The Inductive Method and its Teaching to Develop Arabic Language Skills from the Teachers’ point of view

Abstract

This study aims to improve students’ main skills in the Arabic language curriculum using the inductive method in the teaching process, the researcher used the descriptive approach as it was appropriate to this research, and the questionnaire was used as a tool to collect data from the research participants due to its suitability to the study methodology, and its validity and reliability were confirmed using correct scientific methods, the study population was all Arabic language teachers in Tulkarm Governorate in Palestine, they are (911), while the researcher identified the study sample, which were Arabic language teachers in Tulkarm Governorate in Palestine, and they are (101) male and female teachers. This research was carried out in the first semester of the scholastic year (2023-2024), The researcher reached several results, the most important are: There are no statistically significant differences between the teachers’ points of view regarding the importance of the inductive method in developing students’ skills in the Arabic language due to the variable of the qualification held by the teacher, while there were statistically significant differences between the teachers’ points of view regarding the importance of the inductive method In developing students’ skills in the Arabic language, it is attributed to the teacher’s experience variable in favor of teachers with experience from one year to less than (5) years and to teachers with experience from (5) years to (10) years if we compare them with teachers with more than (10) years of experience.