Obstacles of Using Education Techniques in University Teaching from the Point of View of Faculty Members at University of Saba Region

Abstract

This study aimed to detect the obstacles of using education techniques (ETs) in university teaching from the point of view of faculty members University of Saba Region and identifying the impact of academic specialization on these obstacles. Therefore, the study followed the descriptive approach, where the researcher developed a questionnaire of (31) items reflecting the list of the obstacles of using ETs in university teaching. It included four axes (equipment - administrative and material - faculty & student - training). After verifying its reliability and its stability, it was distributed to a sample of (58) faculty members at the University of Saba Region, who responded electronically. Moreover, appropriate statistical analyzes have been conducted. Consequently, the results of the study showed that the items of the tool as a whole had been formed the obstacles of using ETs, facing the faculty members. Thus, obstacles for equipment and technical support formed the greatest obstacles, then the administrative and material obstacles came in second. In addition, the training obstacles were ranked third, while the obstacles relating to the faculty members and students came in fourth and last rank. However, (5) items were found not to be obstacles. Furthermore, the results of the study showed that there are no statistically significant differences between the averages of the faculty members estimates attributed to academic specialization (Humanities & Applied) on the obstacles of using ETs, on the axes as a whole. In light of the results of the study, the researcher presented a number of recommendations and proposals.