تقويم اداء تدريسيي قسم التاريخ في كليات التربية للعلوم الإنسانية على وفق مفهوم الكفاءة الرقمية (دراسة مقارنة)

Rp- Performance Assessment of History Department Teachers College in of Education for Human Sciences based on The Digital .pdf

Abstract:
The research aims at assessing Performance of History Department Teachers College of Education for Human Sciences based on The Digital efficiency concept: A Comparative study. The researcher adopted the descriptive approach ( the interrelated study). The research community is represented by all students of History Department in both colleges of Education for Human Sciences/ Kerbala University and Babylon University/ morning studies who were 404 male and female students.
The size of the research sample was 197 male and female students who were chosen by the random classical way. Babylon University students were 264 and the research sample was 157 male and female students who were chosen by the random classical way.
To collect data and information about the research variables, the researcher used the questionnaire to collect data and information about the research variables. All the psychometric properties were ensured. The digital efficiency device contained 50 items distributed on five fields: the information knowledge (data and information), communication and cooperation, creating the digital content, solving the technological problems, safety and peace of information. To extract the final results, the data were statistically analyzed depending on statistical package for the social sciences (spss).
The results were represented by the following:
*The level of the digital efficiency availability of Performance of History Department teachers of College of Education for Human Sciences/ Kerbala University was middle degree and it was higher than Babylon University from the students’ perspective.
*The results showed that there are differences of statistical indication in the class variable to the year benefit ( fourth) on account of the first year. This results can be interpreted on the base that fourth year have enough experience about the level of the digital efficiency availability, and their experience became accelerative.
This is due to their high use of electronic learning experiment; and then, the mix learning which lasted for three academic classes before their entrance to the fourth year; as a result, their answers had differences of statistical indication rather than other classes.