The aim of the study was to determine the effectiveness of the use of distance learning in the face of the spread of the Corona Pandemic called COVID-19 from the perspective of teachers in the governorate of Ramallah in the West Bank and the extent of the differences in their views on the effectiveness of the use of distance learning in the face of the Spread of the corona pandemic named COVID-19 according to the different variables of the study, namely the gender of the teacher, the scientific qualification of the teacher, the number of years of experience of the teacher. The study sample consisted of (192) teachers selected from primary schools in Ramallah governorate in the West Bank and the results showed that the overall level in applying the effectiveness of distance learning is high in view of the spread of the Corona Pandemic called COVID-19 from the point of view of Teachers in primary schools in Ramallah governorate in the West Bank and named Covid- 19From the perspective of teachers in Ramallah governorate in the West Bank according to the different variables of the study, namely the gender of the teacher and the scientific qualification of the teacher, with the results showing significant differences depending on the number years of experience of the teacher and in favor of the members of the study sample Study from the category of long-term experience (more than 10 years), the study recommends the development of the teaching tool, providing it with the necessary skills to use technological tools for distance learning

1. The Impact of Using Distance Learning in the Face of the Spread of the
Corona Pandemic COVID -19 From the Perspective of Teachers in Ramallah
Governorate in the West Bank
Preparation :Rana Abdullah Tahan
PHD researcher
https://orcid.org/0000-0002-1093-7740

2. Abstract :
The aim of the study was to determine the effectiveness of the use of distance learning in
the face of the spread of the Corona Pandemic called COVID-19 from the perspective of
teachers in the governorate of Ramallah in the West Bank and the extent of the
differences in their views on the effectiveness of the use of distance learning in the face
of the Spread of the corona pandemic named COVID-19 according to the different
variables of the study, namely the gender of the teacher, the scientific qualification of the
teacher, the number of years of experience of the teacher. The study sample consisted of
(192) teachers selected from primary schools in Ramallah governorate in the West Bank
and the results showed that the overall level in applying the effectiveness of distance
learning is high in view of the spread of the Corona Pandemic called COVID-19 from the
point of view of Teachers in primary schools in Ramallah governorate in the West Bank
and named Covid- 19From the perspective of teachers in Ramallah governorate in the
West Bank according to the different variables of the study, namely the gender of the
teacher and the scientific qualification of the teacher, with the results showing significant
differences depending on the number years of experience of the teacher and in favor of
the members of the study sample Study from the category of long-term experience (more
than 10 years), the study recommends the development of the teaching tool, providing it
with the necessary skills to use technological tools for distance learning.
Keyw ords: distance learning, Corona pandemic COVID -19, Ramallah governorate

3. Introduction
The education systems have seen a great development at the level of teaching and
learning strategies as a result of the development of the means of communication and
the revolution of information and technologies, no education system can ignore the
changesin the technological and technical field, but it hasbecome necessary to improve
the education system according to the demands of the educational process and the
nature of modern means of communication.
Defined ( UNESCO, 2002 26
: ) Distance learning is an educational process in which all
or most of the teaching is conducted by a person who is remote from the student in
terms of space and time, with an emphasis on making most of the communication
between teachers and students about a specific medium, be it electronic or printed
Added(Ferriman , 2014)Oneofthe most important benefitsofdistance learningisthat it
realizes the principle of democratic education by expanding individuals' access to
education, through continuous cognitive development and participation in multiple
forms of education through the increasing use of technology, flexibility through the
creation of Opportunities for those who have missed out on education and access to
information at any time, in addition to the low cost, since it saves the cost of setting up
new classesto conduct coursesand seminars,in addition to providing electricity, water
and other materials used in the school the need to attend schools and educational
centers, which reduces mobility costs.
