This study tried to answer three groups of questions:  The first group inquired whether Palestinian teachers practice the instructional design processes, the second group inquired whether teachers practice these processes ideally with respect of its consistency and adequacy, and the third group inquired whether the government teachers differ from the UNRWA teachers in practicing these processes with respect to differently related independent variables such as:  teachers’ gender, academic certificate level, academic certificate specialization, years of teaching experience, number of in-service teacher training programs, availability of instructional media, school administration type, school psychological atmosphere, and the nature relationship among teachers.

  In order to answer these questions, a (398) random sample of (149) male, and (249) female teachers was taken from both government and UNRWA schools in Nablus city, West-Bank.  Teachers responded to a questionnaire which measured the instructional design processes in one hand, and the ideal picture of instructional design processes on the other.

 The data were manipulated by using descriptive and analytic statistics.  The main results of this study were as follows:

1-  The overall mean of teachers performance on the items which measured instructional design processes was (x= 4.52) out of (5.00) scores.  The highest score was on the items related to knowing the content of subject matter, followed by stating educational goals, stating behavioral objectives, determining the instructional strategies, identifying the instructional media.  The practice of these items was significantly (p> 0.00001) higher than practicing the items of identifying evaluation tools, designing cognitive activators, and determining educational activities.

2- Teachers practiced significantly (p>0.00001) the mental and written types of instructional design processes (x= 4.60) better than the mental one alone (x= 4.24), but not better than the written type alone (x= 4.59).

3-  The overall mean of teachers performance on the items which measured the ideal picture of instructional design processes was (x= 4.45) out of (5.00) scores.  The over all mean of the adequacy of the instructional design processes was (x= 4.44).  Teachers consider significantly (p> 0.00001) the adequacy of instructional goals, instructional content, and evaluation tools higher than educational activities, instructional strategies, cognitive activators, and instructional media.  Whereas the overall mean of the consistency of instructional design processes was (x= 4.47).  Teachers consider the consistency between goals and content, instructional media and content, significantly (p> 0.00001) better than the consistency between instructional strategies and content, educational activities and content, evaluation tools and goals, educational goals and behavioral objectives, and cognitive activators and content.

4- Teachers practiced the ideal pictures of instructional design significantly (p> 0.000001) when they prepare for lesson plan (x= 4.39) better than a unit plan (x= 4.20) or the whole curriculum (x= 4.08).

5- “T test” for independent samples revealed that UNRWA teachers practiced the instructional design processes (x= 4.58) significantly (p>0.05) better than the government teachers (x= 4.49).  This superiority was revealed on all types of design:  the written (x= 4.67 for UNRWA teachers vs. 4.55 for government ones), mental (x=  4.46 vs. 4.14) and written and mental type together (x= 4.69 vs. 4.56)

6- “T test” for independent samples revealed that UNRWA teachers practiced ideally the instructional design processes (x= 4.55) significantly (p>0.005) better than the government teachers (x= 4.42).  This superiority was revealed when they prepared for lesson plan (x= 4.55 for UNRWA teachers vs. 4.32 for government ones), a unit plan (x= 4.37 vs. 4.12) and the whole curriculum (x= 4.25 vs. 4.00).

7- Two way ANOVA by using (F-test) revealed significant interactions (p>0.03) between government and UNRWA school teachers and the number of in-service teachers training programs.  This significance was shown on the items of instructional design processes on one hand, and on the ideal standard of these processes on the other.  The interaction on both scales indicated that the mean of UNRWA teachers who had taken more than ten training programs was significantly higher than those who had taken no training programs, whereas, the mean of government teachers who did not take any training program was significantly higher than those who took more than ten programs.

8-  F-test did not show any other significant interactions between teachers’ practices of instructional design processes on one hand, and the ideal pictures of instructional design processes on the other, with respect to different independent variables such as:  teachers’ gender, academic certificate level, academic certificate specialization, years of teaching experience, availability of instructional media, school administration type, school psychological atmosphere, and nature of the relationship among teachers.

 These results were accompanied with discussion, recommendations, and educational applications.

Title

Arabic Universities Union Journal, (55), 363-400

Publisher

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Publisher Country

Palestine

Publication Type

Both (Printed and Online)

Volume

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Year

1970

Pages

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