The Degree of Chemistry Teachers' Use of E-Learning Skills in Tafila Governorate and its Relationship to the Obstacles to their Use from the Teachers’ Point of View.

Abstract

This study aims to define the degree to which chemistry teachers in Tafilah Governorate use e-learning skills, and to specify its relationship to the obstacles of those teachers’ use of those skills from their point of view. The study has adopted the descriptive methods, where the sample of the study consisted of 46 male and female teachers from Tafilah Governorate in the second semester of the academic year 2017/2018. The study tools consisted of two questionnaires: one to measure the degree of the use of e-learning skills, and the second to measure the barriers of their use. The results of the first questionnaire showed that the degree of e-learning skills was “modarate” and the highest mean value was rlated to the point “Computer literacy skills”, this was followed by the point “internet skills in learning”. The results of the second questionnaire showed that there were obstacles that limit the use of teachers’ skills and they were also of moderate degree. There was a statistically significance level in an inverse relationship between the degree of the use of e-learning skills and the constraints that limit their use.

Keywords

• E-learning skills, e-learning obstacles, chemistry teachers