واقع استخدام التعليم الالكتروني في تدريس الفيزياء للمرحلة الثانوية من وجهة نظر مشرفي ومدرسي الفيزياء

Abstract

The aim of the current research is to know the reality of the use of e-learning in teaching physics for the secondary stage from the point of view of physics supervisors and teachers, Where the researcher used the descriptive approach, and the research sample consisted of (200) teachers in the schools affiliated to the Directorate of Al-Qadisiyah Education, according to the statistics of the General Directorate of Al-Qadisiyah Education, the Planning Department, as well as the specialized supervision of the governorates of the Middle Euphrates (Karbala, Najaf, Babel, Al-Qadisiyah and Al-Muthanna) for the supervisors of physics majors. There are (14) supervisors, where the researcher used the questionnaire as a tool for data collection, and the data was processed statistically through the use of arithmetic averages, percentage, standard deviations, analysis of variance and (Independent Samples T-Test), Pearson Correlation Coefficient, and Alpha-Cro-Nbach Coefficient, all through the (SPSS) program, and the results of the research showed high approval of the sample of supervisors and teachers on the axes of the questionnaire, which are the advantages of using e-learning in teaching physics and the second axis The negatives of using e-learning in teaching physics for the secondary stage, and the results showed that there were no statistically significant differences in the responses of the research sample due to the variable of the workplace (supervisor and teacher) in relation to the axis of the positives of using e-learning in teaching physics for the secondary stage, which leads to the acceptance of the null hypothesis, in When there are statistically significant differences in the responses of the research sample due to the variable of the workplace (supervisor and teacher) in relation to the negatives axis of using e-learning in teaching physics for the secondary stage in favor of a group of teachers, which leads to rejecting the null hypothesis and accepting the alternative hypothesis, as the researcher found that there are differences with Statistical significance of the responses of the research sample due to the variable of gender of the respondent (male or female) for the axis of the positives of using e-learning in teaching The head of physics for the secondary stage in favor of the female group, which leads to the rejection of the null hypothesis and the acceptance of the alternative hypothesis, and we note that there are no statistically significant differences in the responses of the research sample due to the gender variable of the respondent (male or female) for the axis of the negatives of using e-learning in teaching physics for the secondary stage, which It leads to acceptance of the null hypothesis. The researcher also found that there are no statistically significant differences in the responses of the research sample due to the variable years of experience to the axis of the positives of using e-learning in teaching physics for the secondary stage, so we accept the null hypothesis. Statistically significant differences for the responses of the research sample due to the variable years of experience, Based on the research findings, the researcher recommended the following: 1- Finding modern curricula that include integrating e-learning and classroom instruction in teaching physics for the secondary stage and even the primary stages because of its importance in keeping pace with the technical and knowledge development in the world. 2- Overcoming the negatives and obstacles facing the use of e-learning by providing electronic devices and the Internet in secondary schools, as well as the constraints and disadvantages of using the classroom education in teaching physics for the secondary stage by providing buildings and educational aids and taking into account the health conditions for learners. 3- Educating parents about the need to use blended education in teaching through parent-teacher councils and holding seminars for them in order to urge their children to learn modern technologies to diversify sources of information. Keywords: e-learning, physics teaching, secondary school.