درجة استخدام وتوظيف معلمي المرحلة الثانوية لاستراتيجيات التعليم المستندة إلى الدليل في الغرفة الصفية وعلاقتها بالتحصيل الأكاديمي في المدارس الثانوية في لواء قصبة المفرق
The purpose of this study was to identify the evidence-based teaching strategies that secondary teachers use and practice in classroom in secondary schools and their relationship with academic achievement. The sample of the study included 475 students eleventh and twelfth grade females from Mafraqe district during the scholastic year 2017/ 2018 whom chosen by random stratified method, to achieve the purpose of the present study, a three point likert type questionnaire was adapted to examine teachers’ teaching practices in classroom. According to the list finalized by (Mitchell) the questionnaire has been constructed. Almost all strategies are present in the statements of questionnaire. The questionnaire consisted of 10 statements and each statement was categorized in “rarly practiced” “sometimes practiced” and “most practiced”. To answer the questions of the study, the researcher used means and standard deviations to reveal the degree of practicing and using the evidence- based teaching strategies in classroom. The researcher also used three-way anova and three-way mixed anova within one- subjects factor and with two between-groups factors to reveal if are there a significant differences in means refer to gender and grade. The researcher also used chi sequare to reveal if are there a significant relationship between practicing and using the evidence-based teaching strategies in classroom and academic achievement. The study results showed that the most practiced strategy in classroom was clear lesson objectives, but the least practiced strategy in classroom was mental and conceptual maps. The study also showed that there are a significant differences in means refer to grade not to gender. The study also revealed that there are a significant relationship between clear lesson strategy, time management, metacognitive thinking strategy and mental and conceptual maps strategy, but there are no a significant relationship and the other strategies. (Author’s abstract)