Abstract
The study aimed at identifying students' and teachers' attitudes towards E-learning in Higher Primary schools in Jordan. Furthermore, the study identified the effect of many variables, related to teachers and students, on attitudes towards E-learning. To achieve the aims of the study, a questionnaire was developed and applied on a sample comprised of (359) male and female students, and (139) male and female teachers. The study revealed that teachers acquired moderate positive attitudes towards E-learning, and that there are significant differences at (α = 0.05) level in the attitudes towards E-learning due to gender, specialty, and experience. Whereas, no significant difference was found due to the following variables: qualifications or the number of workshops attended. As for students, the results revealed that they acquired moderate positive attitudes towards E-learning due to the following variables: gender, grade, GPA. The study addressed the issue of the need to promote teachers' and students' attitudes towards E-learning through providing physical and technical equipment as well as developing programs and effective activities that is coherent with curriculum content. Furthermore, the study recommended the need to persuade teachers with long period of teaching experience use E-learning and realize its benefits.
Recommended Citation
Malkawy, Amal; Nawafleh, Waleed; and Alsaqqar, Magedah
(2021)
"Students and Teachers Attitudes towards E-learning in Higher Primary Schools in Jordan,"
An-Najah University Journal for Research - B (Humanities): Vol. 29:
Iss.
2, Article 1.
Available at:
https://digitalcommons.aaru.edu.jo/anujr_b/vol29/iss2/1