A Teacher-Lecturer Virtual Collaborative Lesson Study for Teaching Social Sciences in a Libyan Junior High School: An Experimental Study

Abstract

In Libya, social sciences teachers at Junior High Schools are known for their unattractive, traditional, text-based teachings. As a result, their students’ grasps of social sciences tend to be lower. This research using experimental research aims at evaluating and analyzing a teacher-lecturer collaboration on the Lesson Study approach to enhance the quality of teaching social sciences to JHS students in Libya. The students experiment Al-Bernawi Libyan JHS as subjects with a pre-and-post-test design in a quantitative method, where one-way ANOVA tests compare the reflections of Lesson Study variations on three groups of students: Group A (Lesson Study involving only teachers), Group B (Lesson Study involving only lecturers), and Group C (Lesson Study involving a collaboration of teachers-lecturers). The findings reveal that (1) Once Lesson Study is introduced into the teaching process in any of the Groups, the students’ learning system eventually improves their accomplishment, (2) In Al-Bernawi School Libya, the collaboration between teachers and lecturers (Group C) has been the most effective in the students’ learning as compared to the other variations (Group A and B). The one-way ANOVA test above shows that the lesson study approaches are efficient with teachers and lecturers (F = 78.14; p = 0.00 0.01). The Post Hoc test findings revealed that the combined approach of teachers and lecturers was more successful than the combined technique of teachers and lecturers alone (MD = -8.28; p> 0.05).