The impact of instructional techniques on the teaching practices of natural science teachers in classroom settings

Abstract

The main objective of this study was to evaluate the effect of incorporating instructional approaches on improving the teaching practices of natural science educators in classroom environments in the Asir region. The study used a sample of 30 teachers, evenly divided with 15 participants in both the experimental and control groups. The study's results indicated a statistically significant enhancement in post-test scores related to teaching techniques in the experimental group compared to the control group. The investigation indicated a notable enhancement in the mean scores of the experimental group regarding instructional techniques, as evidenced by the comparison between the initial assessment and the subsequent measurement. No statistically significant difference in teaching practices scores was seen between the experimental group and the control group, both immediately following the intervention and during the later evaluation period.