The researcher confirmed (Holmberg,1995 (
45
: Distance learning encompasses all
methods of study and all levels of education that are not subject to the direct and
ongoingsupervision of teacherswhoserve studentsin traditional classrooms,but rather
the science of learning is subject to the planning, organization, and direction of the
management of educational institutions. From the above, it can be said that distance
learning does not require direct interaction between the teacher and the student, but
the student can choose the right time to interact with the educational content, thus
contributingtodistance learningtoovercome the problem of time and space because it
is the student givesthe freedom tointeract with the learningcontent at any time. One of
the characteristicsofdistance learningisthat it providesa two-way student-to-student
and student-to-friend interactive learningenvironment, and provides an element of fun
learning and self-learning through the search for information, promotes continuous
lifelong learning and the ease of updating programs and websites through the global
network
The countriesofthe world have recentlysuffered from the invasion of the corona virus
epidemic(Covid-19)asa result of itsrapid spread amongindividualsin different
countriesof the world, followed byemergencymeasurestocontain itsspread,
represented bythe closure ofeducational institutionsand the imposition ofa total and
partial ban tocombat thisepidemic(Affouneh, Salha & Khlaif, 2020 (
Thisis consistent with hisassertion(Customer,2020)However, moderneducation
systemsseekto capitalize on technological advancesbyintegratingtechnologyintothe
teachingprocesstocreate an attractive and stimulatinglearningenvironment, and can
thushelp ESL teacherstoimprove their teachingpractices.After that, distance
education in the development curve, through the emergenceofthe open education
system, where some open schoolsand universitiesin Europe, based on the preparation
of advanced universitystudyprograms,awardstudentswith variousdegrees,wherethe

4. open education system isone of the important achievementsofdistance education-
(Rawda,2003)
Study problem
Recently, the spread of distance learning in educational institutions, as a result of the
imposition of the corona pandemic, observed the need to adopt preventive and health
measures, represented in social distancing and non-mixing between individuals as a
result of the spread of this virus, and this forced those in charge of the educational
processto go towardsdistance learningtocontinue that in Ramallah Governorate in the
West Bank
Study Questions: Based on the above; The problem of the study is determined in the
following main question:
- How effective is the use of distance learning in view of the spread of the COVID-19
pandemic from the point of view of the teachers in the West Bank governorate of
Ramallah?
-The main question has the following sub-questions :
-
1 Does the effectiveness of the application of distance learning differ in view of the
spread of the COVID-19 pandemic from the perspective of teachers in Ramallah
governorate in the West Bank according to the gender variable of the teachers
-
2 the effectivenessof the application ofdistance learningdiffersin view ofthe spread of
the COVID-19 pandemic differ from the point of view of teachers in Ramallah
governorate in the West Bank according to the variable of teacher education
qualification
3 –the effectiveness of the application of distance learning in the light of the spread of
the COVID-19 pandemic differs from the point of view of teachers in Ramallah
governorate in the West Bank according to the variable years of experience of teachers
Study objectives
The study sought to try to achieve the following objectives:
-Identifythe effectivenessofthe application ofdistance learningin light ofthe spread of
the pandemicCOVID-19 from the point ofview of teachersin the Ramallah governorate
in the West Bank
- Identify the differences in the effectiveness of the application of distance learning in
light of the spread of the pandemic COVID -19 from the point of view of teachers in the
Ramallah governorate in the West Bank in the light of some variables study) gender of
the teacher, the educational qualification of the teacher, the number of years of
experience of the teacher
Importance of the current study
Byrevealingthe importance to the effectiveness of the application of distance learning
in light of the spread of the corona pandemic called COVID-19
from the point of view of teachersin Ramallah governorate in the West Bank will be
a great benefit for those who undertake where it is hoped that the educational process,
and the importance of the study stems from the extent of the benefit of the results of
this study in :
The theoretical importance ofenrichingeducational literature bydeterminingthe
effectivenessof the application ofdistance learningin light ofthe corona pandemic
called COVID-19.
Applied importance: It ishoped that it will benefit the employeesofthe Ministryof
education about the most important factorsthat contribute toreducingthe effectiveness
of the application of distance learningbydevelopingappropriatesolutionsfor them and
their requirementsofeducational means,in addition tobenefitingresearchersand
graduate studentsinterestedin thistopicbyprovidingthem with a new reference in the
field of research, and enrichingthe theoretical literature and previousstudiesrelated.
