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Table (1): Cronbach Alpha Coefficients for the total and sub-aspects From Table (1) results it is clear that reliability coefficients are suitable for conducting the research procedures

Table 1 (1): Cronbach Alpha Coefficients for the total and sub-aspects From Table (1) results it is clear that reliability coefficients are suitable for conducting the research procedures

Related Figures (13)

Table (2): Means, Standard Deviations, and proportional significance for the total and sub-aspects Table (2) shows that the "the implementation of aids" in teaching i: the most important factor that increases students’ enjoyment in learninc process. This factors Mean was (3.35) with a percentage of (83.7%). Seconc factor was "asking classroom questions and managing dialogue". Its Mear was (2.97) and the percentage was (74.34%). Third factor was, "the student’: role in the class" and it’s Mean (2.91) and the percentage (72.81%). The fourth factor that influences students’ enjoyment of learning is "The role ot! the school administration and the school system" with a Mean (2.91) and « percentage (72.5%). Finally, the lowest factor that influences students enjoyment of learning was "the teacher’s teaching style" with a Mean (2.28) and a percentage (59.93%). The previous results indicated that students’ role
Table (2): Means, Standard Deviations, and proportional significance for the total and sub-aspects Table (2) shows that the "the implementation of aids" in teaching i: the most important factor that increases students’ enjoyment in learninc process. This factors Mean was (3.35) with a percentage of (83.7%). Seconc factor was "asking classroom questions and managing dialogue". Its Mear was (2.97) and the percentage was (74.34%). Third factor was, "the student’: role in the class" and it’s Mean (2.91) and the percentage (72.81%). The fourth factor that influences students’ enjoyment of learning is "The role ot! the school administration and the school system" with a Mean (2.91) and « percentage (72.5%). Finally, the lowest factor that influences students enjoyment of learning was "the teacher’s teaching style" with a Mean (2.28) and a percentage (59.93%). The previous results indicated that students’ role
Itis evident from the above table that the aspect of “asking classroom questions and managing dialogue” affects students’ enjoyment of learning. It received a high degree with a Mean (2.97) and percentage (74.43%). Item of “T feel happy when the teacher uses dialogue method to discuss ideas." has got the highest Mean (3.78) and percentage (94.45%), and its degree was very high. This item followed by two items “I enjoy class when it has fun during discussing ideas" and "I prefer that the teacher provides opportunities for students to discuss ideas among themselves" with a Mean (3.55) and percentage (88.75%). Before the last rank, the item of “I do not enjoy classes that teacher allows students jokes” came with a Mean (2.24) and percentage (56%). The item of “I do not like the teacher who is tough in dealing with students” got the last rank with a Mean (2.20) and percentage (55%). Previous results revealed that students were happy when their teachers have dialoque and discussion with them. They are looking for moments of fun and
Itis evident from the above table that the aspect of “asking classroom questions and managing dialogue” affects students’ enjoyment of learning. It received a high degree with a Mean (2.97) and percentage (74.43%). Item of “T feel happy when the teacher uses dialogue method to discuss ideas." has got the highest Mean (3.78) and percentage (94.45%), and its degree was very high. This item followed by two items “I enjoy class when it has fun during discussing ideas" and "I prefer that the teacher provides opportunities for students to discuss ideas among themselves" with a Mean (3.55) and percentage (88.75%). Before the last rank, the item of “I do not enjoy classes that teacher allows students jokes” came with a Mean (2.24) and percentage (56%). The item of “I do not like the teacher who is tough in dealing with students” got the last rank with a Mean (2.20) and percentage (55%). Previous results revealed that students were happy when their teachers have dialoque and discussion with them. They are looking for moments of fun and
Table (5): Means, Standard Deviation, proportional significance, and the degree of the It is noted from the table that the aspect of “the student's role in the class” got a Mean (2.91) and percentage (72.81%), and high degree in influencing students’ enjoyment of learning. The item of “I feel happy and enjoy leaming when I successfully solve the problems of my colleagues in the class" got the highest Mean (3.54) and percentage (88.5%), and degree was very high. This item followed by the item of “I prefer classes that allow me to discover new ideas and information" with a Mean (3.46) and percentage (86.5%), and degree was, also, very high. In the third rank, item of “I enjoy classes that allow me to do assignments by myself" came with a Mean (3.33) and percentage (83.25%). The item of “I love missing a class that would be provided and taught by one of the students" came before the
Table (5): Means, Standard Deviation, proportional significance, and the degree of the It is noted from the table that the aspect of “the student's role in the class” got a Mean (2.91) and percentage (72.81%), and high degree in influencing students’ enjoyment of learning. The item of “I feel happy and enjoy leaming when I successfully solve the problems of my colleagues in the class" got the highest Mean (3.54) and percentage (88.5%), and degree was very high. This item followed by the item of “I prefer classes that allow me to discover new ideas and information" with a Mean (3.46) and percentage (86.5%), and degree was, also, very high. In the third rank, item of “I enjoy classes that allow me to do assignments by myself" came with a Mean (3.33) and percentage (83.25%). The item of “I love missing a class that would be provided and taught by one of the students" came before the
Table (6): Means, Standard Deviations Proportional significance, and the degree of the
Table (6): Means, Standard Deviations Proportional significance, and the degree of the
Table (7): Means, Standard Deviations, Proportional significance, and the degree of the responses of students to the aspect of “the school administration and school system”
Table (7): Means, Standard Deviations, Proportional significance, and the degree of the responses of students to the aspect of “the school administration and school system”
Table (9): Means and Standard Deviations of the responses of students according to the variable of study level
Table (9): Means and Standard Deviations of the responses of students according to the variable of study level
Table (10): One- Way ANOVA to determine significant differences between the Means according to the study level variable
Table (10): One- Way ANOVA to determine significant differences between the Means according to the study level variable
Table (11): Means and standard Deviations of the responses of students according to the academic achievement level (GPA) variable
Table (11): Means and standard Deviations of the responses of students according to the academic achievement level (GPA) variable
The results of Tukey test indicated, as shown in the above table, that the students who have GPA between (60-80) enjoy classes that have implementation of aids more than students who have GPA that is less than 60.
The results of Tukey test indicated, as shown in the above table, that the students who have GPA between (60-80) enjoy classes that have implementation of aids more than students who have GPA that is less than 60.
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