likert scale of disagree, undecided, agree in response to the different categories as listed in the re- search questions. In response to training programs for the 91 Sum . cmh. SH. oooé «on. G3." vamé Fmé O85. mmm.~ N48 QR. v.3 o6”: 5.5 He vm me 3 mv II II m.w m .flnufiuoumfi can yaw—60 508. 59830335 ououm ou 0.83 a an: Hoonom a: .m o6 m 5.2“ h .om on ”.0: on has“. £53350 on... 5 538 o: «no 305 monsoon uB touo .853 .53 1303035 on... 0» 9.: 5853 as 5 $203... 05. .q 3.35% m.m a I. l. .9586 be now H33: mum; on 3:03 5pm.: nguosuug 5 acumen @553... 353815 :a mo 5335.535 o5. . m l. I I. .n. .830335 soon—350 533033 How cocoa: 3982098 533039 :53 3303... 00339.03 85qu 509: an I85uo=uum5 no om: on» 5 5:35. .« £5.55qu 5pm... Hg5§uu35 on: 0» 55a...» @5330: on» 8.05 Hoosom a: 5 95:03» 05. .5 53333533 wound a a 17 s .55 83685 «8083 gun—Haga— omé ~38. 92 896 ooc.m 9.2: we I... I... I. In .mmmomua 3:500:39: so”... 5505000 5 5006 2302003.." no mm: 05. .HH mom. mao.H m.N H II II b.5m mv .Hoozom a: 5 5mm... Hop—0500:0005 mm: on @0880: 3 5 «>058. 0.80 H .3 ooo.o ooo.m o.ooH «v I: In I: an .cofiuosuumsfi 08005 30095 on 55300000 05 mm: 5005 508303005 .m Ba. 83 «.0... mm Ta H To. 3 53385 :33 05.538 E. 303...... 38... 5838335 .m 3H. bran firm m¢ m.~ H II .I. .Hoonow ME :5 ”#5150me 5005 0 now 000: m 5 0005. .h man. mmm.~ can mm m6 m «.3 m 8.8000050 05 5 3033 5005000050 0003 0005 .5 5005 535003005 mm: 333 58:00 as 5 002003 05. .m a gllfl : In! a u! s 15H 0003 0050095 000 @050 . O H .0380 mm .0 0.3g cum. 2&4 H5 w ad e mém on .Hoosom a: 5 562. 3530335 no mm: 93 “58a mmmfiwn 8233“ a. .2 3 9 «3. m2; 3. a m; a 3; 8 486m , a: 5 388% 2... 3 830838 5 585 Hgofiuosuumcw mo mm: m5. .2 86.. ~33 35 8 m.~ H as m 48:8 E 5 3350 0:...— 5 5605 Hgauoaumcw mm: 0» Emmmwowc 5 5 2633 H .NH .la.llagllllm1 : A1 c a a . 43.5 «83 83895 $333 63:00 mm .v wanna. 94 teachers ix: instructional media, the principals' responses were as follows: 44 (100%) agreed that training in the use of instructional media provides pre-service teachers with practical experience needed for successful classroom instruction; 43 (97.7%) agreed that teachers lacked training; and 43 (97.7%) agreed that the implementation of an in- service training program in instructional media would be very useful for their staff. As shown in Table 4.26, the principals' responses to physical facilities showed that 41 (93.2%) of the principals agreed that their schools had a place to store instructional media and equipment; 34 (77.3%) of them agreed that teachers in their schools liked to. use instructional films, slides, etc., but because there were no screens in the classrooms they did not do so; and 33 (75.0%) agreed that teachers in their schools would use instructional media if there were electrical outlets in the classrooms. In response to their attitudes toward the maintenance of instructional media equipment, 43 (97.7%) the principals agreed that there was a need for media specialists in their schools and 25 (56.8%) of the principals agreed that instructional media and equipment often breaks down. In response to their attitudes toward the use of instructional media materials and equipment by teachers in their elementary schools, 44 (100%) of the principals agreed that instructional media has the capacity to greatly improve 95 instruction; 43 (97.7%) believed that it was necessary to use instructional media in their schools; 44 (100%) agreed that the use of instructional media is essential for instructional purposes; 40 (90.9%) of them disagreed that the use of instructional media is distracting to the students in their schools; and 36 (81.8%) of the principals disagreed that their religious beliefs prevented the use of instructional media in their schools. I E l' 1 E J . 801 There will be no relationship between teaching experience and the use of instructional media as reported by the respondents. Nonparametric correlational test was used to examine the relationship between length of teaching experience and the frequency of utilization of instructional media materials. Table 4.27 shows the correlation coefficients and the actual levels of significance of the test. As shown in Table 4.27, the results indicated that there was a significant positive relationship between the length of teaching experience and the frequency of utilization of overall media, photographs, charts and graphs, models and globes, filmstrips, 8 mm instructional films, and audio tapes. However, the utilization of geographic maps, overhead transparencies, 35 mm slides, and 16 mm instructional films was not related to the length of teaching experience. 96 Table 4.27 I l l' J M ii H l . 1 Correlation Level of I: 191 0.0-. 9310' v- .‘ .‘ ‘ 9.‘ . ‘0 9H -0\ ‘ 9 Overall Media Utilization .1810 .00*** Photographs .0874 .05* Geographic Maps .0452 .20 Charts and Graphs .1347 .01** Mbdels and Globes .1559 .00** Overhead Transparencies .0546 .16 Filmstrips .0973 .04* 35 um Slide .0790 .07 8 am Instructional Film .1586 .00** 16 m Instructimal Film .0062 .46 Audio Tapes .1393 .01** *Significant at alpha 8 .05. **Significant at alpha 8 .01. ***Significant at alpha = .001. Chi-square test was used to examine the relationship between length of teaching experience and the utilization of instructional media equipment. Chi-square values (x2), degrees of freedom (df), and actual levels of significance (p) are presented in Table 4.28. As shown in Table 4.28, the results indicated that there was not a significant relationship between the length of teaching experience and the utilization of instructional media equipment, except for utilization of the overhead projector which had a significant positive relationship with the length of teaching experience as 68% of the teachers who had over 13 years of teaching experience had used the 97 Table 4.28 O .-. I- . - 1 \ - .030 ' -‘ .‘ I ‘9' C . ‘- 9 0’ .°’ ‘0 Ihstnmnnonallkmfla Jim: W2 at 9.. Overhead Projector 68.0% 32.0% 11.18 4 .02* 16 um Film Projector — — 4.47 4 .35 8 nm Film Projector — — 1.58 4 .81 Film Strip Projector — — 1.11 4 .89 Slide Projector - - 2.18 4 .70 Opaque Projector - - 3.54 4 .47 Tape Recorder — - 1.69 4 .79 Phonograph -— - 2.16 4 .71 Flannel Board -— - 4.81 4 .31 Bulletin Board - - 3.95 - 4 .41 Magnetic Board - - 7.82 4 .10 Plastic Board - -— 2.96 4 .56 Black Board - - 3.82 4 .43 *Significant at alpha = .05. overhead projectors in the classroom as compared to 32% for other teachers. However, the utilization of the remainder of the instructional media equipment was not related to the length of teaching experience. 802 There will be no relationship between teacher's prior training in the use of instructional media and the use of instructional media as reported by the respondents. Chi-square test was used to examine the relationship between training and the frequency of utilization of instructional media equipment. Table 4.29 shows the chi- square values, degrees of freedom, and actual levels of significance for test of the relationship between training and the frequency of utilization of instructional media materials. 98 Table 4.29 O o- - D- -- - .- \ - 00-0 .0 - 0 - 9 0° -10 9 o 0 I - .. WWW JG df 9.— Photographs 6.89 3 .08 Geographic Maps 7.88 3 .05* Charts and Graphs 5.22 3 .16 Models and Globes 5.61 3 .13 Overhead Transparencies 14.18 3 .00*** Filmstrips 6.70 3 .08 35 mm Slides 10.98 3 .01** 8 mm Instructional Films 2.70 3 .44 16 mm Instructional Films 2.97 3 .40 Audio Tapes 2.62 3 .45 *Significant at alpha 8 .05. **Significant at alpha = .01 ***Significant at alpha - .001 As shown in Table 4.29, the results indicated that there was a significant relationship between the training and frequency of utilization of geographic maps, overhead transparencies and 35 mm slides. However, the utilization of photography, charts and graphs, models and globes, filmstrips, 8 and 16 mm film projectors and audio tapes was not related to training. Additional analysis of the utilization of geographic maps indicated that 45.2% of the teachers who were trained in the use of instructional media had used geographic maps nine or more times per year as compared to 29.0% for teachers who were not trained. Additional analysis of the use of overhead transparencies indicated that 20.0% of the teachers who were trained in the use of instructional media had used overhead 99 transparencies nine or more times per year as compared to 10.0% for teachers who were not trained. Additional analysis of the utilization of 35 mm slides indicated that 20.0% of the teachers who were trained in the use of instructional media had used 35 mm slides nine or more times per year as compared to 12.0% for teachers who were not trained. This means that they can be used with training or without training. Table 4.30 Wm H ii i I] . I . . W Trained—Wained. Geographic Maps 45.0% 29.0% Overhead Transparencies 20.0% 10.0% 35 mm Slides 20.0% 12.0% Nonparametric correlational test was used to examine the relationship between length of training and the frequency of utilization of instructional media materials. Table 4.31 shows correlation coefficients and levels of significance for the test. As shown in Table 4.31 the results indicated that there was no significant relationship between length of training in the instructional media program and the frequency of utilization of overall media materials. The utilization of instructional media materials and equipment was not related to length of training. 