Parents' perceptions of Ninth-Grade Students about Private Lessons in Mathematics in Tulkarm Governorate

 

Parents' perceptions of Ninth-Grade Students about Private Lessons in Mathematics in Tulkarm Governorate

  Majdi Rashed Joyousi            Fatima Radi Altaweel
               Education Sciences          Science in Technology Education
      The PTU- Khodorie – Palestine        Directorate of Education       
   This email address is being protected from spambots. You need JavaScript enabled to view it.      This email address is being protected from spambots. You need JavaScript enabled to view it.
Received : 07/10/2021                               Accepted :20/04/2022

Abstract:

This study discusses the perceptions of parents of ninth-grade students about private lessons in mathematics in Tulkarm Governorate. The study was applied in the second semester of the academic year (2020-2021), and the descriptive approach was used. To achieve the objectives of the study, the researchers prepared a questionnaire as a tool for the study, as it consisted of (24) paragraphs, where the study tool was applied to a random sample of parents of ninth-grade students consisting of (60) parents, and the results of the study show that there are no statistically significant differences between the attitudes of parents of students who take private lessons and students who do not take them. There are statistically significant differences at the level of significance between the average achievements of female students in mathematics due to the variable of private lessons setting.

Keywords: Perceptions of Female Students Parents, Private Lessons, Ninth Grade, Mathematics.

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All articles in Zarqa Journal for Research and Studies in Humanities are published under an open access Creative Commons CC BY 4.0 license.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License

All articles in Zarqa Journal for Research and Studies in Humanities are published under an open access Creative Commons CC BY 4.0 license.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License