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All Journal Journal of Social Science Journal of Learning on History and Social Sciences
Khammas, Mohanad Yousif
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE EFFECTIVENESS OF MODERN TEACHING STRATEGIES FROM THE PERSPECTIVE OF INTERMEDIATE SCHOOL TEACHERS IN KIRKUK GOVERNORATE Al-Bayati, Kareem Ahmed Mohammed; Ahmed, Sufyan Hasan; Khammas, Mohanad Yousif
Journal of Learning on History and Social Sciences Vol. 2 No. 10 (2025): Journal of Learning on History and Social Sciences
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v2i10.1476

Abstract

Objective: The study aimed to explore the effectiveness of modern teaching strategies in enhancing teacher performance in Kirkuk Governorate, while also analysing the impact of certain demographic variables, including gender, academic qualifications, and years of experience, on the adoption of these strategies. Method: The researcher used the descriptive analytical approach, and the study was conducted on a sample of 130 male and female teachers from schools in Kirkuk Governorate. Data was collected using a questionnaire consisting of 26 items divided into three axes: the first axis contains 10 items related to teachers' perceptions of the effectiveness of modern teaching strategies; the second axis includes 10 items related to the challenges of implementing these strategies; and the third axis contains six items related to the impact of these strategies on student performance. Results: The study results showed a moderate to high positive trend toward the use of modern teaching strategies, with an overall mean of 3.86, reflecting an overall agreement rate of 77.2%. It also showed no statistically significant differences between male and female teachers or between teachers with different academic qualifications in their opinions about these strategies. However, the study revealed statistically significant differences according to years of experience, with teachers who had more experience holding more positive views about the effectiveness of these strategies. Novelty: The study uniquely highlights the role of years of teaching experience in shaping teachers’ positive perceptions of modern teaching strategies, while demonstrating that gender and academic qualifications do not significantly influence these perceptions.
THE EFFECTIVENESS OF THE FLIPPED CLASSROOM STRATEGY IN ENHANCING ACADEMIC COMMUNICATION SKILLS AMONG NINTH GRADE STUDENTS Khammas, Mohanad Yousif; Al-Bayati, Kareem Ahmed Mohammed; Ahmed, Sufyan Hasan
Journal of Social Science Vol. 3 No. 1 (2026): Journal of Social Science
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ijss.v3i1.95

Abstract

Objective: This study aimed to evaluate the effectiveness of the flipped classroom strategy in developing academic communication skills among preparatory stage students in Kirkuk Governorate. Method: A quasi-experimental design was employed, with experimental and control groups and pre- and post-measurements. The sample comprised 180 students, aged 12-14, from four classes, equally representing both genders. Results: The experimental group exhibited statistically significant improvements in academic communication skills, with mean scores increasing from 45.12 ± 6.35 to 62.88 ± 5.72 (t = 12.47, p = 0.000). Repeated Measures ANOVA revealed significant enhancement in individual skills: oral expression (65.40 ± 6.12), written expression (60.36 ± 5.88), group interaction (63.50 ± 6.00), presentation (61.90 ± 5.90), and scientific discussion (64.20 ± 5.85), all showing significant differences (F = 12.78, p = 0.000). The control group did not exhibit significant changes. Novelty: The study highlights the flipped classroom strategy's impact on fostering a wide range of academic communication skills, confirming its effectiveness and offering support for its application in educational settings, consistent with previous studies.
Co-Authors Ahmed, Sufyan Hasan Al-Bayati, Kareem Ahmed Mohammed