100 Table 4.31 Correlation Level of g: q ‘01 0 g . 9.;‘0 ; v - ‘ - : o; :4 on. ; h - 0 Overall Media Utilization .0361 .37 Photographs .0034 .49 Geographic Maps .0532 .32 Charts and Graphs -.0106 .46 Models and Globes .0001 .50 Overhead Transparencies .0242 .41 Filmstrips -.0492 .33 35 m Slides -.0710 .26 8 run Instructional Film .1189 .14 16 run Instructional Film .0115 .46 Hafiofnqes .omn. .22 Chi-square test was used to examine the relationship between length of training and the utilization of instruc- tional media equipment. Chi-square values (x2), degrees of freedom (df), and actual levels of significant (p) are presented in Table 4.32. As shown in Table 4.32, the results indicated that there was a significant relationship between the length of training and the use of magnetic board. However, the utilization of the remainder of the instructional media equipment was not related to length of training. With respect to the utilization of the magnetic board, the results indicated that 63% of the teachers who were trained for less than 7 weeks had used the magnetic board as compared to 37% for teachers who were trained for more than 7 weeks (see Table 4.33). 101 Table 4.32 8e1ati9nahin_Betneen_Lensth_9f_Trainins_and_ntilization E I I II J H i' E . I Instructiona1_uedia_flsuinment 1125 df gJ;__ Overhead Projector 1.10 3 .78 16 mm Film Projector 2.55 3 .47 8 mm Film Projector 3.71 3 .29 Filmstrip Projector 3.15 3 .37 Slide Projector 3.83 3 .28 Opaque Projector 2.37 3 .50 Tape Recorder 1.79 3 .62 Phonograph 2.24 3 .52 Flannel Board .30 3 .96 Bulletin Board 1.41 3 .70 Magnetic Board 8.16 3 .04* Plastic Board 1.64 3 .65 Black Board 4.34 3 .23 *Significant at alpha 8 .05. Table 4.33 The_2ercentase_9f_Teachers_xho_nsed_1nstructinna1 uedia_and_Lensth_of_Trainins Instructional .Length_9f_1raininslc 9" 3 0 'H‘O ‘ 1 0'! 1“. U. ‘ 1'! Magnetic Board 63.0% 37.0% H 3 There will be no relationship between the subject matter area and the use of instructional media as reported by the respondents. Chi-square test was used to examine the relationship between the subject matter area and the frequency of use of instructional media materials. Significant (p) is presented in Table 4.34. As shown in Table 4.34, the results indicated that there was a significant positive relationship between 102 .Hoo. u madam um acmoammcmmm«.. .Ho. n madam um unmommmcmam.« .mc. u madam um ucmomuacmmm4 on. mm. mm. mm. «H. mm. .«oc. mummy omega mm. mm. ma. amo. He. mm. ho. asafim Hmcofiuosuumca as ea om. mm. «a. 44°. mH. me. as. usage HmcoauosuuucH as m mv. «N. «Ho. «taco. Nv. mm. taco. mOUHHm ES mm me. mm. mm. «as. am. as. am. museumsama an. hm. cm. «co. mu. mm. «ac. mowocoummmcmua cmosum>o av. aw. oH. .soc. as. «no. «He. manoao can mflmnoz hm. ea. Hm. ow. on. «4. mm. «Basso can muumao mm. mm. .gvoo. an. «m. «4. «Ha. mam: omsamumomo on. me. on. «a. «m. me. .«o. magnumouosm (d a m» on a: .mi mn uauduuuuzluduuz pm pm moficsum anamom sum: cannu¢ cm HmcouuosuumcH mac Anewmmsm Hmfioom can cocoaom OHEmHmH cm.¢ «Hams 103 Islamic Education and the frequency of use of photographs, geographic maps, models and globes, overhead transparencies, 35 mm slides and audio tapes. However the frequency of utilization of charts and graphs, film strips, 8 mm instructional films and 16 mm instructional films was not related to the teaching of Islamic Education. There was no relationship between the frequency of utilization of instructional media materials and the teaching of Arabic except for models and globes. There was a significant positive relationship between the frequency of utilization of models and globes, overhead transparencies, filmstrips, 35 mm slides, 8 mm instructional films and 16 mm instructional films and the teaching of science and health. However, the use of instructional media materials such as photographs, geographic maps, charts and graphs, and audio tapes was not related to the teaching of science and health. There was a significant positive relationship. between the teaching of social studies and the frequency of use of geographic maps and 35 mm slides. However, photographs, charts and.graphs, models and globes, overhead transparencies, filmstrips, 8 and 16 mm instructional films and audio tapes were not related to the teaching of social studies. Data analysis (Table 4.35) of the utilization of photographs indicated that 23% of the Islamic education teachers has used photographs as compared to 31% to other teachers. 104 .3532“ 98 pound” mug mm. e wanna. I l I I I I an am 83.. 262 I I m ma I I I I 95E 3830335 En ma I I a 3 I I I I. 95?.— Hmcofloaumfi E. m aw mm mm B I I hm mm 33de 5: mm I l S cm I I I I naught I I. mm mm I. I on Hm mofiocoummmcmua cmofioso I I hm am d. me me mm 3203 can 330: «mm «cm I I I I. S cm mum: cannon—008 I I I I I I mm mm mfimumouofi u -.. . -1. - a. . -1 u u. x-.. n -. ,. -1 u a. . L. n -. .ILI II- -. .. - u. . - g 350 magnum 350 530m mango can 350 E agfiuoaumfi Hmfloom can 353m 0392 ogamn a) a o-) no. u. o-” 0.. u -. u. I -o 105 Data analysis of the utilization of geographic maps indicated that 50% of the Islamic education teachers had used geographic maps as compared to 62% for other teachers. The results of the utilization of geographic maps with social studies, indicated that 90% of the teachers had used geographic maps as compared to 53% for other teachers. Analysis of the utilization of models and globes indicated that 35% of Islamic education teachers had used models and globes as compared to 45% for Arabic langauge teachers as compared to 41% for other teachers. The results indicated that 58% of the science and health teachers had used models and globes as compared to 37% for other teachers. Analysis of the utilization of overhead transparencies indicated that 21% of the Islamic education teachers had used transparencies as compared to 30% for other teachers. Also, 39% of health and science teachers had used transparencies as compared to 23% for other teachers. Analysis of data on the utilization of filmstrips indicated that 30% of the science and health teachers had used the filmstrips as compared to 17% for other teachers. Analysis of data on the utilization of 35 mm slides indicated that 23% of the Islamic education teachers had used 35 mm slides as compared to 37% for other teachers. Also, the results indicated that 57% of the science and health teachers had used 35 mm slides as compared to 25% for other teachers. In addition, the results indicated that 52% of the social 106 studies teachers had used 35 mm slides as compared to 29% for other teachers. 'The results of the analysis of data on the utilization of 8 mm instructional films, indicated that 19% of the science and health teachers had used 8 mm instructional films as compared to 9% of the other teachers. The results indicated that 15% of science and health teachers had used 16 mm instructional films compared to 6% for other teachers. I In regard to the utilization of audio tapes, the results indicated that 54% of the Islamic education teachers had used audio tapes as compared to 32% for other teachers. Chi-square test was used to examine the relationship between the subject matter area and the utilization of instructional media equipment. Significant (p) is presented in Table 4.36. As shown in Table 4.36, the results indicated that there was a significant relationship between the teaching of Islamic education and the utilization of the filmstrip projector, slide projector, tape recorder, flannel board and magnetic board, while the utilization of the overhead projector, 16 mm projector, 8 mm projector, opaque projector, phonograph, bulletin board, plastic board and black board was not related to the teaching of Islamic education. Also, there was a significant relationship between the utilization of flannel board and magnetic board and the teaching of mathematics while the remainder of the instructional media equipment was not related to the teaching of mathematics. 