Abstract
The aim of the study is to investigate teachers' beliefs regarding
cooperative learning in Oman. The sample included 266 teachers: 77 physical
education teachers and 189 science teachers. A questionnaire was developed
based on Ajttn's theory of planned behavior which estimates individual's
intention to do something by calculating three types of beliefs: behavioral,
normative and control beliefs. The results indicated that the teachers' intention
to use the cooperative teaming is low but positive. Tliere is a low positive
tendency towards using cooperative learning (behavioral beliefs), a low social
pressure on teaehcrs to use the strategv (normative beliefs) and a weak teachers'
control on the factors that limit uxinj; this strategy (control beliefs). No
statistically significant differences can be found between the two majors
(physical education and science). However, female teachers' intention to use the
cooperative learning and the value of their normative beliefs were significantly
higher than the males'. The female teachers were more affected by the social
pressure from the surrounding persons. In addition, the learners made more
social pressure on female teachers than male teaehcrs. According to live saluc
of normative beliefs, the learners were at the third rank for the females and the
least rank for the males. Based on these results, the current study justifies
(partially) females' out-performance in several educational aspects, as
documented in the literature, especially what is related to the implementation of
modern teaching strategies.
cooperative learning in Oman. The sample included 266 teachers: 77 physical
education teachers and 189 science teachers. A questionnaire was developed
based on Ajttn's theory of planned behavior which estimates individual's
intention to do something by calculating three types of beliefs: behavioral,
normative and control beliefs. The results indicated that the teachers' intention
to use the cooperative teaming is low but positive. Tliere is a low positive
tendency towards using cooperative learning (behavioral beliefs), a low social
pressure on teaehcrs to use the strategv (normative beliefs) and a weak teachers'
control on the factors that limit uxinj; this strategy (control beliefs). No
statistically significant differences can be found between the two majors
(physical education and science). However, female teachers' intention to use the
cooperative learning and the value of their normative beliefs were significantly
higher than the males'. The female teachers were more affected by the social
pressure from the surrounding persons. In addition, the learners made more
social pressure on female teachers than male teaehcrs. According to live saluc
of normative beliefs, the learners were at the third rank for the females and the
least rank for the males. Based on these results, the current study justifies
(partially) females' out-performance in several educational aspects, as
documented in the literature, especially what is related to the implementation of
modern teaching strategies.
| Translated title of the contribution | Investigating Omani Physical Education and Science Teachers' Beliefs in Cooperative Learning Using the Theory of Planned Behavior |
|---|---|
| Original language | Arabic |
| Journal | The Educational Journal (Kuwait University) |
| Volume | 26 |
| Issue number | 101 P1 |
| Publication status | Published - 2011 |