An-Najah Staff

The purpose of this study was to identify the educational values of 1ih graders in Nablus Governorate high schools. To this end, the researcher raised one major question and put forward five hypotheses. The question of the study was about the degree of 1ih graders' educational values in Nablus Governorate high school. The hypotheses of the study were the following: I. There are no statistically significant differences, at significant level α = 0.05, in the 1ill graders' educational values which may be attributed to sex variable. 2. There are no statistically significant differences, at significant level α = 0.05; in educational values among the 12th graders which may be attributed to place of living variable. 3. There are no statistically significant differences, at significant level α = 0.05, in educational values of 1ih grade students which may be attributed to family income variable. 4. There are 110 statistically significant differences, at significant level α = 0.05, in educational values among the iz" graders which may be attributed to school achievement. The population of the study consisted of 1ih grade students in Nablus Governorate high schools. The sample of the study consisted of 439 twelfth grade students of both sexes in the literary and scientific streams. For data collection, a 60- item questionnaire, distributed among five educational value domains, was developed. The domains were knowledge, political, aesthetic, social and religious values. The instrument validity was tested after submitting it to ten Ph.D. holders, four Arabic language supervisors, ten Arabic teachers, and three school principals. The reliability coefficient of the questionnaire was calculated by using Cronbach alpha equation. The reliability coefficient was 0.92. Findings of study After making statistical analysis of data, it was found that the degree of educational values of 12th graders at Nablus Governorate high school was very high on the domains of political, aesthetic and moral values and high on the domains of knowledge, social and religious values. The order of educational values, according to their importance, from the 12th graders' point of view, was as follows: political, aesthetic, moral, religious, social, and knowledge values respectively. Furthermore, it was found that there were statistically significant differences in the 1ih graders' educational values which might be attributed to place of living, family income and stream of study variables. In the light of the aforementioned results, the researcher suggested that further studies be conducted on school students' values in different stages and different Palestinian areas. He also recommended that Iih graders' knowledge values be reinforced. Students' other educational values need also to be reinforced and consolidated.