Study limits : Thisstudyis limited tothe followinglimits:

5. -Objective limits: the effectivenessofthe application ofdistance learningin light ofthe
spread of a pandemicCOVID-19
-Human frontier: teachersworkingin primaryschoolsin the Ramallah governorate in
the West Bank
-Spatial boundaries: primaryschoolsin Ramallahgovernorate in the West Bank
-Time limits: thisstudywasapplied duringthe first semester ofthe academicyear 2021-
2022
Theoretical Framework
- Distance Learning : A type of e-learning characterized by the lack of direct
communication between teacher and student, where it is then published by any
technical means, leaving the student free choice when the corresponding electronic
teaching materials are created intended to interact with the learning content
(Ferreiman, 2014).
The researcher looked at four domains (student axis, teacher axis, technological
dimension, and economic dimension), which were measured based on the response of
the studysample membersthrough the prepared tool accordingtothe Likert triple scale
(large, medium, weak).
Teachers: they are all teachers working in primary schools in Ramallah governorate
in the West Bank during the first semester of the academic year 2022/2021 and in
various humanitarian and scientific disciplines.
Previous studies: The topic of distance learning has been of interest to researchers,
including
-The study ( Chen, 2015 ) : Using the study tool distributed to (467) teachers, the
researcher focused the study on the early childhood period and the various influences
and their relation to the child's personality development, such as B. the teaching
environment and the information technologyused. The resultsofthe study showed that
technology positively influences the educational process
-The study (Basilaia & Kvavdze , 2020) To reveal the level of the capabilities of
schools to continue the educational process in schools in the form of distance learning
via the internet after the corona pandemic through the use of available educational
platformssuch as the electronic portal and Microsoft Teams for public schools that can
be used for online education and direct communication, and was a study of the case of
Not designed for implementation via e-learning platforms
-The Study( al-mohammadi ,2018) :sought to evaluate the distance learning
experience at King Abdul Aziz University from the point of view of students, where the
application was on a sample of (570) students and (115) faculty members and the
results showed that the degree of benefit from the distance learning program was
medium, while the degree of obstacles ranging from medium to high
Study methodology :
The studyrelied on the descriptive analytical surveymethod toachieve the objectives of
the study, and within thismethod wasused the questionnaire tool to obtain the data for
the studybypublishingit electronicallythrough variouswebsites.In the first phase, the
questionnaire waspublishedelectronicallyon a surveysample consisting of(25)teacher
were randomlyselected from teachers in Ramallah governorate in the West Bank who
are related tothe researcher bykinship or knowledge on Facebook and WhatsApp, and
the aim of thisprocedure wasto ensure the possibilityofobtaining full responses to the
questions of the questionnaire and the extent of clarity of the questions and get the
responses in a correct way as well as to ensure the psychometric characteristics of the

6. study tool in terms of honesty and stability as a stage prior to the final presentation of
the questionnaire. At the stage Second, after confirmingthe validityofthe questionnaire
for publication and verifying its stability and honesty, the questionnaire was applied
through websites to the target group for the study, they are teachers and teachers in
schools and the first determination in the questionnaire if the respondent is among the
teachers working in primary schools in order to be specific results: Facebook,
WhatsApp, Instagram, Twitterand others,and in order todiversify the dissemination of
the questionnaire was contacted with school administrators to help publish the
questionnaire on their teachers in order to reach the largest possible number of
teachers, and the process of publishing a questionnaire through websites was
characterized bya large turnout amonga large numberofteachers from all schools. The
responsesof( 202)researcherswere obtained duringthe application period, which was
reviewed, where the researcher excluded (10)of them from the statistical analysis
process,for not completingthe required data, and thusthe final study sample consisted
of (192 )teachers
Table (1) shows the relative distribution of the characteristics of the study sample according to its variables,
which included: gender, educational qualification teacher, number of years of experience teacher
Number
Percentage
) %(
Categories
Variable Gender teacher
82
42.71
%
Male
111
57.29
%
Female
192
111
%
Total
145
75.52
%
Bachelor
Educational qualification of the
teacher
47
24.48
%
Master
192
111
%
Total
51
26.14
%
Less than 5 years
Years of teacher experience
56
29.17
%
5
-
9
years
86
44.79
%
11
years and more
192
111
%
Total
Study tool: The researcher used the questionnaire as a tool to collect the study data;
which was conducted through the use of the descriptive survey method and is
considered tobe the most appropriate type of educational studies to achieve the study
objectivesand answer its questions, and to follow the steps in the creation of the study
tool, the scientific bases for it construction and:
1- Build a study tool: A study tool was built and designed starting from its subject and
to achieve its objectives, and by accessing a lot of literature related to the axes of the
studytool, in addition tousingthe opinionsof some expertsin the field According to the
study, the study instrument consisted of the following parts:
1-: Preliminary data: Included qualitative data for teachers that included variables:
teacher's gender, teacher's educational level, number of years of teacher's experience.
