Obstacles facing the implementation of Educational Research Results in the Development of Arabic Language Curriculum at the threshold Education Stages and Proposed Solutions from the Point of View of Curriculum Development Experts and Educational Supervisors

Abstract

This study aims to identify the degree of implementation of educational research results, the obstacles which prevent this implementation  in the development of  the Arabic language curriculum, and the proposed practical procedures which help to  promote benefiting from educational research results to develop the Arabic language curriculum in  threshold education in the Kingdom of Saudi Arabia, from the viewpoint of  curriculum development experts and educational supervisors. In this study, a descriptive - analytical method is used besides a refereed questionnaire to meet the objectives of the study. It concludes with a number of findings and recommendations, notably the low level of implementation of educational research results for the development of the Arabic language curriculum in threshold education with a total average of (1.81) for curriculum development experts and (2.14) for educational supervisors. Some of the main obstacles to the implementation of educational research findings proposed by the study are: -the absence of a long-term strategy for the development of Arabic language teaching in school education based on educational research results  including future research in the field of Arabic language teaching in school education; the poor awareness of some of those responsible for the development and some supervisors and teachers of the importance of educational research and its role in the development process; the habitual recourse of those in charge of development  to the use of temporary solutions through specialized committees to solve problems;  the  failure to take practical measures in educational development and education supervision management to take advantage of educational research in the development of the Arabic language curriculum in the different stages of school education; the absence of specialized units in the administration designated for educational development to conduct educational research and benefit from them. The study suggests five interrelated successive measures to promote the utilization of educational research results for the development of the Arabic language curriculum primarily, and this could then be extended to other areas of the curriculum in threshold education.