‫ملخص الدراسة‬

‫عُٕاٌ انذساست‪ :‬يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت‬
‫بًذ‪ُٚ‬ت يكت انًكشيت‬
‫اسى انببحث‪:‬‬
‫أْذاف انذساست‪ْ :‬ذفج انذساست إنٗ انخعشف عهٗ يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ٙ‬‬
‫صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت بًذ‪ُٚ‬ت يكت انًكشيت‪.‬‬
‫أسئهت انذساست‪:‬‬
‫‪ ‬يب يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت بًذ‪ُٚ‬ت‬
‫يكت انًكشيت؟‪.‬‬
‫‪ ‬يب يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت بًذ‪ُٚ‬ت‬
‫يكت انًكشيت ٔانخبصت( ببنًعهى‪ ،‬ببنخهً‪ٛ‬ز‪ ،‬ببنًُٓح‪ ،‬ببإلداسة انًذسس‪ٛ‬ت‪ ،‬بخقُ‪ٛ‬بث انخعه‪ٛ‬ى)؟‪.‬‬
‫‪ْ ‬م حٕخذ فشٔق راث دالنت إحصبئ‪ٛ‬ت ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف‬
‫حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت بًذ‪ُٚ‬ت يكت انًكشيت حعزٖ‬
‫إنٗ (انسٍ‪ ،‬انًؤْم انعهً‪ ،ٙ‬انخبشة انعهً‪ٛ‬ت‪ ،‬انذٔساث انخذس‪ٚ‬ب‪ٛ‬ت)‪.‬‬
‫إخشاءاث انذساست‪:‬‬
‫اسخخذو انببحث انًُٓح انٕصف‪ ٙ‬ف‪ْ ٙ‬زِ انذساست ٔحكٌٕ يدخًع انذاسست يٍ(‪ )37‬يعهى ٔحًثهج ع‪ُٛ‬ت‬
‫انذساست ف‪ ٙ‬عذد(‪ ) 37‬يعهى‪ٔ ،‬اسخخذيج االسخببَت كأداة نهذساست ْٔ‪ ٙ‬يكَٕت يٍ خًست يحبٔس‬
‫ٔيكَٕت يٍ (‪ )73‬عببسة‪ٔ ،‬حشأذ ثببث يحبٔسْب يٍ (‪ )7..7‬إنٗ (‪ٔ ،)7..0‬عشضج عهٗ (‪) 50‬‬
‫يحكًب ٔاسخخذيج ف‪ ٙ‬انذساست األسبن‪ٛ‬ب اإلحصبئ‪ٛ‬ت انخكشاساث ٔانُسبت انًئٕ‪ٚ‬ت ٔانًخٕسط انحسبب‪ٙ‬‬
‫ٔاخخببس (ث)‪ٔ ،‬اخخببس يبٌ ٔحُ‪ٔ ،)٘(ٙ‬اخخببس كشٔسبل‪ٔ ،‬االحسبق انذاخه‪ ٙ‬نهصذق‪ٔ ،‬يعبيم أنفب‬
‫كشَٔببخ نهثببث‪.‬‬
‫َخبئح انذساست‪:‬‬