2-: it aimsto measure the effectivenessofthe application of distance learning in light of
the spread of the corona-19 pandemic called this part includes (35 )words
1.Veracity and stability of the study instrument:
Honesty of the instrument: The factual honestyof the studyinstrument wasverified
bythe honestyof the arbitersand the internal consistency;based on the resultsofthe
surveysample consistingof(25) teachersand teachersfrom the studycommunity.
Honesty arbitrators :
-
pparent truthfulnessofthe studytool wasverified bysubmittingit to(8)
The a
competent arbiterswhoexpressed theirviewson the validityofthe sentencesand the
extent towhich each of the tool's sentencesbelongstothe axisin the it contains,as well

7. s ensuringthe clarityofthe phrasesand their measurabilityofwhat hasbeen
a
developed for them, aswell as ensuringthe clarityofthe application instructionsand
the adequacyofthe ladder estimate response for the phrases,and in light ofthe
usof the arbitrators'opinions,an amendment tothe Made a set of phrasesthat
consens
words
)
35
(
all (80%) of the refereesshould change. The learningtool thuscomprised
Truthfulness of internal construction study tool :
The validityof the internal construction ofthe studytool was verified byapplyingthe
questionnaire tothe surveysample of25 teachersand parameters, and calculatingthe
coefficient of correlation ofcompatibility(Correlation Person), (Between one phrase
score) and total score.
Table (2 )showsthe resultsof the correlation coefficientsbetween the phrasesand the
axestheycontained.
Table (2) correlation coefficientsbetween phraseand total score axesstudytool
Correlation
coefficient
Paragraph
number Correlation
coefficient
Paragraph
number Correlation
coefficient
Paragraph
number
Basic
learning
themes
0.562** 9 0.574** 5 0.441** 1 Thestudent
educational
hub
0.417** 10 0.603** 6 0.305* 2
- - 0.508** 7 0.449** 3
- - 0.484** 8 0.369** 4
0.631** 9 0.154** 5 0.562** 1 The teacher
educational
hub
0.496** 10 0.601** 6 0.301** 2
0.502** 11 0.657** 7 0.549** 3
- - 0.367** 8 0.434** 4
0.519** 7 0.637** 4 0.578** 1 Technological
educational
dimension
- - 0.549** 5 0.440** 2
- - 0.557** 6 0.581** 3
0.601** 7 0.407** 4 0.4441** 1 Economic
educational
dimension
- - 0.549** 5 0.497** 2
- - 0.557** 6 0.399** 3
* At a statisticallysignificantlevel of(0.01), And at a statistically significant level (0.05)
Table (2)shows that the statements of the study instrument in all its Educational axis
had correlation coefficients with the overall score of the Educational axis to which it
belongsare statisticallysignificant at the level of significance( 0.01 )and (0.05) and the
values of correlation coefficients ranged from ( 0.301) and( 0.657) which generally
indicatesthe internal homogeneityofthe phrasesofthe studytool for all its Educational
axis.
