مساهمة المعالجة البيداغوجية في التخفيف من مشكلة الاتأخر الدراسي من وجهة نظر اساتذة المرحلة

Abstract

The current study aims to reveal the contribution of pedagogical treatment in the investigation of the problem of academic delay from the point of view of primary school teachers. The problem of the study centered on the following general hypothesis: The pedagogical treatment contributes to the investigation of the problem of academic delay from the teachers’ point of view, and to prove the validity of this hypothesis, the following sub-hypotheses were proposed: The first hypothesis: the share of pedagogical treatment contributes to identifying the shortcomings of students who are lagging behind in academics from the teachers' point of view. The second hypothesis: the share of pedagogical treatment contributes to improving the level of achievement of students who are lagging behind in school. Where we relied on the descriptive approach in collecting data and the intentional random sample to test our hypotheses. It consisted of 30 samples of primary school teachers working on the treatment quota system, using the form as a tool for data collection, where we distributed it to three primary institutions in the municipality of Melili (Farhi Abdel Rahman, Khalif Muhammad, the new complex). We also used the statistical methods available within the statistical package for social sciences, which are percentages. The results of the study concluded: The positive contribution of pedagogical treatment is to alleviate the problem of academic delay through the teacher's work to identify deficiencies and problems and work to solve them, improve the level of achievement and reduce academic delay.