Students' Perception on Teaching Competencies of Jazan University Faculty Members and Their Relationship to the Problem-Solving Skills of Postgraduate Female Students

Abstract

The study aims to identify the standard of teaching competency in terms of (lesson plan, lesson presentation, classroom management, personal competencies, and achieving the educational objectives) of faculty members at Jazan University according to the evaluation of postgraduate female students. It measures the students’ standard of problem-solving skill in terms of (problem and solution plan, procedures and evaluation of problem solution). Another objective is to find the relationship between teaching competencies and the problem-solving skills, as well as the differences in problem-solving skills based on the variables of their academic majors and levels according to students' perception. So, the researcher used the descriptive correlational approach to achieve the study objectives. The samples are collected from 108 postgraduate students of Faculty of Education, Jazan University. The study tools are the scale of teaching competencies and problem-solving skills (prepared by the researcher). To process the data, the Statistical Packages for Social Sciences (SPSS) was used. The study finding are as follows: Jazan University faculty members have a high degree of teaching competencies, and female postgraduate students likewise in problem-solving skill. Besides a direct, statistically significant relationship between the teaching competencies of faculty members and the problem-solving skills of students. Furthermore, there are statistically significant differences in postgraduate students' evaluation of the teaching competencies of faculty members due to the variable of specialization in terms of (lesson plan, lesson presentation, and educational objectives), while the differences are not statistically significant between the two groups in (class management and personal competencies).