Stability of the study tool:
The stabilityof the studytool is verified bycalculatingthe coefficient of Alph aCronbach
ased on the resultsofthe application of the scale to the surveysample of25 parameters
and parameters,the valuesofthe stabilitycoefficientsasshown in Table (3)
Table (3) values of constancy coefficients cronbach Alpha axes educational study tool
Stability coefficientCronbachAlpha Numberof phrases Educational themes
0.843 10 Student learningaxis
0.866 11 Student learningaxis
0.821 7 Technological educationalaxis
0.809 7 Economic educationalaxis
0.904 35 Thetool as a whole
Tables (3) show that the study tool has a high degree of stability,Using the cronbach
Alpha coefficient (Cronbach Alpha) Where the value of the coefficient of total stability
tool (
0.904
) , The valuesofthe tool's educational hubs ranged from(0.866-0.809),In the
honesty and stability tests, the investigative tool applied to the sample survey and the
building,all the phrasesofthe tool were adopted to become a tool composed (35) words
distributed on(4)major axes.The five-point Likert scale was used tomeasure the degree
of reaction to the statements of the learning tool areas ,according to the scale:Strongly

8. agree:agree(5)degrees,agree:represent(4)degrees,neutral:represent(3)degrees,disagree
:represent two degrees,totally disagree: represent one degree.
The exception was negative phrases,which were corrected contrary to the previous
trend, and the answer to the tool's phrases by showing on the computer screen or
mobile phone the answer that wasconsistent with the answers of the study sample and
selecting the answer ladder.The response level was divided into three main levels as
follows:(high, medium, low):
a-low level: less than or equal to(2.33)
b- B-intermediate level: greater than or equal to(2.34) To less than or equal to (3.67)
c- high level: greater than or equal to 0.5
-
3.68
) ),The studydealtwith the data extracted
from the application process of the study tool after the completion of the application
process on the sample of the target study, by introducing it to the computer and
analyzingit usingthe statistical program for Social Sciences(SPSS.V24),Wherethe study
variables were coded and the study metrics reported. To answer the study questions
and achieve the study objectives, the following statistical methods were used.
Descriptive statisticsmeasures In order todetermine the level ofestimates of the study
sample on the axesof the studytool, and was calculated standard deviations in order to
identify the extent of dispersion in the level of the answer:
- Use coefficient correlation Person.
- Calculation of stability coefficients using a coefficient Alpha s'Cronbach.
-Test the differences between the calculation averages using the Test(t) for
independent samples, and the use of the test of variance analysis,but in the statistical
aspect extraction of dimensional comparisons has been relied on test Scheffe
-Presentation and interpretation of the results of the study:
Answer to the first question: What is the effectiveness of the application of distance
learning in light of the spread of the pandemic (COVID-19) from the point of view of
teachers in the Ramallah governorate in the West Bank
The answer to the first question of the study was to calculate the general arithmetic
mean and the standard deviation of the arithmetic and the order of the answers the
second part of the study tool included(4)main educational axes to measure its
effectiveness Related to student and teacher, economic and technological challenges,
and these results (Table 4).
Table (4) Calculation of averages and standard deviations answers example study on the effectiveness of
the use of distance learning in the face of the spread of the COVID-19 pandemic from the point of view of
teachers in the governorate of Ramallah in the West Bank
Number
Main educational themes
Arithmetic
mean
computationa
l normative
deviations
Ranking
Level
1
The student educational hub
3.365
2.700
4
medium
0
The teacher educational hub
3.582
2.794
3
medium
3
The technological educational
dimension
4.119
2.854
0
High
4
The economic educational
dimension
4.028
2.887
1
High
-
General level
3.818
2.621
-
High
It is clear from the results in Table (4 )that the overall level of effectiveness of the
application of distance learning in light of the spread of the corona virus called COVID-
19 from the perspective of teachers in the Ramallah governorate in the West Bank
related to student and teacher, economic and technological challenges has come at a
high level, where the average level of arithmetic overall responses respondents study
(3.818),standarddeviation(0.601)asfor the level ofresponse on the sub-axes,it appears

9. that the axis of measuring the economic educational dimension has achieved the first
ranking in terms of relative importance, has reached the average arithmetic
General surveyrespondents'responses(4.208)and standard deviation(0.887)at a high
level, the second rankingcame the axis of the technological educational dimension and
the average arithmetic responses of the study respondents was(4.119) and standard
deviation (0.854) high level, In the third ranking the educational axis of the teacher for
the average arithmetic responses study respondents(3.580)the standard deviation
is(0.794)and at an average level,Inthe fourth and last ranking, the educational center of
the student averaged the arithmetic responses of the study respondents (3.365)and a
standard deviation of(0.772)at an average level ,It isnoted that the level of response on
the axes of the study tool in the second part achieved a high and medium level, and no
axis achieved a low level of challenges .