107 .Hoo. u mamas um unmommmcmam... .Ho. a gamma um bananascamm.. .mc. u magma um ucmommaamam. ms. «aaoo. mm. om. mm. «a. we. pumom xomam we. «as. «m. «H. as. am. me. canon oaummfla ow. amo. hm. «sac. taco. mh. «Ho. Oumom Uwumcmmz am. am. am. an. mm. mm. pm. canon caumflasm am. «me. am. 5H. «.Ho. as. .me. cumom Hangman mm. mm. em. as. am. pm. ma. samumocona ma. «Ho. 5H. cw. he. hp. «no. nopuooom meme cm. «4. mm. «me. am. am. mm. souoafloum mammao am. pm. ..oc. «.cc. am. am. ..oc. nonconoum macaw mm. mm. «4H6. cacao. hh. ca. ccoc. HOHOOHOum mfiuumEHum GN. we. so. as. as. «a. mo. bosomfloum same as a me. so. as. .mo. as. a”. mm. bosomnoum same as ea so. me. «so. «.4oo. he. on. so. pouoonosm cuaaum>o m m .m, m m m m uauauuuunlufluus cm on «magnum nuance gum: vacate om HmcoauosuumcH uufl Hmoflmmsm Hmaoom ocm mocofiom cwemamu mm.¢ manna «3.3:?le 108 There was a significant relationship between the teaching of science and health and the utilization of the overhead projector, 16 mm film projector, filmstrip projector, slide projector, opaque projector, and magnetic board, while the use of the 8 mm film projector, tape recorder, phonograph, flannel board, bulletin board, plastic board and black board was not related to the teaching of science and health. There was a significant relationship between the utilization of the overhead projectors, filmstrip projector, slide projector and the teaching of social studies. However, the remainder of the use of instructional media equipment was not related to the teaching of social studies. In addition, there was no relationship between the teaching of physical education and the utilization of instructional media equipment except the use of the tape recorder, and flannel, magnetic, plastic, and black boards. As shown in Table 4.37 regarding the use of the overhead projector, the results indicated that 62% of the science and health teachers had used the media as compared to 38% for other teachers. In addition, the results also indicated that 60% of the social studies teachers had used the overhead projector as compared to 40% of the other teachers. Regarding the utilization of the 16 mm projector, the results indicated that 24% of the science and health teachers had used the media as compared to 11% for other teachers. 109 .3533 on: moan: 2.3.52 on Q. «a z wv nu vm me «m R . . a -d u -1. . .4 .550 53338 139.5 SIRQIIIIII 1. . .1 .28 SISSIIIIII o . I. n I 1 8388 308 u mm mm an ac an .3 on .4. T. 930 um mm II aw hm I. mm I. B III No II vm I. an I .4. 1 .1 . fig “.930 93 «938 on 3. on no an mv I mv mu I an on I 3 «N . 1 .. r -. . r. 55. .28 E OEHQH canon :33 Boom 0333 Boom 03258.. Econ .3253 nopuooum onus nonconoum 02g “.33—”3m «3.8 ~38“on 352a: nouoofioum 33m .5. on ~32.“on pufiuoso ) or.:. 33308 hm. ' 0.33. 110 Regarding the use of the filmstrip projector, the results indicated that 22% of the Islamic education teachers had used the filmstrip projector as compared to 40% for other teachers. Also, the results indicated that 62% of the science and health teachers had used the filmstrip projector as compared to 26% for other teachers. In addition, the results indicated that 48% of the social studies teachers had used the filmstrip projector as compared to 32% for other teachers. Regarding the utilization of the slide projector, the results indicated that 36% of the Islamic education teachers had used the slide projector as compared to 51% for other teachers. Also, the results indicated that 67% of the science and health teachers had used the slide projector as compared to 41% for other teachers. In addition, 71% of the social studies teachers had used the slide puojector as compared to 43% for other teachers. Regarding the utilization of the opaque projector, the results indicated that 35% of the science and health teachers had used the opaque projector as compared to 19% for other teachers. Regarding the utilization of the tape recorder, the results indicated that 62% of the Islamic education teachers had used the tape recorder as compared to 45% for other teachers. Also, the results indicated that 27% of the 111 ‘physical education teachers had used the tape recorder as compared to 52% for other teachers. Regarding the utilization of the flannel board, the results indicated that 45% of the Islamic education teachers had used the flannel board as compared to 58% for other teachers. Also, the results indicated that 68% of the math teachers had used the flannel board as compared to 48% for other teachers. -In addition, the results indicated that 46% of the physical education teachers had used the flannel board as compared to 54% for other teachers. Regarding the utilization of the magnetic board, the results indicated that 30% of the Islamic education teachers had used the magnetic board as compared to 46% for other teachers. Also, the results indicated that 56% of the math teachers had used the magnetic board as compared to 35% for other teachers. In addition, the results indicated that 23% of the physical education teachers had used the magneth: board as compared to 42% for other teachers. Regarding the utilization of the plastic board, the results indicated that 14% of the physical education teachers had used the plastic board as compared to 22% for other teachers. Regarding the utilization of the blackboard, the results indicated that 73% of the physical education teachers had used the black board as compared to 96% for other teachers. 112 H04 There will be no significant relationship between the availability of instructional media materials and equipment and the use of instructional media as reported by the respondents. Chi-square test was used to examine the relationship between the availability of instructional media materials and their utilization. As shown in Table 4.38, the results indicated that there was a significant relationship between the availability of photographs, geographic maps, charts and graphs, models and globes, overhead transparencies, filmstrips, 35 mm slides, 8 and 16 mm instructional films, and audio tapes and the frequency of their use. Table 4.38 ‘ '1 -.°‘ 0 ‘2 9‘ _‘ .90 =20 ,‘0 1 Wm 9:10. WWW ' b' ° t ct' n d' . . . . n Instructional Not 2 W W P Photographs 67% 5% 119.69 .00*** Geographic Maps 61% 8% 14.93 .00** Charts and Graphs 53% 9% 59.88 .00*** Models and Globes 53% 7% 43.86 .00*** Overhead Transparencies 61% 6% 73.15 .00*** Filmstrips 49% 4% 63.24 .00*** 35 um Slides 61% 7% 61.32 .00*** 8 run Instructional Films 47% 3% 77.67 .00*** 16 um Instructional Films 42% 2% 69.99 .00*** Audio Tapes 50% 8% 72.03 .00*** **Significant at alpha 8 .01. ***Significant at alpha = .001. 113 Analysis of use of photographs indicated that 67% of the teachers had used them where they were reported available as compared to 5% where they were not available. Analysis of use of geographic maps indicated that 61% of the teachers had used them where they were reported available as compared to 8% where they were not available. Analysis of use of charts and graphs indicated that 53% of the teachers had used them where they were reported available as compared to 9% where they were not available. Analysis of use of models and globes indicated that 53% of the teachers had used them where they were available as compared to 7% where they were not available. Analysis of use of overhead transparencies indicated that 61% of the teachers had used them where they were reported available as compared to 6% where they were not available. Regarding the use of filmstrips, the results indicated that 49% of the teachers had used them where they were reported available as compared to 4% where they were not available. Regarding the use of 35 mm slides, the results indicated that 61% of the teachers had used them where they were reported available as compared to 7% where they were not available. Regarding the use of 8 and 16 mm instructional films, the results indiCated that 47% and 42% of the teachers 114 respectively had used them where they were reported available as compared to 3% and 2% where they were not available. Regarding the use of audio tapes, the results indicated