Classroom Instructional Practices of Islamic Education Teachers in the Basic Stage at Al-Mafraq Governorate and Its Relation to Gender and Experience Variables

This study aimed to identify Classroom Instructional Practices of Islamic education teachersat basic stage in AL- Mafraq and to identify the relationship between these practices andgender and experience variables as well as interaction between them. The researcher prepareda scale which its reliability and validity were checked to measure the level of classroominstructional practices. The sample of study which consisted of (64) teachers (male andfemale) was chosen randomly.Data were collected and analyzed statistically using means, standard deviation, t-test andTuky test. Results revealed that the classroom studying practices of Islamic educationteachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard(80%), whereas the percentage of the classroom instructional practices was (81-89%). Theresults also revealed lack of statistical significant differences in the classroom instructionalpractices of Islamic education teachers in the basic stage in AL- Mafraq due to the gendervariable but there were statistical significant differences at (0,05=OC) in classroominstructional practices due to experience variable in favor of respondents with experiences ( 4years and less) and 10 years and more).Additionally, there were no statistical significantdifferences in the classroom instructional practices of Islamic education teachers due tointeraction between gender and experience variable. The researcher recommended conductingfurther studies with different variables.