The Prevalent Instructional Strategies among Jordanian Teachers in Light of some Variables

Abstract

The current study examined the prevalent instructional strategies among Jordanian teachers in light of some variables. To achieve the objectives of the study, an instructional strategies scale was developed. The study sample consisted of (1122) male and female teachers from public and private schools. The results indicated that the technology-based instructional strategies ranked first, while discussion-based instruction strategies ranked last. The study also found that gender had a limited effect on discussion-based instruction strategies and teamwork based instruction strategies, in favor of females. The findings revealed that years of experience had a clear impact on all instruction strategies; there are statistically significant differences in favor of “More than 10 years” compared to those with “less than 10 years” in most instruction strategies. The results also showed statistically significant differences in educational level for the flexible instruction strategy, group work-based instruction strategy, and active instruction strategy, in favor of master’s degree holders. In contrast, differences in favor of PhD degree holders in the discussion-based instruction strategy. While no statistically significant differences were found in the type of school variable. the researchers recommended organize training programs based on employing technology in teaching, given that the teachers participating in the study prefer technology-based teaching strategies.