that 50% of the teachers had used them where they were reported available as compared to 8% where they were not available. The correlation coefficient of .87 was significant at alpha - .005. As for the availability instructional media equipment, the results indicated that there was a significant positive relationship between the availability of the equipment in elementary school and teachers' utilization of instructional media. HOS There will be no significant relationship between the availability and design of the physical facilities for storing instructional media and the use of instructional media as reported by the respondents. Chi-square test was used to examine the relationship between the availability of facilities of instructional media and the frequency of use of instructional media materials. Levels of significance (p) are presented in Table 4.39. As shown in Table 4.39, the results indicated that there was a significant relationship between the availability of darkroom facilities and the frequency of use of instructional photographs, overhead transparencies, 35 mm slides, 16 mm instructional films, and audio tapes. However, the use of instructional geographic maps, charts and graphs, models and .oma Hosma> owpsm can mucunaa .uoumosu .nma mosowom can sums. .Hoo. u mamas um ucmofimwcmamaaa .Hc. u madam so aaaoauacmam.. .mo. n mamas um acmowuficmfima Nm. NM. assoc. mm. two. momma Owcsc oh. mm. mm. mo. «me. madam HmcofiuoauumcH as ma ca. HH. «ado. «taco. MH. msawm HmcowuosuumcH as m H“ cc. we. we. acac. cacao. mmcwflm SE mm 1. mm. ah. NH. ma. mm. mmauumsafim «ado. ms. mm. aaao. «aaoo. mowocoummmcmHa cmonuo>o no. on. «ado. no. mo. monono can maopoz as. He. .mo. aH. om. magnum can muumgo we. so. am. .so. me. was: canamumomo assoc. mm. Mb. «cc. cacao. mammumouonm IIImI m7 .3 m d1 31% Hmoaufiawomm auoumuonma soom :ouuoscoum mowufiauomm HosoauosuumsH bongo sawm mcwuooz Hmooq Eoouxumn n. .. - .1...) m... - n. o .o m 0.- o- o -. o... u- w o n.” .u w -. .-.. -u o .u o w-“ I. an.w manna 116 globes, filmstrips, and 8 mm instructional films was not related to darkroom facilities. Also, there was a significant relationship between the frequency of use of photographs, geographic maps, overhead transparencies, 35 mm slides and 8 mm instructional films and the availability of local production facilities, while the frequency of use of charts and graphs, models and globes, filmstrips, 16 mm instructional films and audio tapes was not related to the availability of local production facilities. The results also indicated that there was a significant relationship between the availability of meeting rooms and the frequency of use of charts and graphs, models and globes, 8 mm instructional films and audio tapes. However, the use of the remainder of instructional media materials was not related to the availability of meeting rooms. There was no significant relationship between "other" facilities and the frequency of use of instructional media materials except photographs and overhead transparencies. As shown in Table 4.40, regarding the use of instructional photographs, the results indicated that 44% of the teachers had used photographs where darkroom facilities were available as compared to 22% where they were not available. Regarding the use of instructional overhead transparencies, the results indicated that 41% of the teachers had used overhead transparencies where darkroom 117 mannafim>¢ uoz mofiufiawomm sense a czmo manmafim>¢ moguwafiomm Honuo u «m0 manmflfim>< uoz meoom msfiuooz u 42m: manmflfim>¢ msoom mcfiuoo: u cm: mannafim>¢ uoz mEoom combospoum n «2mm magmagm>¢ meoom cofiuospoum u 4mm magmafim>¢ uoz msoouxuma u ¢ msoouxuma u o I: I: am he I: In I: In monoao can mflmcoz I- I- «N am a- I- a- I- magmas can muumao In In In In mm mm II 1: mam: ownmmumoou pm we I- In em «a mm as magnumosoam _unazudIII4udIIIIazmaIIIamalllllazMMIllaMMIllllldzmo .ama .uadaquuuaIMHuuz Hmcofluosuumcm luaqdaumluuuuduauaulda gadfigflaaaadafldfidg 33!. .L, l. u. ..-- 1.. - -. . -..u .- -. -. o¢.v manna 118 facilities were available as compared to 22% where they were not available. Regarding the use of instructional 35 mm slides, the results indicated that 49% of the teachers had used 35 mm slides where darkroom facilities were available as compared to 36% where they were not available. Regarding the use of instructional 16 mm instructional films, the results indicated that 14% of the teachers had used 16 mm instructional films where darkroom facilities were available as compared to 6% where they were not available. Regarding the use of instructional audio tapes, the results indicated that 49% of the teachers had used audio tapes where darkroom facilities were available as compared to 35% where they were not available. Regarding the use of instructional photographs, the results indicated that 42% of the teachers had used photographs where local production rooms were available as compared to 26% where they were not available. Regarding the utilization of instructional geographic maps, the results indicated that 68% of the teachers had used geographic maps where local production rooms were available as compared to 56% where they were not available. Regarding the utilization of instructional overhead transparencies, the results indicated that 42% of the teachers had used overhead transparencies where local 119 production rooms were available as compared to 24% where they were not available. Regarding the utilization of instructional 35 mm slides, the results indicated that 50% of the teachers had used 35 mm slides where local production rooms were available as c0mpared to 29% where they were not available. Regarding the utilization of 8 mm instructional films the results indicated that 23% of the teachers had used 8 mm instructional films where local production rooms were available as compared to 9% where they were not available. Regarding the utilization of instructional charts and graphs the results indicated that 36% of the teachers had used charts and graphs where the meeting rooms were available as compared to 22% where they were not available. Regarding the utilization of models and globes, the results indicated that 47% of the teachers had used models and globes where the meeting rooms were available as compared to 39% where they were not available. Regarding the utilization of 8 mm instructional films, the results indicated that 16% of the teachers had used 8 mm instructional films where the meeting rooms were available as compared to 8% where they were not available. Regarding the utilization of audio tapes, the results indicated that 54% of the teachers had used audio tapes where the meeting rooms were available as compared to 29% where they were not available. 120 Regarding the utilization of photographs, the results indicated that 48% of the teachers had used photographs where other facilities such as math and science lab and theater were available as compared to 27% where these facilities were not available. Regarding the utilization of overhead transparencies, the results indicated that 48% of the teachers had used overhead transparencies where other facilities such as math and science lab and theater were available as compared to 26% where these facilities were not available. Chi square was used to examine the relationship between the availability of the instructional facilities and the use of instructional media equipment, the actual significance (p) are presented in Table 4.41. As shown in Table 4.41, the results indicated that there was a significant relationship between the use of instructional overhead projector, film strip projector, tape recorder, flannel board and magnetic board and the darkroom facilities. However, the instructional 16 mm film projector, 8 mm film projector, slide projector, opaque projector, phonograph, bulletin board, plastic board, and black board were not related to the availability of darkroom facilities. There was no relationship between the availability of local production facilities and the use of instructional media equipment except flannel board and bulletin board. The results also indicated that there was a significant 121 .Hoo. u mamas um ucmoauacmam... .Ho. u madam um unmoamacmmm44 .mo. a madam um benchmacmmm. mv. mo. 5H. ma. we. cumom xomam «a. pm. ma. an. em. canon caummaa ac. mm. an. 5.. «we. pumom caumcmmz mm. mm. sac. «ado. mo. Oumom cHuwHHsm .mc. an. an. «me. «so. canon Housman mm. mm. me. mm. mm. ammumososm we. mm. ha. ma. «exec. monsoomm