Social studies teaching in Oman
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Date
2007
Authors
Saif Yousuf Saif, Al-Aghbari
Journal Title
Journal ISSN
Volume Title
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Abstract
The purpose of this study was to investigate Social Studies teachers'
concerns and their Levels of Use in the adoption of student-centered teaching
approach in Social Studies teaching and learning at the Basic Education
schools in Oman. Two dimensions of the Concerns-Based Adoption Model
(CBAM), Stages of Concern (SoC) and Levels of Use (LoU) are employed. A
sample of 525 Social Studies teachers from 170 Basic Education schools
participated in this study. Sub-sample for the study comprised 13 teachers
from the original sample. Two instruments namely the Stages of Concern
Questionnaire (SoCQ) and the Level of Use Self-Assessment (LoUS-A) were
administered to collect sufficient data from the sample. Subsequently, the third
instrument, Level of Use Interview (LoUA) was administered to the subsample.
The major findings suggest that the Social Studies teachers in this
study were experiencing intense Unrelated and Self Concerns in the adoption
of S-CTA in teaching and learning. The most intense concern among the
teachers in this study was at the (Awareness) stage while the next highest
concern being at the (Informational) stage. In terms of LoU of S-CTA, the
Social Studies teachers in this study were clustered in the (Mechanical Use)
and the (Routine) user levels. Significant gender differences in the two (SoC and LoU) show that
females seem to be exhibiting higher SoC, and higher LoU as compared to
males. In addition, significant differences were identified between the three
groups of teaching experience in Basic Education: in Management Concern
and Level of Use it appears that teachers with 4 to 6 years of teaching
experience were higher than teachers with more or less experience. On the
other hand, the findings showed there are no significant differences between
all groups of teaching experience in General Education, specialization and
qualification in both SoC and LoU. Positive relationship prevails between
Social Studies teachers concern and their Levels of Use in the adoption of SCTA
in teaching and learning.
Based on the results of the study, it showed that participation and
involvement of Social Studies teachers in the adoption of S-CTA in teaching
and learning should be encouraged. The findings of SoC and LoU can help
change facilitators to tailor interventions to help teachers achieve higher levels
of implementation. It is recommended that interventions should be made to
address teachers’ immediate needs in implementing S-CTA for teaching and
learning. Implications for further research were suggested and the study
instruments may be valuable tools for others studying educational change and
innovations.
Description
Ph.D
Keywords
Social science , student-centered teaching approach