The Islamic University- Gaza Deanery of Higher Education Faculty of ...

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The previous Table (4.5) clarifies that the mean of “Training Programme Content” domainequals 3.1087, the weighted value that equals (62.17%), and P-value = 0.419 which is greaterthan the level of significance 0.05. This means that the second domain is statisticallyinsignificant and the average degree of responses to this domain does not differ from thedegree of neutrality3. Table (4.5) also shows that:• The highest item is number 10 (increases trainees‟ knowledge of how to teachvocabulary) which has the first rank with a weighted value that equals (68.69%).• The second and the third highest items are number 8 (enriches trainees' knowledge ofhow to teach reading) with a ratio weight of (68.26%) and item number 9 (developstrainees' knowledge of how to teach listening) with the same weighted value (68.26%).• The lowest ranking items are number 17(focuses on specific problematic topics teachersmostly need) with a weighted value that equals (54.78%), and item number 14 (iscoherent (built on previously learnt experience) with a weighted value that equals(55.22%).• Trainees ranked the rest of the domains‟ items moderately including items number2,3,4,5,6,7,11,12,13,15,16,18. They are arranged in a descending order as shown in theprevious table.4.3.3 Domain (3) Training Methods and TechniqueTable (4.6)Responses to Domain (3) Items (1-9)ResponsesPercentage%To a very small extent4.34To a small extent21.74To a moderate extent36.96To a large extent34.78To a very large extent2.17Table (4.6) above shows that a total of 36.95% of the trainees‟ responses are in accordancewith the stated items in the third domain while 26.08% of trainee‟s responses are not.- 121 -
AverageRatioWeight%Rankp-value(Sig.)Table (4. 7) below shows the mean, the ratio weight, sign value and ranking of each item ofthe third domain “Training Methods and Techniques”Table (4.7)Arithmetic average and the probability of value (Sig.) for each item in Domain (3)ItemsDomain(3) Training Methods andTechniques1. are directly related to programme goals2. are directly based on programme content3.depend on lecturing and theoreticalpresentations4.are accompanied with practical illustrationsand examples5.employ individually guided techniques suchas portfolios and journal writing6. use the technique of action research7.employ innovative techniques such as onlinetraining8.provide trainees with chances to reflect ontheir classroom practicesprovide trainees with chances to work9. collaboratively with their colleagues usingpeer coaching or peer observationTotal3343334533673311236923732323238633123.228368.7069.1373.4860.053.9154.7844.7857.3960.4364.57%321587964131121311113111131111315113129131111338313968.01.8Table (4.7) above shows that the mean of “Training Methods and Techniques” domain equals3.2283, the weighted value that equals (64.57%), and P-value =13119 which is greater thanthe level of significance 0.05. This means that the third domain is statisticallyinsignificant and the average degree of responses to this domain does not differ from thedegree of neutrality 3. These percentages reflect trainees‟ moderate satisfaction of thetraining methods and techniques employed in the programme.- 122 -
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The Islamic University- GazaDeanery
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ACKNOWLEDGMENTIn the Name of Allah,
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Evaluating the Inservice Training P
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2.2.3 Systematic and Intentional Pr
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5.8 Final Conclusions 1765.9 Recomm
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List of Figures Used in the StudyNo
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Chapter IStudy Statement and Backgr
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The Quranic celebration of knowledg
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that, “Continuous high quality pr
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study attempts to explore the reali
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2. It presents a set of comprehensi
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EvaluationEvaluation can be defined
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Chapter IIReview of Related Literat
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Chapter IILiterature ReviewIntroduc
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the umbrella of this trend (Abed Ha
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2009; Fraser et al., 2007, Remeirs
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3. The rapid technological, economi
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1. Informing teachers about changes
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2. Changes in students‟ learning
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(good) condition of a people as lon
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In brief, the success of INSET prog
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1. Training with the traditional no
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2.6.2 Innovative modelsThe innovati
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2. Some participants in the group m
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According to Lakshami (2009, p.14)
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These six major components of the I
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To conclude, overcoming all previou
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2. Participant learning, which meas
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Table (2.1)Guskey’s Evaluative Mo
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2.8 Contemporary Principles of High
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• Planning INSET content in the l
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1. Survey questionnaires.2. Open-en
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Section IIAn Overview of Related Pr
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In addition, the studies purposes,
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constraints, and lack of practical
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importantly conducting more detaile
