The Level of Secondary School Geography Teachers' Proficiency in Remote Sensing Technologies and Their Classroom Implementation in Jordan

Abstract

Objectives: This study investigated the proficiency of secondary school geography teachers in Jordan in remote sensing concepts and skills and examined the extent to which they implement these concepts and skills in classroom instruction compared with the educationally acceptable benchmark.

Methodology: A descriptive survey design was employed. The study involved 59 geography teachers from secondary schools in the First Irbid Directorate of Education. A 65-item achievement test was administered to assess teachers’ proficiency, while an observation checklist was applied to a purposive sample of 27 teachers to evaluate classroom implementation. Data were analyzed using means, standard deviations, and one-sample t-tests.

Results: The findings indicated that teachers’ proficiency in remote sensing concepts and skills was below the educationally acceptable level (65%). Classroom implementation was also found to be low. Statistically significant differences confirmed that teachers’ actual performance was significantly lower than the expected educational standard.

Conclusions: The study concluded that secondary school geography teachers have insufficient proficiency in remote sensing concepts and skills and limited classroom implementation. It recommends strengthening pre-service and in-service teacher training and improving the integration of remote sensing concepts and skills into geography curricula and teacher education programs.