The effectiveness of a proposed training program based on training needs in developing lesson implementation skills among male and female Arabic language teachers

Abstract

This study aims to develop a training program tailored to the training needs of Arabic language teachers, both male and female, to develop lesson implementation skills among male and female teachers, and to determine the effectiveness of this program. The researcher formulated the following two null hypotheses: A - There is no statistically significant difference in the lesson implementation skills of the experimental group of male and female Arabic language teachers at the intermediate level in the pre- and post-tests. B - There is no statistically significant difference in the lesson implementation skills of the experimental group of male and female Arabic language teachers at the intermediate level in the pre- and post-tests according to gender (pre- and post-tests). The researcher relied on the descriptive method in developing the proposed training program through three main stages (planning, implementation, and evaluation) and determined the general objectives of the proposed training program. Based on these objectives, she specified the contents of the proposed training program and the training methods after presenting them to a group of experts to verify their validity, and used the experimental method to determine the effectiveness of the proposed training program. The researcher chose the research sample intentionally, as it numbered 26 male and female teachers. The extraneous variables and internal integrity of the sample were controlled. The researcher adopted the experimental design for one experimental group with two tests, pre- and post-tests. As for the research tool, the researcher relied on the fruits of the observation the questionnaire and card as a research tool. After processing the data with statistical means (Chi-square, Pearson correlation coefficient, Cronbach's alpha, Cooper's equation, McGogian equation, Wilcoxon equation, Mann-Whitney test), the effectiveness of the training program was demonstrated, and there was no statistically significant difference in the lesson implementation skills of the experimental group of male and female Arabic language teachers for the post-test according to gender (males and females