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IUGJEPS Vol 27, No 1, 2019, pp 110 -134
ISSN 2410-3152
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(1222-20-20)تاريخ قبول النشر (،1222-21-21)الإرسال تاريخ
توظيف تصورات أعضاء هيئة التدريس ل
مدخل التثليث في بحوث الدراسات
الاجتماعية التربوية في جامعات
المملكة العربية السعودية
، 1 د. فـهـد بو علي العهيري*
جانعة أم -كلية التربية –قسم المياهج وطرق التدريس 1
نكة المكرنة –القرى
* البريد الالكتروىي للباحث المرسل:
E-mail address: [email protected]
الملخص:
ذفج اىذساست اىحبىت إى حقص حصساث أعضبء ئت اىخذسس وح حظف مذخو اىخزيذ ف بحد اىذساسبث الاشخمبعت
حم إعذاد أسئيت اىخشبت. احبعج اىذساست مىصت اىبحذ اىىع، فقب ىطشقت اىىظشت اىخصزـشت أ اىمخصزسة. ىخحقق رىل،
( عضا ئت حذسس.53( أسئيت. بعذ أن حم اىخأمذ مه صذقمب رببحمب. شبسك ف اىذساست )7اىمقببيت شب اىمقىىت حضمىج )
قذ مشفج وخبئس اىذساست أن أفشاد اىذساست أظشا معشفخم ىذس مذخو اىخزيذ ف ححسه شدة اىبحذ اىعيم. فضلا عه
ة اىخش اىعبىم وح حظف مذخو اىخزيذ ف اىذساسبث الاشخمبعت اىخشبت. ف اىمقببو؛ أظشث وخبئس معشفخم بأسبب
اىذساست شد غبة ىذ أفشاد اىذساست بمعشفت أومبط مذخو اىخزيذ اىخ منه اسخخذامب ف أبحبد اىذساسبث الاشخمبعت
ىعامو اىخ ححه دن الاسخفبدة اىفبعيت مه مذخو اىخزيذ ف أبحبد اىخشبت. مزىل مشفج اىذساست عه شد مصمعت مه ا
اىذساسبث الاشخمبعت اىخشبت. زي اىعامو حخعيق بـ: ضعف بشامس اىذساسبث اىعيب ف حطش اىنفببث اىمبساث اىبحزت،
. ببىبىبء عي رىل؛ أصج اىذساست مصمعت اىخأرش اىسيب ىعامو مو مه اىطيبت، أعضبء ئت اىخذسس، عمبدة اىبحذ اىعيم
مه اىخصبث راث اىصيت.
مذخو اىخزيذ، اىبحذ اىخشب، اىذساسبث الاشخمبعت اىخشبت. :ميمبث مفخبحت
Perspectives of faculty members to employing triangulation approach in social studies educational researches in Saudi Arabia universities
Abstract:
The study aimed to inquiry the perspectives of faculty members to employing triangulation approach in social studies educational researches. The study use qualitative research methodology.In parallel, qualitative data was analyzed based on grounded theory approach. To achieve this aim, the semi-structured interview was prepared and contains of (7) questions. The validity and reliability of the study instrument was checked. The participants in the study was (35) faculty members.
The finding of the study revealed that the members of the study have knowing the role of triangulation approach on improving scientific research quality. Moreover, they have knowing with the global orientation reasons towered employing triangulation approach in social studies educational. In constant, the study finding showed weakness knowledge of the study members with triangulation approach patterns that used in used in in social studies educational researches. In addition, the results exploring several factors prevent effective benefits from triangulation approach in social studies educational researches. These factors are the weakness of high studies programs in developing research competencies and skills, in addition to the negative role of students, faculty members, and scientific research deanships. Based on the findings of the study, a set of relevant recommendations were suggested.
Keywords: Triangulation Approach, Educational Research, Social Studies Educational.
