Post Graduate Student and Their Ability of Processing Educational Research Skills from Their Perspective in Jordanian Educational Faculties

By Al- Saleem, Bashar A.; Badah, Ahamad M. et al. | International Journal of Education, April 1, 2013 | Go to article overview

Post Graduate Student and Their Ability of Processing Educational Research Skills from Their Perspective in Jordanian Educational Faculties


Al- Saleem, Bashar A., Badah, Ahamad M., Al Awamleh, Habis S., Al- Ali, Yousra, International Journal of Education


Abstract

The study aimed at investing the ability extent of post graduate students in education science faculties in Jordan in processing education research from their point of view and the differences between postgraduate student of having such skills due to gender, university, and education degree. The study sample consists of (281) graduate students males and females. To achieve the research objectives the researchers developed a questionnaire of (62) items. SPSS was used to analyze the gathered data.

The study concluded the following results; means indicated that the post graduate students in education science faculties in Jordan don't have, to a great extent, the educational research skills. Results also revealed that there are no statistical differences between the study sample averages due to gender, university, and educational degree.

The researchers recommended more specialized high quality courses to be held for under graduate and post graduate students on the basic skills of educational research.

Keywords: post graduate students; educational research; skills; Jordanian educational faculties

1. Introduction

Human history never witnessed a similar information revolution that current age have. Information age that we live now is an age of knowledge, scientific specialties, computer, vast development in information storage, retrieve the same and rapid exchange on the world level. The internet is a prominent evidence of information revolution we are witnessing nowadays. Internet is natural result of scientific research progress that is deemed a goal for universities, students and researchers. (Baron and Strout, 2001).

Rapid change in various fields is considered one of the most important new age features, which leads to the necessity of changing corporations' functions regardless of type, shape and size. Education is deemed one of the most important means where public build its human feature, since it is the main base that most or even all states focused on to develop countries. It is well known that education is not anymore a social requirement, it is a need and not a service, it is an investment that has huge return increased by increment of oriented expenditure. ( Bellard, 2007).

Education is not separated from change, it is the bowl which changes channels poured in, and specified in integrated and experiences in educational order, recommended by modern educational methods, and subjected to learner perceptions, and his modern educational technical readiness and new educational methods. Therefore, the big challenge before graduation and work is to cope with these changes which enrich all elements of teaching and learning it needs renewable skills to follow but such skills are not acquired by chance, and couldn't be obtained by studying a program but, it needs comprehensive and complete chain of programs that depend on scientific planning and methodological order linked with daily problems the teacher face in his work (Abuzaid, 2007).

Education research is deemed as a basic mean that attitudes, plans and goals could be achieved through. By carrying out researches in our work and during study we pave the road to form a generation that is characterized by the desired features, or in other words we set the principles of community we look for, therefore educational research is a cornerstone of educational operation pillars.

Because educational researches of its different types are deemed the major source for educational process and its outcomes, developed countries had supported these researches with all available means. Such interest in educational research by developed countries was materialized by supporting educational scientific research through allocating a percentage of its GDP. For example, in 1990 the United States of America spent around 3% of its natural income on scientific research while European states spent 2.2% of its natural income (Al- Sultan. 1993). …

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