The Extent of the Physical Education Teachers' Uses of the Remedial Teaching Method

Abstract

This study aimed at identifying the extent of the physical education teachers' use of the remedial teaching method. The researchers applied the descriptive method, and the study population comprised the male and female physical education teachers in the Directorate of Education in Irbid/1, Irbid Governorate, in the academic year 2021/2022 (n=46). The sample consisted of (40) male and female teachers, i.e. (87%) of the study population. A relevant questionnaire was constructed to identify the extent of the physical education teachers' use of the remedial teaching method. The instrument included (32) items distributed over seven domains: (discovering the special needs of the student, defining the educational objectives, analyzing the teaching skills, problem solving, skill teaching, feedback and evaluation). The scientific coefficients of the instrument were calculated through assuring the validity of the content, reliability, and test-retest procedures, where the total reliability coefficient amounted (0.85). The means (M's), standard deviations (SD's), and T-test were calculated to identify the differences between the means and answer the study questions. The results showed that the means of the sample participants' responses were high on "discovering the special needs" domain; the means of each of defining the teaching objectives and skill teaching domains were medium; and were low for the remaining domains, i.e. (analyzing the teaching skills, problem solving, feedback and evaluation. Furthermore, the overall mean of all the study domains was low. The results further showed that there were no statistically significant differences among the study domains ascribed to the (gender, academic degree and experience) variables. Finally, the researchers recommended the use of the remedial teaching method in teaching the motor skills in physical education, and applying it on larger samples with other variables.