‫‪1‬‬
‫‪ ‬أظٓشث انُخبئح ٔخٕد يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت‬
‫االبخذائ‪ٛ‬ت بًذ‪ُٚ‬ت يكت انًكشيت حشًم انًعٕقبث (انًعهى‪ ،‬انخهً‪ٛ‬ز‪ ،‬انًُٓح‪ ،‬اإلداسة انًذسس‪ٛ‬ت‪ ،‬حقُ‪ٛ‬بث‬
‫انخعه‪ٛ‬ى)‪.‬‬
‫‪ٔ ‬خٕد فشٔق دانت إحصبئ‪ٛ‬ب ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث‬
‫انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت حسب يخغ‪ٛ‬ش انسٍ‪.‬‬
‫‪ ‬عذو ٔخٕد فشٔق دانت إحصبئ‪ٛ‬ب ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف‬
‫حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت حسب يخغ‪ٛ‬ش انًؤْم انعهً‪.ٙ‬‬
‫‪ ‬عذو ٔخٕد فشٔق دانت إحصبئ‪ٛ‬ب ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف‬
‫حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت ٔانخ‪ ٙ‬حعٕد إنٗ (انخهً‪ٛ‬ز‪،‬‬
‫انًُٓح‪ ،‬اإلداسة انًذسس‪ٛ‬ت‪ ،‬حقُ‪ٛ‬بث انخعه‪ٛ‬ى) حسب يخغ‪ٛ‬ش انخبشة انعهً‪ٛ‬ت‪.‬‬
‫‪ٔ ‬خٕد فشٔق دانت إحصبئ‪ٛ‬ب ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث‬
‫انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت ٔانخ‪ ٙ‬حعٕد إنٗ (انًعهى) حسب‬
‫يخغ‪ٛ‬ش انخبشة انعهً‪ٛ‬ت‪.‬‬
‫‪ٔ ‬خٕد فشٔق دانت إحصبئ‪ٛ‬ب ب‪ ٍٛ‬يخٕسطبث اسخدبببث ع‪ُٛ‬ت انذساست حٕل يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث‬
‫انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى ببنًشحهت االبخذائ‪ٛ‬ت حسب يخغ‪ٛ‬ش انذٔساث انخذس‪ٚ‬ب‪ٛ‬ت‪.‬‬
‫انخٕص‪ٛ‬بث‪:‬‬
‫‪ ‬ضشٔسة انعًم عهٗ حزن‪ٛ‬م يعٕقبث حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى انخ‪ ٙ‬حٕاخّ يعهً‪ ٙ‬صعٕببث انخعهى‬
‫ببنًشحهت االبخذائ‪ٛ‬ت‪.‬‬
‫‪ ‬االْخًبو ٔانخشك‪ٛ‬ز عهٗ يعهً‪ ٙ‬صعٕببث انخعهى رٔٔ فئبث انسٍ انصغ‪ٛ‬شة نخزن‪ٛ‬م انًعٕقبث انخ‪ٙ‬‬
‫‪ٕٚ‬اخَٕٓٓب‪.‬‬
‫‪ ‬يشاعبة انبشايح انخ‪ ٙ‬حقذو نهذاسس‪ ٍٛ‬ف‪ ٙ‬انذبهٕو انعبن‪ٔ ٙ‬أًْ‪ٛ‬ت حضً‪ ُّٛ‬نًٕضٕعبث حخذو حقُ‪ٛ‬بث‬
‫انخعه‪ٛ‬ى‪.‬‬
‫‪ ‬االْخًبو ببنًعهً‪ ٍٛ‬حذ‪ٚ‬ث‪ ٙ‬انخخشج ح‪ٛ‬ث ْى األكثش حعشضب نهًعٕقبث‪.‬‬
‫‪ ‬االْخًبو بعقذ دٔساث حذس‪ٚ‬ب‪ٛ‬ت ف‪ ٙ‬يدبل حٕظ‪ٛ‬ف حقُ‪ٛ‬بث انخعه‪ٛ‬ى‪.‬‬

‫‪2‬‬
 Study Summary
Study title: obstacles of education techniques usage which are facing
learning difficulties teachers in the primary stage of Mecca Al-Mokrama city.
Researcher Name:
Study objects: the study aimed to acknowledge the obstacles of education
techniques usage which are facing learning difficulties teachers in the
primary stage of Mecca Al-Mokrama city.
The study questions:
 What are obstacles of education techniques usage which are facing
learning difficulties teachers in the primary stage of Mecca Al-
Mokrama city?
 What are obstacles of education techniques usage which are facing
learning difficulties teachers in the primary stage of of Mecca Al-
Mokrama city which dealing with ( the teacher, the pupil, the
curriculum ,the school administration and the education techniques)?
 Are there differences which have statistical significance among study
sample responses averages about obstacles of education techniques
usage which are facing learning difficulties teachers in the primary
stage of Mecca Al-Mokrama city refer to ( age , qualification
,scientific experience and Training courses ?
Study procedures:
In this Study, The researcher used the descriptive approach and study society
consisted of (73) teachers and (70) teachers are for the study sample. The
questioner was used as a study tool which was consisted of five axes and (47)
phrases and stability of its axis ranged from (0.90) to (0.95).The study was
offered to (15) arbitrators and duplicates statistical methods, percentage,
SMA,(T) Test ,Mann Whitney test (Y),Krosal test ,internal consistency for
believe and Cronbach’s alpha coefficient for persistence were all used in the
study .

3
Study results:

 The study showed a presence of obstacles of education techniques

usage face learning difficulties teachers in the primary stage of Mecca
Al-Mokrama city including ( the teacher, the pupil, the curriculum ,the
school administration and the education techniques)?
 A presence of statistically significant differences among study sample
responses averages about obstacles of education techniques usage
which are facing learning difficulties teachers in the primary stage by
age variable.
 Lack of presence to statistically significant differences among study
sample responses averages about obstacles of education techniques
usage which are facing learning difficulties teachers in the primary
stage by qualification variable.
 Lack of presence to statistically significant differences among study
sample responses averages about obstacles of education techniques
usage which are facing learning difficulties teachers in the primary
stage which deal with (the pupil, the curriculum, the school
administration and the education techniques) by scientific experience
variable.
 A presence of statistically significant differences among study sample
responses averages about obstacles of education techniques usage
which are facing learning difficulties teachers in the primary stage
which deal with ( the teacher) by scientific experience variable.
 A presence of statistically significant differences among study sample
responses averages about obstacles of education techniques usage
which are facing learning difficulties teachers in the primary stage by
training courses variable.

4
Recommendations:

 There is a must to work for overcoming obstacles of education

techniques usage which are facing learning difficulties teachers in the
primary stage.
 Paying attention and focus on learning difficulties teachers specially
those who are in younger ages to overcome the obstacles which are
facing them.
 Taking into account of the programs which presented to the educators
in the higher Diploma and the importance of their inclusion to subjects
which serve education techniques.
 Paying attention to the recent graduate teachers as they are the most
vulnerable to the obstacles.
 Paying attention to hold training courses in the field of education
techniques usage.