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Palestinian Journal for Open Learning & e-Learning

Palestinian Journal for Open Learning & e-Learning

Abstract

Strategies of Academic Supervisors in dealing with behavioral problems of learners at Al-Quds Open University This study aimed at investigating the strategies used by the academic supervisors in dealing with behavioral problems of learners at Al-Quds Open University and to what extent these strategies are affected by some related variables. The study sample consisted of 90 full-time academic supervisors who represent 36% of the whole society. This sample was randomly chosen. In order to analyze the results, a number of statistical methods were used including percentages, frequencies, Kay square (X2), and Z- test. The results of the analysis indicated that the academic supervisors followed the following sequence in dealing with the behavioral problems of the learners: ignorance and negligence, affirmation, non-verbal indications, individualcentered orientation, pressing and dominating behavior, punishment, prevention, reinforcement and the last strategy was group dynamism. Furthermore, the results indicated that there was a significant difference between the academic supervisors in regard to the use of the above mentioned strategies in accordance with the type of the problem i.e. academic or disciplinary. The result showed that the supervisors preferred to use the following strategies in dealing with the academic problems: Affirmation, reinforcement, group dynamism, ignorance and negligence. On the other hand, they preferred to use pressing and punishment in dealing with behavioral problems. With regards to the effects of some variables related to the academic supervisors on the use of the strategies, the results indicated that there was a significant difference between male and female supervisors in favor of the male supervisors. The results also indicated that there was a significant difference between Ph.D holders and M.A holders in favor of Ph.D in most cases. Moreover, there was a significant difference between the academic supervisors with regards to years of experience who have (5-9 years) and ≤∞∞Σ w½U¦_« تu½U_ ¨‰ث_« oebF_« ¨‰ث_« bK:« 93 oe«uŽ »U¹– nفu¹ئoe those who have (less than 5 years) in favor of (5-9 years) in all cases, while the difference was in favor of those who have (less than 5 years) of experience with regards to these strategies (punishment, individual, individual orientation, and group dynamism). The use of punishment strategy appeared mostly among those who have more than 9 years of experience. Except in punishment, the differences in favor of those who have (5-9 years) of experience in comparison with those who have more than 9 years. The results also showed that in relation to the academic program, there was a significant difference in favor of the academic supervisors in the program of education. Furthermore, there was a significant difference in favor of the academic supervisors who teach in the program of social and family development regarding the use of the affirmative strategy, while the difference was in favor of supervisors of Administration and Pioneering Program in regard to the use of two strategies: individual- centered strategy, and ignorance and negligence. Moreover, there was a significant difference in favor of Administration and Pioneering Program in comparison with supervisors of Technology and Applied science Program in regards to six strategies: Prevention, non-verbal indications, pressing and dominating behavior, group dynamism, and ignorance and negligence. On the other hand, the results showed a significant difference in favor of the supervisors in social and family Development Program in comparison with supervisors of Technology and Applied Science Program in terms of Five strategies: Non-verbal indications, Affirmation, Pressing ad dominating behaviors, group dynamism, ignorance and negligence. In the light of these results, the researcher recommended qualifying the academic supervisors in the field of problem’s diagnosis of learners, the use of suitable strategies, motivating the learners to participate in recognizing the problems using suitable criterion.

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