Perceptions and Self- efficacy towards the Integration of Science and Mathematics among the Teachers in Jazan and Najran (Saudi Arabia)

Abstract

The present study aimed to investigate the perceptions and self- efficacy level of teachers towards the integration of Science and Mathematics based on gender, specialization, and years of experience. It utilized the descriptive (survey) method and applied a questionnaire to (270) teachers of Science and Mathematics in Najran and Jazan.

The results showed that the response of the study sample to the instrument in general was significantly with an average of (3.84), and all major areas also came largely, The values of the arithmetic average (3.82) for the justification of integration, (3.49) for the optimal method of integration, (3.81) for self- efficacy and (4.04) for requirements and problems as well as proposed procedures, It turns out that integration was highly motivated by the participants because it enhanced the student's relation to everyday problems with an average (3.82), and that most of the teachers preferred a comprehensive application of the mathematical methods in teaching science with an average of (3.79). Additionally, lack of providing specialized training programs was a big obstacle to integration with an average of (4.11). Teacher's self- efficacy towards the application of integration of science and mathematics in teaching was low with an average of (3.87). Furthermore, there were statistically significant differences in the participants' responses due to gender favoring males, and to years of experience favoring more than 10 years, while there were no statistically significant differences due to specialization.