came an. we. ma. me. no. nouoonoum msvmmo Hm. .4Ho. as. «N. as. souomnoum acafim mm. .mo. as. am. .mo. Houomfloum assumaflaa mm. mm. «.4oo. Hm. mm. uosomfloum same as m me. as. «so. ca. so. souoofloum same as ea am. ma. be. on. «.Hc. souoanoum camaum>o m .Ilw, .m .Im .mm» mdmflmuumulmfluus Hmowuaaaomm aboumuonmq Boom cowuospoum megawafiomm Hmcoauosuumca nonuo Edam mcauoo: Hmooq soouxumn Hv.v manna 122 relationship between the availability of meeting room facilities and the use of instructional 16 mm film projector, 8 mm film projector and bulletin board. However, the remainder of the instructional media equipment was not related to availability of the meeting room facilities. There was IN) relationship between the availability of film laboratory facilities and the use of instructional media equipment except filmstrip projector and slide pmojector. Regarding the ”other" facilities, there was no significant relationship between the use of instructional media equipment and the availability of "other" facilities except bulletin boards. As shown in Table 4.42 regarding the utilization of the overhead projector, the results indicated that 69% of the teachers had used the overhead projector where darkroom facilities were available as compared to 51% where they were not available. Regarding the utilization of the filmstrip projector, the results indicated that 60% of the teachers had used the filmstrip projector where darkroom facilities were available as compared to 43% where they were not available. Regarding the utilization of the tape recorder, the results indicated that 74% of the teachers had used the tape recorder where darkroom facilities were available as compared to 54% where they were not available. 123 8323a uoz 83:39.“. 850 u <28 «3..de $3383 3:8 n so «Endga .82 n3 5: gm 3%:«5 83 SE Sm manning uoz 958 338: u azmz 0382.22 38¢ 938: u am: «Badman uoz meoom 830895 a «2,3 393.22 950m 539.605 u 53 «Bade 82 msooufimo u azmo «3232 9.58qu u 53 lung: .350qu 9.8 poem: mug; IIIIIISII lIllIIé’o‘ll IIIS‘GIIII IQIQIIIIIRI lllIIISSI I H... mm 83m 0389: Mb I I mung EMOHHB 2. mo ms. cumom 3:52 I em I. nocuoomm mama. I I I 33%on 8.6 I 2. 8 ~38.”on aphasia I I I nonconoum 3830335 E: m I I I nonconoa 3:030:qu E: S” I am am nouomnoum pooch—25 nag 3830335 Nv. v 2”nt 124 Regarding the utilization of the flannel board, the results indicated that 75% of the teachers had used the flannel board where darkroom facilities were available as compared to 62% where they were not available. Regarding the utilization of the magnetic board, the results indicated that 65% of the teachers had used the magnetic board where darkroom facilities were available as compared to 51% where they were not available. Regarding the utilization of the flannel board, the results indicated that 77% of the teachers had used the flannel board where local production rooms were available as compared to 64% where they were not available. Regarding the utilization of the bulletin board, the results indicated that 63% of the teachers had used the bulletin board where local production rooms were available as compared to 44% where they were not available. Regarding the utilization of the 16 mm film projector, the results indicated that 29% of the teachers had used the 16 mm film projector where meeting rooms were available as compared to 17% where they were not available. Regarding the utilization of the 8 mm film projector, the results indicated that 25% of the teachers had used the 8 mm film projector where meeting rooms were available as compared to 8% where they were not available. Regarding the utilization of the bulletin board, the results indicated that 56% of the teachers had used the 125 bulletin board where meeting rooms were available as compared to 41% where they were not available. Regarding the utilization of the filmstrip projector, the results indicated that none of the teachers had used the filmstrip projector where a film laboratory was available as compared to 50% where they were not available. Regarding the utilization of the slide projector, the results indicated that 14% of the teachers had used the slide projector where a film laboratory was available as compared to 63% where they were not available. Regarding the utilization of the flannel board, the results indicated that 89% of the teachers had used the flannel board where "other" facilities were available (such as a math and science lab, a theater or a library) as compared to 65% where they were not available. Chi square test was used to examine the relationship between the availability of display and storage facilities and the use of instructional media materials. The actual levels of availability and significance (p) are presented in Table 4.43. As shown in Table 4.43, the results indicated that there was a significant relationship between the availability of display area.and the use of instructional photographs, geographic maps, charts and graphs, models and globes, overhead transparencies, 35 mm slides, 16 mm instructional films and audio tapes. However, the use of 8 mm instructional films was not related to the display area facilities. The results also indicated that there was a .Hoo. u nzofla an acmoomocmfim... .Ho. u madam um ucmoamficmom.. .mc. a «soda um ucmofimocmfim. .umumosu can .Eoou msfimumaso .Eoou muoumuonmqa 126 mm. no. on. «.Hc. «.«co. momma omega «n. mm. as. cm. «mo. madam HmsowuosuumcH as ea mm. nm. em. mm. «a. asafim HmcowuosuumcH as m mm. am. mm. mm. «scoc. mmOwam BE mm mm. hm. mm. hm. eaao. mmfiuumEHfim mo. mm. cm. ace. «asco. mowosmummmsMua comnum>o «v. «w. «a. so. «¢«oo. monoaw use mamnoz mm. mm. em. on. «no. . msomuo can muonno as. mc. hm. m». .mo. mom: coconumooo «Ho. mm. 3 on. em. amc. mnmmumouosm m m m» m m IlmdMfluummnlmflmma Hmumnuo maouusou Boom «out mouc amsofiuosuumsH msacoxuma mosmummsou ommuoum amammfio EOOummmau mv.v manna 127 significant relationship between the availability of a storage area and the use of instructional overhead transparencies and audio tapes. However, the use of the remainder of the instructional media materials was not related to the availability of a storage area facility. Also, there was a significant relationship between other facilities and the use of instructional media material except photographs. As shown in Table 4.44, regarding the utilization of photographs, the results indicated that 46% of the teachers had used the photographs where the display area was available as compared to 24% where it was not available. Regarding the utilization of instructional geographic maps, the results indicated that 66% of the teachers had used the geographic maps where the display area was available as compared to 51% where it was not available. Regarding the utilization of instructional charts and graphs, the results indicated that 37% of the teachers had used the charts and maps where the display area was available as compared to 22% where it was not available. Regarding the utilization of instructional models and globes, the results indicated that 48% of the teachers had used the models and globes where the display area was available as compared to 39% where it was not available. 128 .ucoOHmQ :H cmumwa noncommmm« .. I- «n me an mm muons conga In a: In In on ma Edam HmcowuosuumcH as ea In In an I: ma av mocfiam SE mm In I- a: n. ma mm magnumeHom II In om em om mm mmfiosmummmsoua cmmnum>o In In In I: am we monoau can mamcoz n- u- u- a- um um mnomuo can muumno In I: In I: am mm was: cwsmmumomu mm cm I: In em wv magnumouonm a? jg:— gag umnuo uwnuo on: umauo ommuoum noguo on: muwnoooa mumnomma mm: muogomoa vv.v manna 129 Regarding the utilization of instructional overhead transparencies, the results indicated that 38% of the teachers had used the overhead transparencies where the display area was available as compared to 20% where it was not available. I Regarding the utilization of instructional filmstrips, the results indicated that 28% of the teachers had used the filmstrips where the display area was available as compared to 15% where it was not available. Regarding the utilization of instructional 35 mm slides, the results indicated that 41% of the teachers had used the 35 mm slides where the display area was available as compared to 29% where it was not available. Regarding the utilization of 16 mm instructional films, the results indicated that 13% of the teachers had used the 16 mm instructional films where the display area was available as compared to 5% where it was not available. Regarding the utilization of audio tapes, the results indicated that 53% of the teachers had used the audio tapes where the display area was available as compared to 30% where it was not available. Regarding the utilization of instructional overhead transparencies, the results indicated that 34% of the teachers had used the overhead transparencies where the storage area was available as compared to 20% where it was not available. 