The researcher stresses that this result indicates that the people suffer from low
economic conditions, as well as a shortage of schools and educational services, which
makesit difficult for the parentsof studentstosend their children to neighboring areas
to receive education, and it is difficult to provide services in educational institutions
such as water, electricity and laboratories in the school, In the second ranking, the
educational axisfollowed the technological dimension and averaged the computational
responses of study respondents(4.119)standard deviation(0.854)and high level, The
researcher attributes this result to the lack of technology and the lack of modern
educational tools, tools and software, as well as a significant shortage of computer
laboratories, and, in the third order, the teacher's educational hub. The average
arithmeticwasthe studysampleanswers(3.580)witha standarddeviation(0.794) At an
average level, the researcher attributes this result to the fact that distance learning
needsto be pre-qualifiedfor teachersand teachingstaffin general, aswell asthe need to
provide all the necessary requirements for teachers to achieve the goal of distance
learning, which istosustain the educational process.In the finest order, the student axis
wasachieved and the average arithmeticresponse sample wasstudied(3.365)deviating
the standard(0.772)At an average level, the researcherattributes this average result to
distance learningbeingan outsidertostudentsand parents, I disagreed with the result
of Chen's study(Chen,2015),which showed the results of the study on the educational
process and that information technology has a very impact, the results are that school
students do not have motivation towards distance learning because of the lack of
requirementsfor thistype of learning and the lack of availability of technological skills,
What the study (shadifat, 2020) confirmed that the reality of distance learning
employment came to an average degree.
-The resultsare related tothe second question: Doesthe effectivenessofthe application
of distance learningin light ofthe spread of the corona virusCOVID-19 pandemicdiffer
from the point of view of teachersin the Ramallah governorate in the West BankIn view
of some of the studyvariables(gender teacher, academicteacher,number ofyearsof
experience teacher)
-Differencesby gender variable:Todetect statisticallysignificant differences,a test was
conducted(t .test), The followingisa presentation ofthe results.
Table (5) (t.test) differences in the answers of the sample members of the study the effectiveness of the application
of distance learning in light of the spread of the pandemic corona virus covid -19 from the point of view of teachers
in Ramallah governorate in the West Bank according to the variable gender teacher
Themain educational axis
Arithmetic mean
Female Male
value ( T)
Statistical
significance
Thestudent educational hub
3.288
3.422
1.64
1.11
The teacher educational hub
3.692
3.496
1.78
1.17
Technological educational dimension
4.159
4.164
1.18
1.23
Economic educational dimension
4.153
4.249
1.95
1.34
General level
3.798
3.832
1.47
1.64

10. The results in Table(5)show that there are no statistically significant differences
between the average responsesofthe membersofthe studysample towards the overall
level of effectiveness of the application of distance learning in light of the spread of the
so-called Corona virus covid-19 from the point of view of teachers in Ramallah
governorate, West Bank with different gender differences, A calculated value(0.47) at
the semantic level(0.05)as well as the absence of statistically significant differences
between the average responsesof the members of the study sample to the student and
the teacher and the technological and economic dimensions, depending on the gender
difference of the teacher , Where the values of calculated(1.46 ،1.78 ،1.18 ,0.95 ) which
are valuesat the level of indication(0.05)the responsecommunitiesare therefore equal.
