Social studies teaching in Oman

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dc.contributor.authorSaif Yousuf Saif, Al-Aghbari
dc.date.accessioned2014-11-18T07:33:27Z
dc.date.available2014-11-18T07:33:27Z
dc.date.issued2007
dc.descriptionPh.Den_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/558
dc.language.isoenen_US
dc.subjectSocial scienceen_US
dc.subjectstudent-centered teaching approachen_US
dc.titleSocial studies teaching in Omanen_US
dc.title.alternativeTeachers' concerns and levels of use in the adoption of student-centered teaching approachen_US
dc.typeThesisen_US
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