الأخطاء الشائعة في أطروحات الدكتوراه تخصص المناهج وطرق التدريس العامة بجامعة الملك خالد في ضوء تحليل محتواها وآراء أعضاء هيئة التدريس


Ar

The aim of this study was to identify common mistakes in curriculum and instruction doctoral dissertations at King Khalid University, according to what was shown by their content analysis, and as viewed by faculty members. The descriptive approach (analytical and survey) was utilized. The study sample consisted of (45) doctoral theses, and (18) faculty members who supervised and discussed curriculum and instruction doctoral theses. Two tools were used to collect data, namely: (Content Analysis Form and A Questionnaire). The researcher listed (100) errors. The researcher also listed (24) uncommon errors, (14) fairly common errors, (27) common errors, (7) very common errors, and (28) very great common errors. The common errors with different degrees of popularity were (76). The opinions of the faculty members revealed that there were (11) somewhat common errors, (70) common errors, and (19) very common errors. The results showed that there is no correlation at the level of significance (0.05) between the analysis of common errors of elements of doctoral theses specializing in curricula and teaching methods at King Khalid University and the views of faculty members. Some recommendations and suggestions were presented. (Published abstract)