El-Said, M. (2022). Gender-based views of FL classroom management among October 6 University pre-service teachers. CDELT Occasional Papers in the Development of English Education, 78(1), 299-321. doi: 10.21608/opde.2022.249944
Mai Ahmed El-Said. "Gender-based views of FL classroom management among October 6 University pre-service teachers". CDELT Occasional Papers in the Development of English Education, 78, 1, 2022, 299-321. doi: 10.21608/opde.2022.249944
El-Said, M. (2022). 'Gender-based views of FL classroom management among October 6 University pre-service teachers', CDELT Occasional Papers in the Development of English Education, 78(1), pp. 299-321. doi: 10.21608/opde.2022.249944
El-Said, M. Gender-based views of FL classroom management among October 6 University pre-service teachers. CDELT Occasional Papers in the Development of English Education, 2022; 78(1): 299-321. doi: 10.21608/opde.2022.249944
Gender-based views of FL classroom management among October 6 University pre-service teachers
The current study investigated the views of FL pre-service teachers, at the faculty of education October 6 University, of FL classroom management specifically how their views differ in terms of gender. One hundred fourth-year FL pre-service teachers at the faculty of education, October 6 University were randomly nominated to participate in the current study. The participants were divided into two groups according to gender. The current study adopted a quasi-experimental design. A 30-item questionnaire was developed to assess the participants’ views of classroom management. The quantitative approach included the use of descriptive statistics (e.g. frequency, mean scores and standard deviation) for the purpose of analyzing the participants’ views of FL classroom management. One way analysis of variance was also employed to verify the statistically significant contribution of gender to the participants’ views of FL classroom management. Moreover, the qualitative approach was used to analyze the various views of male and female participants regarding the FL classroom management. Results showed the participants’ different views of classroom management. In addition, gender was found to be a statistically significant contributor to the participants’ variance in viewing classroom management.
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