130 Regarding the utilization of audio tapes, the results indicated that 43% of the teachers had used the audio tapes where the storage area was available as compared to 34% where it was not available. Regarding the utilization of instructional photographs, the results indicated that 80% of the teachers had used the photographs where other facilities were available as compared to 20% where they were not available. Chi—square test was used to examine the relationship between the display and storage facilities and the utilization of instructional media equipment. Significant (P) is presented in Table 4.45. As shown in Table 4.46, the results indicated that there was no significant positive relationship between the display area and the use of instructional media equipment, except the flannel board. Also, there was not a significant positive relationship between the classroom darkening controls and the use of instructional media equipment except the bulletin board. In addition, except for the 8 mm film projector, there was no relationship where the instructional media equipment and other facilities were compared. As shown in Table 4.45 regarding the utilization of instructional the flannel board, the results indicated that 73% of the teachers has used the flannel board where the display was available as compared to 62% where it was not available. 131 .mo. u anon an acmoomficmom. cm. «H. em. we. mm. cumom xomHm mm. Ho. on. Hm. Hm. oumom oHummHm hm. mm. mm. us. we. cumom oHuocmmz on. amo. Hm. be. mo. pumom cHumHHsm «N. we. om. av. «co. cumom HmcsmHm ow. mm. mm. um. um. secumoconm mm. cm. hm. pm. «me. umcuoomm mess on. He. «H. mm. mm. uouoonoum msommo «m. me. me. mH. m~. nouomfloum moHHm a». mm. em. am. He. bosomfloum odoumEHHm «No. mm. he. he. mm. bouoonoum EHHm as a mo. om. mm. mm. cc. nouomnoum EHHm ES mH we. cm. on. me. HH. nouomfloum pmwnum>o m m m m. m aquamammnlmawua mumnuo mHOuusou soom mood mou¢ HmsoHuosuumsH mcHsoxuua mucououcou mmououm >0HQmHa EooummMHu .-:o -o . .o-) vuo 0- nu o .0 w I L. can u. 6. -.. . a.” u .m.. -3 .-- 0“ .. mac amp-“ - mv.v mHnoB 132 .usoouom sH cmumHH noncommwmk o¢.v anms n- u- «a No I: 1. women coumHHam u- u- n- us mm m» oumom HmccmHm m cv In an I: In Houomnoum as m m -. u- u- I .. u -. w- n .7 .. m Waovwlll .. 4 w .un. -=.. . .30-, umsuO umnuo me umsuo Ucficwxumo uwnuo mm: muwnomwa muwsomma EOOHmmMHU was mumnomma m- . -.. . OH. 77.0 . .. II Iquz. . . .- i “.0 nd 0.” 0.4 u)- 0..- O -ou - -. - 133 Regarding the utilization of the instructional bulletin board, the results indicated that 62% of the teachers had used the bulletin board where classroom darkening controls were available as compared to 44% where they were not available. Regarding the utilization of instructional 8 mm film projector, the results indicated that 40% of the teachers had used the 8 mm film projector where other facilities were available as compared to 9% where they were not available. H06 There will be no relationship between media maintenance and the use of instructional media as reported by the respondents. Chi-square was used to examine the relationship between the media maintenance and the use of instructional media materials. 'The actual levels of significance (P) are presented in Table 4.47. As shown in Table 4.47, the results indicate that there was In: significant relationship between the use of instructional media materials and equipment and the teachers' attitudes toward "Our school lacks a media specialist to check materials and equipment in and out," except for the use of models and globes. Also, there was a significant relationship between the teachers' attitudes, ”There are no spare parts available to repair faulty equipment," and the use of models and globes, filmstrip projector and slide projector. However, the use of the remainder of the instructional media materials and equipment was not related 134 .Ho. u anon on acmonHcmHm.. .mo. u anon on unmofloocmfim. hm. mH. hm. pumom xomHm mm. or. om. cumom oHummHm mp. mv. mm. pumom oHumcmmz om. mm. mm. cumom sHuoHHsm mH. vv. Hm. cumom HocsMHm mm. mm. mm. genumosonm cc. mm. mm. monsoomm came «m. 5H. mm. bouommoum osvmmo cH. Hm. om. nouoonOum mpHHm «aHo. No. me. uouomnoum mHuumeHHm «no. es. mm. monomn0um EHHm as m Hm. em. cc. uouoofloum EHHm es mH em. mm. H». mouoonoum pawnum>o cm. mu. mm. momma oHcs< mo. ms. me. meHHm HmcoHuosuumcH as mH «N. om. mm. mEHHm HccoHuosuumcH as m «H. mH. Hv. mopHHm Es mm mm. we. om. mmHuumEHHm mm. om. Hm. moHosmummm:Mua cmmnuw>o mm. «no. on. monoHu can mepoz ach. mp. Hm. unease new muumzo NH. cc. Hm. was: oHsemumomo mm. «m. Hm. anonymouozm uHumum Ham (qudauuuumwluduuz, anmHHuse «HauamflmmuluQMImamquuums ounce ouomm oz 02 mm: Hoozom mum3 umHHmHoomm chwz HssoHuosuumsH uH woo: mm: cHsoz uauamHmmuIuaaIuHuHuaaaaluuuuleuamHuwmuumqalua -. e.... . HWH. . w) u o-) H--. -u o ..... .. -u - 51v man—mm. 135 .Hoo. u agoflu um acmofiowcmfim... .Ho. u agon um unmoHoHcmHm.. .mo. u ugon um unmoomocmfim. Hm. mm. pumom goon mm. «m. cumom oHummHm mm. mm. cumom oHuwsemz or. am. cumom :HuoHHsm mH. c«. cumom HossmHm mm. mm. amoumososm as. mH. umcuoomm meme «aHo. Nb. uouomnoum usumeo mm. eH. douomwoum mcHHm mm. «H. nouomHOum mHuumEHHm hm. mm. nouomnoum EHHm as m Hp. «no. nouomnOHm EHHm as mH Hm. «H. nouoonoum pmosum>o mm. mm. momma oHcsd H«. cm. mEHHm HscoHuosuumsH as mH me. no. mEHHm HnsoHuosuumcH as m em. .mo. mmcHHm as mm cm. ...cc. moHuumsHHm mm. 5H. mmHosmummmcMua cmosuo>o we. on. monoHU can mHmpo: mm. HH. magnum can muumnu mm. mm. was: oHnmoumomw mm. 5H. mammumouonm nIIIamHuumHaIHaqamuIuHaHImHulllllllluqmamHmmuluHmuz ocuamHmmuuuamlmHuHuuuuz msHa ecoq c magma uHumom uou ucosmHsom mchcmm uHmmom ou umHHmHommm axoma uoHuumHo Hoosom «Hem: HssoHuosuumcH 0.»:00 ~h«.« manna 136 to the teachers' attitudes toward the availability of spare parts. I As shown in Table 4.47, the results indicated that there was a significant relationship between the teachers' attitudes toward "Our district lacks a media specialist to repair media equipment," and the use of instructional media filmstrips, 35 mm slides, and 16 mm film projector. However, the use of other instructional media material and equipment was not related to the availability of a media specialist to repair media equipment in the school district. There was no relationship between the use of instructional media materials and equipment and teachers' attitudes toward, "Sending the equipment out to be repaired takes a long time in this school district," except the use of the opaque projector. As shown in Table 4.48, the results of the teachers' attitudes toward lack of a media specialist indicated that 42% of the teachers who agreed had used models and globes as compared to 69% for teachers who disagreed. Regarding the teachers' attitudes towards no spare parts being available to repair faulty equipment, the results. indicated that 19% of the teachers who agreed had used charts and graphs as compared to 60% for teachers who disagreed; 33% of the teachers who agreed had used the 8 mm instructional projector as compared to 70% for teachers who disagreed; and 14% of the teachers who agreed had used the filmstrip projector as compared to 40% for teachers who disagreed. 137 Table 4 . 48A d a nd u c ' . -0‘ °.- 0 9‘ v.1 ‘11: ‘ 0 1‘ _ no. II 1' II I .1 3E . I ElementarySchool LacksMedia NoSpareParts Specialist to Check to Repair Faulty Instructional Media Materials In and Out (Hroken) muipnent 42 69 8 am Film Projector 33 70 Filmstrip Projector 14 40 *Responses listed in percent. Table 4.488 9 ‘ 1 - ° 0 ‘ - 9 ‘ = . y 0 = ‘ 0 a ‘ 0 n d ' u' d ' ud s wa d 'n n no 0 n H (1’ II ! . 1 d E . ! Elementary School Lacks Media No Spare Parts Specialist to Check to Repair Faulty Instructional Media Materials In and Out (Broken) Equipment Filmstrips 9 25 - — 35 nm Slides 33 70 - - 16 m Film Projector 14 40 - - (paque Projector — - 21 46 flasponses listed in percent. 