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showed positive participants satisf
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A further relevant study was perfor
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school principals and teachers is n
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teachers' attitudes, beliefs and pr
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Page 86 and 87: Following the same track of evaluat
Page 88 and 89: levels of achievements. Thus, a rec
Page 90 and 91: Under the same umbrella, Podhajski
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Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
Page 98 and 99: Table: (3.1)Distribution According
Page 100 and 101: eferred to either as trends, standa
Page 102 and 103: 3. Researchers ListsThis category i
Page 104 and 105: 2. Most of the surveyed countries h
Page 106 and 107: 5. The third draft was distributed
Page 108 and 109: Table (3.5)The Final Construction o
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
Page 112 and 113: of this domain are significant at
Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
Page 116 and 117: 3. Information can be obtained more
Page 118 and 119: 5. Getting the permission from UNRW
Page 120 and 121: Chapter IVThe Study FindingsIntrodu
Page 122 and 123: established in December 1964 as a j
Page 124 and 125: 2. Training TechniquesThe main trai
Page 126 and 127: 2. To provide English teachers with
Page 128 and 129: 4.2 The Answer of the Second Questi
Page 130 and 131: 4. Training Programme Content (62.1
Page 132 and 133: (applicable - can be applied in cla
Page 136 and 137: Table (4. 7) also shows that:• Th
Page 138 and 139: 10 (are applied systematically (at
Page 140 and 141: In addition, Table (4.11) shows tha
Page 142 and 143: In addition, Table (4.13) shows tha
Page 144 and 145: Table (4.20) below shows the freque
Page 146 and 147: NoKruskal -Wallis teststatisticP-va
Page 148 and 149: DomainKruskal -Wallis teststatistic
Page 150 and 151: Table (4.21)Frequencies and the per
Page 152 and 153: 8. Traditional but good and needed
Page 154 and 155: 4.5.5 Question (5): “What comment
Page 156 and 157: 4.6 The Answer of the Sixth Questio
Page 158 and 159: Chapter VDiscussion, Conclusions, a
Page 160 and 161: Acknowledging such limitations, EDC
Page 162 and 163: proved in the questionnaire results
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Page 166 and 167: • Lack of overall policies and co
Page 168 and 169: 4. Lack of practicality, in the sen
Page 170 and 171: 4. Inadequate follow up of the prog
Page 172 and 173: than the other districts. This resu
Page 174 and 175: give us more stimulation and it wil
Page 176 and 177: 5.6.2 DifferencesIn contrast to the
Page 178 and 179: training facilities. The Suggested
Page 180 and 181: particular issues as proved within
Page 182 and 183: 6. Trainers’ selectionRashed (200
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• Recent: using recent tools as p
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Figure (5.1): the Suggested Evaluat
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The Future Suggested INSETProgramme
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9. Lack of focus on the linguistic
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3. Establishing planning and evalua
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Recommendations for Educationalists
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ReferencesThe Holy Qur‟an.Abdal-H
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Boyle, B., Lamprianou, I., & Trudy,
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Darling-Hammond, L.,Wei,R., Andree,
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Guskey. ( 1997) Research Needs to L
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Ji -Kim, S. (2008). An Examination
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Marek, E. A., & Methven, S. B. (199
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Porter, A., Garet,M., Desimore L, B
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Strucchelli, A. (2009). Inquiry in
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Appendices199
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Appendix (2) Studies ListNO The Stu
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NO ThecountryAppendix (4) Countries
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Appendix (5) The Final List of the
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Appendix (6) the First Draft of the
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Appendix(7) The second Draft of the
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Training Programme Evaluation Tools
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Appendix (8) The Third Draft of the
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Peer ObservationIn its simplest mea
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Appendix (9) The Final Questionnair
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Peer ObservationIn its simplest mea
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Appendix (10) Interview Consultatio
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Line Transcript Text Open codeInter
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Line Transcript text Open codeParti
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contemporary techniques and methods
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..you may say the allowed…the ava
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Participant 1 : we dream of a day t
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Appendix (12) Questionnaire Consult
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Appendix (14) Permission (1)235
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Appendix (16) Focused Group Intervi
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3..73..7/6/21-6/35/6/33-6/18The Tra
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Content of Training Course Programm
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NoNo NeedLow NeedModerateNeedHighNe
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Part V: INSET programme Evaluation
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Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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