Differences depending on the variable of the teacher's scientific qualification second
and to detect differences of statistical significance, a test was conducted test(t), The
following is a presentation of the results:
Table(6 ): Test (t) differences in the average responses ofrespondents towards theeffectiveness ofthe
application ofdistancelearning in light ofthe spread ofcorona virus COVID- 19 from the point ofview of
teachers in Ramallah governoratein the WestBank in the difference ofthe variableofeducationalqualification
teacher:
The main educational axis
Arithmetic mean
s
Bachelor'
Master
)
T
(
value
Statistical significance
The student educational hub
3.384
3.342
1.51
1.61
The teacher educational hub
3.483
3.689
1.89
1.16
Technological educational dimension
4.162
4.184
1.41
1.16
Economic educational dimension
4.174
4.248
1.74
1.46
General level
3.776
3.866
1.23
1.22
Statistical significance at a large level (0.05), the resultsshown in the table (6)There are
no statistically significant differences between the average responses of study sample
membersregardingthe overall level ofeffectivenessofthe use of distance learning with
respect tothe spread of corona virus COVID-19 from the point of view of teachersin the
West Bank province of Ramallah, from the changing academic qualifications of the
teacher,and the calculated value (T)(1.23)and assessed at an indicator level (0.05)
Depending on the changing qualifications, there are also no statistically significant
differences between the average responses of the study sample members to teaching
areas and technological dimensions,Depending on the variable of the scientific
qualification, the values(T)are calculated (0.51, 1.89, 1.40 ,0.740 ), which are at an
indicative level( 0.05).
-Differences between years of experience and to detect statistically significant
differences between the variable number of years of work experience of the teacher, a
test was conducted to analyze the single variance(ANOVA) .
Table (7)Analysis of one-test variance and indication of differences between the average responses of
respondents towards the effectiveness of the application of distance learning in light of the spread of the
pandemic corona virus -COVID-19 from the point of view of teachers in the Ramallah governorate in the
West Bank according to the variable number of years of experience teacher
The main
educational
axis
Years of
teacher
experience
Arithmetic
mean
Source of
normative
variance
Total
squares
egrees
of
freedom
verage
squares
(f)value
Statistical
significance
The student
educational
hub
Less than 5
years
3.388
Between
groups
3.61
2
1.81
9
-
5 years
3.279
Within
groups
59.81
189
1.32
5.68
*
1.11
11years
and more
3.417
Total
63.41
191
-
The teacher
educational
hub
Less than 5
years
3.378
Between
groups
5.95
2
2.97
9
-
5 years
3.464
Within
groups
113.35
189
1.55
5.44
*
1.11

11. 11years
and more
3.772
Total
119.31
191
-
Technological
educational
dimension
Less than 5
years
4.154
Between
groups
6.32
2
3.16
9
-
5 years
3.847
Within
groups
63.61
189
1.34
9.39
*
1.11
11years
and more
4.276
Total
69.93
191
-
Economic
educational
dimension
Less than 5
years
4.229
Between
groups
6.65
2
3.32
9
-
5 years
3.934
Within
groups
84.14
189
1.45
7.47
*
1.11
11years
and more
4.375
Total
91.69
191
-
General level
Less than 5
years
3.787
Between
groups
3.68
2
1.84
9
-
5 years
3.631
Within
groups
45.17
189
1.24
7.71
*
1.11
11years
and more
3.958
Total
48.85
191
-
*Statisticallysignificantat an indication level (0.05),Given the resultsofTable )7)
It is shown that :
1-the resultsshowed significantdifferencesbetweenthe averageanswersofthe study
sample memberstowardsthe overall level ofeffectivenessofthe application ofdistance
learningin light ofthe spread of the corona viruscalled COVID-19 from the point of view
of teachersin the Ramallah governoratein the West Bankaccordingtothe variable
yearsof experience teacher،Where the calculatedvalue (F)(7.70), It isa value at an
indicative level (0.05),Todetermine the sourcesofdifferences,a shaffier test was
conducted for dimensional comparisonsbetween arithmeticaverages, and the following
table showsthose results:
Table(8) results of the shaffiertestfordimensional comparisonsto testthesources of
differences betweenthe average sampleanswers towards thetotal level of effectiveness of the
applicationof distancelearninginlightof coronavirus -COVID-19inRamallahgovernorateinthe
WestBank accordingto the numberof years of experienceteacher
Years of teacher experience
Arithmetic mean
Less than 5
years
9
-
5 years
01 years and more
Less than 5 years
78787
-
0.156
0.171
-
9
-
5 years
78670
-
-