138 Regarding the teachers' attitudes toward their districts lacking a media specialist to repair the media equipment, the results indicated that 9% of the teachers who agreed had used the filmstrips as compared to 25% for teachers who disagreed; 33% of the teachers who agreed had used 35 mm slides as compared to 70% for teachers who disagreed; and 14% of the teachers who agreed had used the 16 mm film projector as compared to 40% for teachers who disagreed. Regarding the teachers' attitudes towards it taking a long time for equipment to be repaired when it is sent out, indicated that 21% of the teachers who agreed had used the opaque projector as compared to 46% for teachers who disagreed. H57 There will be no significant difference between principals' and teachers' attitudes toward the use of instructional media in elementary school as reported by respondents. T-test was used to examine the significant differences between the principals' and teachers' attitudes toward the use of instructional media in elementary school. Significant (p) is presented in Table 4.49. As shown in Table 4.49, the results indicated that there were no significant differences between principals' and teachers' attitudes with respect to the use of instructional media in elementary schools. 139 Table 4.49 Items l. I believe it is necessary to use instructional media in the classes in my school. 2. Use of instructional media is an essential part of the instruction in the elementary school. 3. The use of instructional media does not distract students in my school. 4. My religious beliefs do not prevent the use of instructional media in my classroom. 4.52 4.78 4.02 3.90 4.39 4.66 4.18 4.05 1.10 1.43 -1.09 .30 .20 .30 .40 is a mean for teachers. is a mean for principals. END“ 0'0 ('1’ elementary school as reported by respondents. Chi-square test was used to examine the relationship between teachers' attitudes toward instructional media and 8 There will be no relationship between the teachers' attitude toward instructional media materials and equipment and the use of instructional media in the use of instructional media materials and equipment. actual levels of significance are presented in Table 4.50. 140 Table 4.50 Materials Equipment W L E— The instructional media portion of the curriculum in teacher-training provides the students with essential practical experience. .82 .69 The more years teachers spend in teaching, the more they are likely to utilize instructional media. .06 .74 Instructors of instructional media in teacher training institutions are qualified to train students in this field. .56 .92 Theory, rather than practice dominates the techniques of teaching regarding instructional media in teacher training institutions. .85 .70 Teachers should be rewarded (for example, promotions) after finish- ing training programs in using instructional media. .96 .36 In-service training programs in instructional media are essential for teachers at the elementary levels. .81 .52 Teachers participate in in-service training programs in media because of the financial incentive. .67 .74 Teachers participate in in-service training programs in media in order to get new knowledge and techniques in using media. .04* .21 *Significant at alpha = .05. 141 Table 4.50, Cont'd. Materials W L Equipment —E____ In-service training programs provide trainees with the knowledge necessary to produce instructional media materials. .96 I believe it is necessary to use instructional media in the classes in my school. .29 Use of instructional media is an essential part of the instruction in the elementary school. .56 The use of instructional media is distracting to the students in my school. .40 My religious beliefs prevent the use of instructional media in my classroom. .43 The problems associated with getting and using instructional media tends to be so disruptive as to negate the value of using it. .21 Instructional media has helped students gain a better understand- ing of the subject matter I teach. .25 My subject matter does not lend itself to the frequent use of instructional media. .00*** The instructional media material that is generally available does not fit well into the content of mx_sgur§e§. .17 .05. .001. *Significant at alpha ***Significant at alpha .29 .44 .78 .47 .04* .02* .70 .00*** .28 142 Table 4.50, Cont'd. 9‘ 1‘ a 01‘! 0 i‘ .“1. 1‘ l‘ l- _ O 1‘. 3!] E:! I' Jlli' Materials Equipment W L J.— Most teacher training institutions have adequate educational equipment and media materials, but never use it. Audio-visual materials and equipment are not as available in elementary school as they should be. Instructional media material and equipment are available in schools, but the principals do not allow it to be used. Instructional media material and equipment should be stored in a separate room in the elementary school. Physical facilities are usually not appropriate for storage of media material and equipment in the elementary school. Most of the available media material and equipment is stored in the science lab. In some buildings the media equipment is stored in the princi- pals office because of lack of space in the school. Most elementary schools are not properly designed or equipped to use instructional media. .41 .31 .33 .57 .98 .62 .99 .35 .74 .09 .71 .59 .46 .45 .91 .09 143 As shown in Table 4.50, the results indicated that there was a significant relationship between the use of instruc- tional media materials and teachers' attitudes toward in- service training programs in media. Also, there was a relationship between the teachers' attitudes toward the use of instructional media in subject matter area and the use of instructional media materials. However, the remainder of items of teachers' attitudes toward the instructional media was not related to the use of instructional media materials. As shown in Table 4.50, the results indicated that there was IN) relationship between the use of instructional media equipment and teachers' attitudes toward religious beliefs regarding the use of instructional media in the classroom. Also, the results indicated that there was a relationship between the teachers' attitudes toward the problems which were associated with getting and using instructional media and the use of instructional media equipment. In addition, there was a relationship between the instructional media equipment and teachers' attitudes toward the use of instructional media in subject matter. However, the remainder of the items of teachers' attitudes toward instructional media equipment was not related to the use of instructional media. As shown in Table 4.51 with regard to the teachers' attitudes toward in-service training programs for knowledge and techniques in using media, the results indicated that 80% 144 Table 4.51 TEachers participate in inr service programs in media in order to get new knowledge andixxhnnmme.nxusflxgmeduh 80 57 -- - my religious belief prevents the use of instructional media :hamycfleesnxma. - - 44 63 Thelnnbbamsasmxfiatedvuth getting and using instructional nedflatend1x>besu>diannive aS'uDrmgaUetflmevahneof using it. - - 53 69 Myzatfiectrmnxer..II._. “VJLLJL... tau—II wIJa—II JaLsJI Le." ELI-es 'HLJI 6):“? ujJ'HJ n.1,. Cm,” (pun 35ng éJIJI 2.:_~_ 1.74 A CJIJI H_.___-.:.I WJJSJI rug... .3913; WWIJSLJJI Us 1.35.." w—QASJIQ was? Ia,» 33,1. .1...)er fly—AI Lia..." lrJuJLL, 0.44, JWIeIHIJ ,SJSI u-Jm‘J-J' 9’4“- 43: 9“ Mr: .L...I.s.:...x J,-.UI ZHII w oLSa 3.).)an o'i—___—A.g_L-:..H bIJJ’IJ LQIJ‘sL-JeJr-‘iu—h—J. - ‘ I J-‘vI-fl' .JJ———A-UI-.- Set—m9! 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A” —)A ~p-OI‘ u——-‘v'-‘-'-.- f-Lg-i - I .‘u A PSI—a."- I‘L-‘j ~52 .Hfg LgdL‘IJ-"AOLS 94,: -4- : .:—‘.—f-‘ 154-:1 -I‘ c 4'23 3.}———£—?‘ -Y' n A g 4:; I 5,51 4) 6)———"‘ gag—1L5.“ 1 fife '51-“- 3—.-:-5-‘ - I 1 “-“Ah' II (yd—3.” a» ¢LSA — Y i :21“ ‘I J-tL-g-JI ELL-A 0L5. .. r 1 7‘9“ 'I J-I'L-J-J‘ t5} OLS‘ - i I. s g A ) (5)54 .. o .. ¢L.,.,:..JI I54... MJIJI 2.1:...9I a,» 9.1.: L_.I._siI a astJI we,“ .I‘a_____.S.'.JLa.‘J 9..» (SJ [251.2 ..// APPENDIX C TEE ENGLISH am ARABIC VERSION OF THE TEACHER' S QUESTIONNAIRE 176 Respected Brother Teacher: As a merber of the College of Education, King Abdul—Aziz University's Mission to the united States of America, I am working on a doctoral dissertation at Michigan State University. I intend to look for the possible means by which we may develop and inprove educational media in our country: such media is an inportant factor in developing the educational systenn as a whole. his research aim to establish a base for future planning in the field of instructional media. These plans might include teacher training in the production and use of educational media. I have included a copy of my questionnaire with this letter: please read the instructions carefully and couplete all questions. 