Detecting Academic Difficulties (Reading, Writing, Arithmetic) Among First-Year Middle School Pupils from the Teachers' Perspective

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dc.contributor.authorAbu Safia
dc.contributor.authorAnibi Yasmina
dc.contributor.authorSupervised by : DJELLAB Mosbah
dc.date.accessioned2025-02-05T14:21:11Z
dc.date.available2025-02-05T14:21:11Z
dc.date.issued2025-02-05
dc.description.abstractThis study aimed to uncover learning difficulties among first-year middle school pupils from the perspective of teachers, considering it a crucial stage in their educational journey. To narrow down the scope of this exploratory study, we attempt to answer the following question: Do first-year middle school pupils experience learning difficulties (reading, writing, arithmetic) from the teachers' perspective? Through a field study in which a questionnaire was applied to a sample of 75 teachers from Al-Ma'adid Middle School in M'sila, selected purposefully, the study aimed to answer the initial question. The following results were recorded: -the overall arithmetic mean for the first axis (reading difficulties) reached 1.720, with a standard deviation of 0.138, indicating a high degree. This implies that students are facing reading difficulties from the perspective of their teachers. -the overall arithmetic mean for the second axis (writing difficulties) was 1.66, with a standard deviation of 0.197, indicating a moderate degree. This implies that students are facing moderate writing difficulties. -the overall arithmetic mean for the third axis (mathematics difficulties) was 1.833, with a standard deviation of 0.109, indicating a high degree. -the overall arithmetic mean for the survey was 1.738, with a standard deviation of 0.131, indicating a high degree. This indicates that teachers perceive first-year middle school students to experience academic learning difficulties (reading, writing, arithmetic) to a high extent. Keywords: academic learning difficulties middle school teacher الملخص : هدفت هذه الدراسة إلى الكشف عن صعوبات التعلم لدى تلاميذ السنة الأولى متوسط من وجهة نظر الأساتذة باعتبارها مرحلة هامة في مساره التعليمي التعلمي ، و حتى نتمكن من حصر موضوع هذه الدراسة ذات الطبيعة الاستكشافية ، نحاول في هذه الدراسة الإجابة على التساؤل التالي : هل يعاني تلاميذ السنة أولى متوسط من صعوبات التعلم الأكاديمية (القراءة، الكتابة، الحساب) من وجهة نظر الأساتذة؟ من خلال دراسة ميدانية طبق فيها استبيان على عينة قوامها 75 أستاذ و أستاذة بمتوسطات المعاضيد ولاية المسيلة و اختيارها بصورة قصدية، وتوصلت الدراسة الى الإجابة على التساؤل الذي انطلقت منه وفق النتائج التالية: الكلمات المفتاحية: صعوبات التعلم الأكاديمية. معلم المرحلة المتوسطة
dc.identifier.urihttps://repository.univ-msila.dz/handle/123456789/45709
dc.language.isoother
dc.publisherجامعة محمد بوضياف -المسيلة
dc.relation.ispartofseriesعلم النفس; 150/007/2024
dc.titleDetecting Academic Difficulties (Reading, Writing, Arithmetic) Among First-Year Middle School Pupils from the Teachers' Perspective
dc.typeThesis

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