CHALLENGES FACING TEACHING AND LEARNING NATIONAL SOCIAL STUDIES OF THE HIGH SCHOOL LEVEL FROM THE POINT OF VIEW OF FEMALE STUDENTS AND TEACHERS

This study aims at exploring the challenges that facing teaching and learning National Social Studies at the high school level from the point of view of female students and teachers. This study is developed within a framework that is based on a convergent mixed methods (quantitative and qualitative) research design. For the purpose of this study, two instruments were used: a questionnaire and an interview. The results of the teachers' interview revealed that the teachers had negative opinions towards the social curriculum which used in this study. They claimed that the curriculum is massive and hold repeated information, and not relevant to students' life. They also explained that the school's environment doesn’t support modern teaching which considers as an obstacle for both, teachers and students. However, they expressed that the assessment process is appropriate and helps students to raise their level. On the other hand, the students' interviews showed that they agreed that the curriculum is complicated, difficult, long, repeated and above the mental capacity. Some of students think that the teacher does not use different teaching methods and teaching materials. All the students agreed that the integration of history and geography under one curriculum is better because they learn one subject, have the test on one subject and taught by one teacher. The researcher recommended that It is necessary for the teaching authorities to overcome the challenges (management, technical, and the challenges related to the curriculum) which face the teachers and students of Social Studies by using multiple means in teaching and learning.
She also suggests using variety of multimedia and applying modern technology and recruiting them in all aspects of teaching process. This will lead to a great impact on academic achievement and different thinking methods.

Methodology:
The study explores the challenges facing Saudi students in social curriculum at the high school level by employing two major research instruments; interviews and questionnaires. Each instrument presents a set of unique advantages and limitations (Moore 2003, p.31). The study includes a detailed description of the methodologies employed in the analysis of the research question. It explains the rationale behind the selection of the techniques offering the suitability of each, as well as the challenges each present during the research process. The study is considered low-risk, as there is no need for any uniquely identifying participant information such as names, addresses, and phone numbers. Respondents engage in the practice anonymously. They are also awarded the right to withdraw from participating in the process at any particular stage or request the removal of the responses from publication, circulation, or use. The data is developed from the interviews, and questionnaires are identified only by code.

Subjects of the Study:
The subjects were first, second and third secondary grade female students in Tabuk schools who used the National and Social studies textbook. The researcher used the convenient sampling method to choose the 98 female students and 79 teachers: 33 question questionnaire for teachers, n=79; 40 question questionnaire for students, n=98; 30 interviews for students. 15 interviews for teacher.