The Level of Blended Learning Employment among Arabic Language Teachers in Teaching Dictation at the Primary Stage

Abstract

         The current research aims to identify the level of blended learning employment in teaching dictation at the primary stage and measure statistically significant differences at the level (0.05) in the level of blended learning employment according to the variables of gender (male – female), academic qualification (diploma – bachelor’s degree – postgraduate studies), and years of service (less than 5 years – 5-10 years – 10-15 years). To achieve these objectives, the researcher adopted the descriptive analytical approach. The research population consisted of Arabic language teachers in public primary schools affiliated with the Wasit Education Directorate – Al-Aziziyah District for the academic year (2025-2026). A sample of (100) male and female teachers was selected. The researcher used the SPSS program for statistical processing. The researcher reached a set of results, including that teachers use blended learning to a relatively high degree in teaching dictation, with variation among different dimensions. Planning for blended learning and classroom and digital management recorded the highest averages, while the executive and evaluative dimensions were relatively lower. Regarding the gender variable, the results showed that females outperformed males in the dimensions of planning and classroom management. Concerning the academic qualification variable, it was found that teachers with postgraduate studies recorded higher levels in planning and management compared to those with diplomas and bachelor's degrees. Regarding the years of service variable, the results showed that teachers with (less than 5 years) of experience have a greater ability to employ blended learning in some dimensions. The researcher also suggests conducting a study on the effectiveness of blended learning in developing students' critical thinking skills.