'Ihis study is conpletely anonymous - please do not sign your name. I hope that you will be able to return it to me by Decerber 2, 1985. Thank you for your cooperation. God will help you and guide you. Yours sincerely, 'Ialal Kabli P.O. Box 344 College of Education, Medina 177 Defining: In this questionnaire. WW refers to non-print materials and equipment. Such items as photographs, geographic maps, slides, filmstrips, overhead transparencies, 16m films, etc. and associated equipment. m1 1) What is the subject area that you are teaching? Please place a check mark ( ) in the appropriate box(es). Islamic Eiucation ( ) b. ( ) Arabic Language c. ( ) Mathematics d. ( ) Science and Health e. ( ) Social Studies f. ( ) Physical Education 9. ( ) Art Erlucation 2) Instructional Media can be used to teach in which of the following areas? Please place a check mark ( ) in the agnropriate box (es). Islamic Education I ) b. ( ) Arabic Language c. ( ) Mathenatics d. ( ) Science and Health e. ( ) Social Studies f. ( I PhYSical Education 9. ( ) Art Education 3) Howmanyyearshaveyoubeenteaching? Please placeacheck mark ( ) in the agnropriate box. a. ( ) 1 year or less b. ( ) 2 to 5 years c. ( ) 6 to 9 years d. ( ) 10 to 13 years e. ( ) 13 years and above 4) Have you conpleted a training program on the use of instructional media? Please check yes or no. a. ( ) Yes ( I No 5) If yes, please check the total nunber of weeks carpleted in the training(8). a. () l-3weeks b. () 4-7weeks c. () 8-13weeks d. () 14-52weeks I) Other, please specify . 178 6) What is the ghest degree you presently hold? Please place a check mark ( in the appropriate box. a. Teacher-training institute diploma (old) ( ) b. ( ) Teacher-training institute diplana (new) c. ( ) Bachelor's d. ( ) Junior College diploma ' e. ( ) Other, please specify . m Below you will finnd a list of instructional media equipment. Please placeacheckmark ( ) inthebonnwhichappliestoeachpieceof equipnnent listed. - I Have N01: I Am Not I Have I Have Used It, But Familiar Hm W W W m 1. Overhead projector ( ) I ) I ) I ) 2. 16 nm film projector ( ) ( ) ( ) ( ) 3. 8nmfilmprojector () () () () 4. Film strip projector ( ) ( ) ( I ( ) 5- Slide projector I I ( ) ( I ( ) 6. Qaque projector ( ) I ) I ) I ) 7.Iaperecorder () () () I) 8. Phonnograph ( ) ( ) ( ) I ) 9. Flannel board ( ) ( ) ( ) I ) 10.Bulletinboard () I) I) I) llomiCboard I) I) () I) 12. Plastic board ( ) ( )~ ( ) ' ( ) 13.Blackboard () I) I) () 179 mm this section consists of two parts. In the Part A, we are interested - in learning whether the equipnent is available in your school. In Part B, we are interested in the frequency with which you have used the equipment. A. Which type of instruc- B. How frequently tional media is available (approximate nunber in your school? of times) do you use anyofthesematerials peryear? - DoNot 9or W mmm mafia}: -a. Photographs II II (I (I II II II maeographicuaps (I()(I ()(I()(I c.Crartsand9raPhS I) III) II I) (I I) d. Modelsandglobes I) II I) II I) I) (I e. Overhead transparencies II I) II (I I) I) I) f. Filmstrips (I I) I) II I) II I) 9. 35mslides (I (I (I (I (I (I (I h. 8minstructionalfilns II I) (I (I I) (I I) i. lGuminstructionalfilns I) II I) I) (I III) .j.Audiotapes I) (I (I (I I) I) (I k.0ther,p1easespecify IIIIII IIIIIII) m Which of the following facilities are available at your school? Check all that apply. 1. a. 180 Darkroom facilities Local production rooms Meeting roous Film Laboratory Other, please specify . Which of the following display and storage facilities are presently available at your school? Check all that apply. Display area Storage area Conference room Classroom windows with darkening controls Other, please specify . Please use of the following choices to indicate your feelings regarding the following statements. ISA) " $13“)le Agree - Agree - Undecided - Disagree (SDI - Strongly Disagree the curriculum in teacher-training provides the students with essential practical experience. | l I the instructional media portion of I I I 'Ihe more years teachers mud in teaching, the more they are likely to utilize instructional media. Instructors of instructional media in teacher training institutions are qualified to train students in I I b. I) C- (I d. I) e. I) 2. a. I) b. (I C- I) d. I) e. (I w Directiom: IA) IUI (DI 1. 2. 3. this field. 4. 'Iheory, rather than practice dominates the techniques of teaching regarding instructional media in teacher training institutions. 3’ SA G 181 9 a. c: 0 E9 5. 'IIeachers should be rewarded (for exanple, pranotions) after finish- ing training programs in using instructional media. 6. m-service training programs in instructional media are essential for teachers at the elementary levels. 7 . machers participate in in-service training programs in media because of the financial incentive. 8. teachers participate in in-service training programs in media in order to get new knowledge and techniques in using media. 9. Inn-service training program provide trainees with the knowledge necessary to produce instructional media materials. 10. I believe it is necessary to use instructional media in the classes in my school. 11. Use of instructional media is an essential part of the instruction in the elennentary school. 12. 'Ihe use of instructional media is distracting to the students in my school. 13. My religious beliefs prevent the use of instructional media in classroom. ' - l4. 'lhe problenns associated with getting and using instructional media tends to be so disruptive as to negate the value of using it. 15. Instructional media has helped students gain a better understand- ing of the subject matter I teach. 16. My subject matter does not lend itself to the frequent use of instructional media. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 182 The instructional media material that is generally available does not fit well into the content of my courses. Most teacher training institutions have adequate educational equipment annd media materials, but never use it. Audio-visual materials annd equipment are not as available in elementary school as they should be. Instructional media material and equipnnent are available in schools, but the principals do not allow it to be used. Instructional media naterial and equipment should be stored in a separate room in the elementary school. Physical facilities are usually not appropriate for storage of media material and equipment in the elennentary school. Most of the available media nnnaterial annd equipment is stored in the science lab. In some buildinngs the nnnedia equipment is stored in the princi- pals office because of lack of space in the school. Most elennentary schools are not properly designed or equipped to use imtructional media. I would use more instructional nnnedia material if a specialist were available to help me finnd annd make mterials suited to my course(s) . Onr elementary school lacks a media specialist to check in annd out the materials and equipment . 3’ G U I 28. 'Ihere are no spare parts available I to repair faulty (broken) I l equipment. 29. air school district lacks a media I specialist to repair the media I equipnnent. 30. Sending the equipment out to be I repairedtakesalongtinnneinthis I school district. Thank you for your time. each question. 13.3 29 :u c: e E9 . 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Hun 3,1.” .1..._..i.:..n 3.9,.“ 3,91 tit-n g——-9a? ”A; 1.L??I ¢a-aSL;JI ‘Lt,JI $9.9.“ line... My.” 24.9% ..//:E BIBLIOGRAPHY BIBLIOGRAPHY Abd-el Wassie, Abd-el Wabab. flgggetign_jn_fiegdi Arabia. London, MacMillan, 1970. Abu-Rae. Abdullah Said. MAW ' ' a '01 0 'H’! _ o d a °1€ ‘ 9!. 0- I S1111_AL3213- Doctoral Dissertation, Indiana University, 1979. Ahmed. Munir Udin. WW Seeiel_fi;etg§. Der Islam, 1968. AL-Debassi, S. I"I'he Impact of Training Programs, Availability of Educational Media and School Facilities on Teacher's Use of Education Media in Saudi Intermediate and High Schools. Doctoral Dissertation, University of Pittsburg, Dissertation AbiilflELfi International. 1983. 44(08I. 2321-A. AL-Saleh. Bader. Abdullah. WW I:‘ 0 I: '°I% I‘0 e 9 us ‘ e Iiu0‘ S < I' 0 '0‘ o 0- 1 '0I I 2,6. I es'c I ' Sft"=. Unpublished Ph.D. Dissert tion, Michigan State University, 1985. Aquino, Charles. 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