0.327
-
11years and more
3.958
-
-
-
Statistically significant at the indication level(p ≤ 1.15)evidenced by the results in
Table(8)differencesin favour of the sample members of the work experience category
10years and more) at the expense of other experience categories the difference has
reached the highest averages and is at a statistically significant level (0.05(
- the results showed significant differences between the average answers of the study
sample members towards the areas related to the student and the teacher and the
technological and economic dimensions according to the variable years of experience
teacher, where the values of the calculated value (F) , Namely (7.47, 9.39, 5.44, 5.68 (
Identifying the sources of variances shaffier test was conducted for dimensional
comparisonsbetween arithmeticaverages, and the following table shows those results:
Table (9) results of the shaffier test for dimensional comparisons of the test of sources of differences between the average
sample answers towards the effectiveness of the application of distance learning in light of the coronavirus called COVID-
19 from the point of view of teachers in Ramallah governorate in the West Bank according to the variable number of
years of experience teacher
The main educational axis
Years of teacher experience
Arithmetic
mean
Less
than 5
years
9
-
5
years
11years
and more
The student educational hub
Less than 5 years
3.388
-
0.140-
0.468
-
5
-
9 years
3.279
-
-
0.328
-

12. 11 years and more
3.407
-
-
-
The teacher educational hub
Less than 5 years
3.378
-
0.086
-
0.394
-
*
5
-
9 years
3.464
-
-
0.308
-
11years and more
3.772
-
-
-
Technological educational
dimension
Less than 5 years
4.154
-
0.307
0.122
-
5
-
9 years
3.847
-
0.429
-
*
11years and more
4.276
-
-
Economic educational
dimension
Less than 5 years
4.229
-
0.295
0.146
-
*
5
-
9 years
3.934
11years and more
4.375
-
-
-
* Statisticallysignificant at an indication level (0.05(
It is clear from the results in Table (9 )that the differences in the level of responses of
the studysample towardsthe axisrelated to the student in favor of the members of the
studysample from the categoryof work experience (10 years and more) over the other
categoriesof experience, and the differencereached the highest averages(0.468) at the
level of a function statistically( 0.05) , It is also clear that the differences in the level of
responses of the study sample towards the axis related to the teacher in favor of the
membersofthe studysample from the categoryof work experience (10 yearsand more)
over the categoriesofthe number of yearsof experience, and the difference reached the
highest averages
(0.394) it is statistically significant (0.05), As well as for the differences in the level of
technological and economicdimensions,the differenceswerein favor of the members of
the studysample from the category of practical experience (11 years and more) at the
expense of other categories of experience, the difference has reached the highest
averages(0.429 -0.441)which is at statistically(0.05) shown for estimates of study
sample individuals on between arithmetic averages,Results No apparent differences
between the teacher's gender variable and the teacher's academic qualification. This
result may be due to the similarity in salary realities across all study variables, which
include teacher gender and teacher academicqualifications. In the case of problems and
experiences, teachers do not differentiate study variables. The professionalism of the
teachersallowsthem toreduce these challenges, since this result is due to the fact that
teachers do not have sufficient confidence in distance learning and due to significant
limitations, physical and human potential is a major obstacle. The results also showed
differencesbased on the number ofyearsof experience. Thisresult isdue tothe fact that
teachers vary in professional performance depending on the number of years of
experience and are fully dedicated to their professional duties and achieve school
education goals
Recommendations:
-Develop the education system byprovidingopportunitiesand facilitiesfor the use of
technologyin distance learning .
- Provide computers or smart phones sufficient for the number of students in each
house, This requires an active internet network in each device.
- Qualification of pedagogical elements in the educational process, represented by the
parents of the student, the student, the teacher, the principal of the school, in order to
establish relations between them according to the distance learning program.
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