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The Impact of the Strategies Employed by Teaching Staff in Promoting Citizenship Values into the Students of the Departments of Arabic and History | ||
| Journal Dawat | ||
| Article 1, Volume 2, Issue 9, 2016, Pages 213-253 | ||
| Authors | ||
| Sadiq Obayis Menqoor Al-Shafi; Ali Turki Shakeer Al-Fatlawy; Jabar Rashiq Al-Dhainy | ||
| Abstract | ||
| The research aims at the following: 1-Identifying the strategies used by the teaching staff in promoting the values of citizenship in the students who attend the Department of Arabic and the Department of History. 2. Identifying the proportion of teaching staff ‘s employment of such strategies by relaying on the students’ opinions. 3. Determining the aspects that represent these strategies according to the proportion of their use. 4. Pinpointing the differences of the responses of the sample according to the factors of gender and specialization. The society of the study consists of all the students who attend the two departments: Arabic and History at the College of Education for Humanities , University of Kerbala.Their number is 863 male and female students. The sample of the study consists of the fourth stage which amounts for 132 male and female students. The study tool is the questionnaire which involves 30 items distributed on three areas . Reliability and validly of the results are achieved . The statistical tool SPSS is used in the tabulation of the results. The research concludes that the teaching staff of both departments employ the strategies that promote the values of citizenship.A significant difference is noticed in the factor of specialization , while there is no significant difference attributed to the factor of gender in the responses of the study sample towards the females of the Arabic Department.It is recommended that a general review should be done to the curriculum followed by the two departments in order to promote the values of citizenship in the students.The university should encourage seminars , workshops and sessions that enhance these values. | ||
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