معوقات استخدام استراتيجيات التعلم النشط لدى معلمات الصفوف الأولية
The study aimed to identify the obstacles to the use of active learning strategies among the teachers of the primary classes, and to identify the most important obstacles that face the teachers when using active learning strategies in the primary classes that have to do with the learning environment, the teacher, and the student. To achieve the objectives of the study, the researcher used the descriptive survey method, and the questionnaire was used as a tool for the study. The study population consisted of all the teachers of the primary grades, which numbered (132) in the Baqa’a Governorate, while the study sample consisted of a simple random sample whose size was (97) teachers. The results of the study showed that the obstacles to the use of active learning strategies among the female teachers of the primary classes related to the educational environment came with a degree (agree), and an arithmetic mean of (3.80). While the obstacles to using active learning strategies for the female teachers of the primary classes related to the teacher came with a degree (neutral) and with an arithmetic average (3.28). In addition, that is the obstacles to the use of active learning strategies for the female teachers of the primary classes related to the student came with a degree of (agree), and an average of (3.53). The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) between the responses of the female teachers towards the obstacles to using active learning strategies among the female teachers of the primary classes due to the variable (number of training courses in active learning). Moreover, that there were no statistically significant differences at the level of the significance (α=0.05) between the female teachers’ responses towards the obstacles to the use of active learning strategies among the teachers of the primary classes due to the variable (the educational qualification). In addition, the results showed that there are no statistically significant differences at the significance level (α=0.05) between the female teachers’ responses towards the obstacles to using the active learning strategies. Active learning strategies for primary grade teachers due to the variable (years of experience). The study made several recommendations, including: easing the teacher’s teaching and administrative tasks by reducing the teaching quorum and exempting her from administrative tasks, increasing financial support to provide electronic means and networks to facilitate the use of active learning strategies, preparing a teacher’s guideline that includes the active learning mechanism and its applications, and activating the existing model lessons. On active learning, training primary grade teachers to plan and implement lessons using active learning strategies, and increasing the students’ motivation by linking their academic achievement to the acquisition of skills from active learning. (Published abstract)