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The aim of this study is comparative: to evaluate the impact of the current Ministry of Education (MoE) face-to-face CPD programme, which has been utilised in order to develop teachers’ pedagogical practice, in the light of the adoption of a new National Curriculum based on the use of the BSCS 5E instructional model [1], and to compare it to the same CPD material provided in an online format..

The process of evaluation is guided by Guskey’s five levels [2] as a framework, which is helpful in gauging the impact of CPD programmes at a number of different levels:

Level 1: Participants’ reactions

Level 2: Participants’ learning

Level 3: Organization change and support  

Level 4: Participants’ use of new knowledge and skills

Level 5: Students’ learning.

Mixed methods were used in this study, questionnaire and Flanders [3] were used to collect quantitative data and in depth semi-structured interviews were used to collect the qualitative data.

A total of 20 male specialist science primary teachers, teaching upper level (UK Years 4, 5 and 6), with students aged 9, 10 and 11 respectively from different regions in Al-Guwayiyah province, were selected to participate in this study.

A total of 20 male specialist science primary teachers were selected to participate in this study. This sample was divided into two equal groups, each made up of 10 teachers. Group A were to be trained face-to-face, and Group B were to be trained via the online CPD programme.

The initial results indicated that in general, Teachers’ reaction toward the on line CPD programmes is strongly positive however the overall satisfaction towards face-to-face CPD programmes is positive.

References

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: origins and effectiveness. Colorado Springs, CO: BSCS.

Flanders, N. A. (1966). Interaction Analysis and Inservice Training. 5.

Guskey, T. R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15, 42-42.