The Attitudes of Mathematics Teachers towards the use of e-learning at Secondary Private schools in Benghazi

Abstract

This study aimed to identify the level of mathematics teachers' attitudes towards the use of e-learning in private secondary schools in Benghazi. The study also identified the impact of the study variables (gender, educational qualification, type of educational qualification, specialization, experience, the degree of knowledge of e-learning applications, number of training courses) on the attitudes of teachers. To achieve the objectives of the study, the analytical descriptive approach was used, and the questionnaire was emplyed which consists of (30) items. The study sample consisted of (69) male and female teachers teaching mathematics at the secondary level in private education schools in Benghazi. The results of the study showed that the attitudes of the respondents towards e-learning were high average, and the results also showed that there were statistically significant differences due to the variables (sex in favor of males, academic qualification in favor of diploma, type of academic qualification in favor of educational qualification, training courses and in favor of teachers who attended more training courses using modern technologies). The results did not show any statistically significant differences due to the variables (scientific specialization, professional experience, degree of knowledge of electronic applications).