Faculty Members and Their Assistants' Estimation of Their Degree of Using Teaching Strategies at the Faculty of Education, Sana'a University, in Light of the Variables of Gender, Qualification, and Academic Rank

Abstract

This study aimed to identify the degree to which faculty members and their assistants at the Faculty of Education, Sana’a University estimate their level of use of teaching strategies. It also sought to determine whether there are statistically significant differences between avrages of estimation of their level of use and according to the variables of specialization, gender, academic qualification, and academic rank. To achieve this, researcher used the descriptive analytical survey method and developed a questionnaire consisting of 25 items, which was administered to a stratified random sample of 125 faculty members and assistants. The results indicated that the overall level of teaching strategy use was moderate, with a mean score of 2.62. The most frequently used strategies, as perceived by the faculty members, were lecture (direct instruction), dialogue and discussion, and concept mapping, all rated as "very highly used." The least used strategies included: jigsaw, field visits, flipped learning, learning cycle, and the six thinking hats strategy, with "a very weak degree of use." No statistically significant differences were found between the sample members' average estimations of their degree of using teaching strategies according to the gender variable. However, statistically significant differences were found based on academic qualification variable, favoring those with educational qualifications. Additionally, differences were observed based on academic rank, favoring those with higher academic ranks (Professors). The study recommended the use of effective and diverse teaching strategies and the need to train faculty members in their application to enhance professional development in alignment with classroom student numbers and quality assurance and accreditation standards.