The Role of Peer Teaching Strategy in Improving Glass Painting Skills among Fourth Grade Students and the Challenges of Its Use from the Perspective of Art Teachers In the Jazan Region

Abstract

The research aimed to identify the role of the peer teaching strategy in improving glass painting skills among fourth-grade students in the Jazan region, from the perspective of art education teachers. It also sought to determine the challenges that limit its use. Additionally, the research focused on comparing the responses of art teachers in Jazan regarding the use of the strategy based on two variables: gender and years of teaching experience. The study adopted the descriptive survey method, using a questionnaire consisting of 48 items. The questionnaire was applied to a sample of 76 male and female teachers, selected through a convenience sampling method from education departments in the Jazan region.The results showed that the role of the peer teaching strategy in enhancing glass painting skills was generally high, as were the results across the nine dimensions addressed in the study. The teachers rated the challenges that limited the effectiveness of the strategy as moderate. Moreover, no statistically significant differences were found at the (α = 0.05) level in the average ranks of the sample responses according to gender or years of experience.Based on these findings, the study recommended that the education departments in the Jazan region organize regular training courses for art teachers on cooperative learning strategies, with a focus on implementing peer teaching to develop glass painting skills. Several suggestions were also presented.