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(Paula & Isabel, 2011; Smith, 2015)
(Paula
& Isabel, 2011)
(Paula & Isabel, 2011; Smith, 2015)
69716586
Positivism)
(Karim, 2007; Hammersley,
2008 ; Hussein, 2009; Dang, 2015)
Cochran-Smith, 2005; Cochran-Smith & Lytle, 2009; Neary & Winn, 2009; Krokfors, Kynäslahti,
Stenberg, Toom, Maaranen, Jyrhämä, Byman, & Kansanen, 2011)
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(Cochran-Smith, 2005; Krokfors, et al., 2011)
(Cochran-Smith, 2005; Neary &
Winn, 2009)
Neary & Winn,
2009)
.
(Hodson, 2009; Creswell, 2012; Tolvanen, Jansson, Vesterinen & Aksela, 2014)
1(Triangulation Approach)
(Connolly, 2007; Cohen, Monion & Morrison, 2011; Creswell, 2012)
Densin, 1978,46
(Triangulation2102,62
1
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Olsen, 2014
Wilson, 2014
UNAIDS, 2010
Yeasmin & Rahman, 2012
Perone
& Tucker, 2003
Triangulation
Global Positioning System:
GPS
.(UNAIDS, 2010
2,66Lauri, 2011
Campbell & Fiske, 1959)(Jick, 1979,17)
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2,682,62.
(Connolly, 2007; Cohen, Monion & Morrison, 2011)(Buckingham &
Saunders, 2004; Bryman, 2012; Creswell, 2012)
(Bredeson, 2000)
(Focus Groups)
(Semi-structured Interviews)
Holtzhausen, 2001
Resource-based Learning
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(Bredeson)
2,,2
Neary & Winn, 2009)
Alomari, 2009
ICT
Alansari, 2010
Suppo, 2013
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2,62
Lindsey, 2015
2,69
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6
2
6
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2 2,2,
2
(Semi-structured interview)
Triangulation
-
-
622962252,612,69
-
252,6928
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92
(McMillan & Schumacher, 2001; Cohen, Monion & Morrison, 2011; Creswell, 2012).
(Qualitative Research Methodology)
(Semi-structured interview)
Alomari, 2009; Alansari, 2010; Suppo, 2013; Lindsey, 2015
6,
96
(Glaser & Strauss, 1967; Burton, 2000; Creswell, 2012)
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(Glaser & Strauss, 1967; Oliver, 2000; Creswell,
2012)(Grounded Theory Approach)
(Sub-categories)
(Sub-categories)(Main Categories)
(Main Categories)(Sub-
categories)
(Main
Categories)
6
2
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3
2276.22
1
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(Perone &
Tucker, 2003; Yeasmin & Rahman, 2012)
UNAIDS, 2010
2,61(Renzulli, 2005; McAllister &
Plourde, 2008
2,,52,,7
(Shih, 1998; Spicer, 2004)
Yeasmin & Rahman, 2012
(Perone & Tucker, 2003)
255,
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(De Vos, 2002; Patton, 2002; Yeasmin &
Rahman,2012)
Triangulation
(Connolly, 2007; Cohen, Monion & Morrison, 2011; Creswell, 2012)
2,,2
6
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2
2
2218.96
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Data Triangulation)Methodological Triangulation
Guion, 2002; Meijer, Verloop, & Beijaard ,2002
1Environmental Triangulation
2Theory Triangulation
3Methodological Triangulation
4Data Triangulation)
5Investigator Triangulation
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2,69
(Semi-structured
interview)
(Main categories)
6
2
2
2
12.5876.62
1
12.58
2 58.96
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2,,22,68
62
Guion, 2002; Yeasmin &Rahman, 2012
6
2
2
2
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8
82.25
96.22
18.96
6
2
76.22
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92.25
Guion, 2002;
Yeasmin &Rahman, 2012
(Grounded theory approach)
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6
2
2
2
8
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2,,2
267266,
2,,7
2,,5
2,62
2,68
612817
2,69
2,66
2,69
212,69http://affess.net
2,62
662
682698
2,61
72278
667
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