The Degree to Which Science Teachers in the Upper Basic Stage Practice the Required Roles in Light of the Digital Age Demands amidst COVID-19

Multicultural Education Volume 11, Issue 10, 2025 _______________________________________________________________________________________ 14 The Degree to Which Science Teachers in the Upper Basic Stage Practice the Required Roles in Light of the Digital Age Demands amidst COVID-19 Fawaz Hassan Shehada, TasneemAlhalalmeh Article Info Abstract Article History Received: July 06,2025 The present study aimed to investigate the degree to which science teachers in theupper basic stage practice the required roles in light of the digital age demandsamidst COVID-19.To that aim, the descriptive survey approach was used in addition to a questionnaire of 30 items spread over 3 domains: technological, social and research, in a form of scale developed distinctly for gathering data. Reliability and validity of these items were verified. The sample of the study consisted of (143) male and female science teachers. The statistical treatment of data involved using the means, standard deviations, and three-way MANOVA.The results of the study showed that the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demandsamidstCOVID-19 pandemicwas moderate. Technological domainranked first with a mean of (3.90) and got a high degree.Social domainranked second with a mean of (3.31) while Researchdomain ranked last with a mean of (2.54) and both gota moderate degree. The findings also indicated that there were no statistically significant differencesin the science teachers'practice attributed to the variablesof gender, experience and education sector. The study reached several recommendations, the most important of which is educating teachers about the importance of practicing the required roles in light of the digital age demands amidstCOVID-19 pandemic. Accepted: October 08,2025 Keywords : Required Roles, Digital Age Demands, Science Teachers, COVID-19. DOI: 10.5281/zenodo.17296773 Introduction Recentlythe world hasseen a dramatically accelerating pace in the development and adoption of new technologies,big data analytics, cloud computing, Internet of things, roboticsand digital transformation which have raised expectations on how these new technologies will change the future of work and life in the digital economy.Each period of development brings with it new challenges for producing significant change; and educationally, contemporary societiesneed to createa new type of education to graspthe information and communication technology, provides learners with a critical and conscious mind, goes beyond the limits of time and place and doesn’t require the presence of the teacher and learners in the same place. In light of the digital revolution that swept the entire world,digital media cannot be avoided because they have become essential for survival. Every corner of the world has been reached by this system, digital life has encircled all aspects of life, and the details of daily life have been transformed into digital practices. Consequently, and due to the massive technical revolution and the successive demands of education in the digital era, consensus has grown about the kinds of changes needed to enhance high-quality teachers to make education more effective and coexist with all global changes, to simulate tangible reality and promote creativity and innovation. It has become imperative to work on providing the teacher as an agent of changewith new skills to adapt his practices to better integrate technology into the classroom, especially after the overwhelming consequences of COVID-19 pandemic, which has sent shockwaves across various sectors one of which is education (Al-Ghamdi and Ruwaili, 2020). Many educational systems in various countries have been negatively affected by the current global crisis, and the need has becomeurgent to rely on innovative digital strategies and effective teaching and learning methods, in addition to enhancing the skills of the academic staff and supporting their shiftingto digital education(Atteberry&McEachin, 2020). 2. Literature review Given that digital variableshave playeda vital role in thisnew era of innovation, the changes are profoundly excitingand there is an urgent need to develop educational institutions to keep pace with those changes. This has resulted in the emergence of modern skills, roles and patterns of competencies that aim to increase the quality of educational output, represented in the effective use of innovations in the educational process(Balawi, 2019). 15 In order to keep pace with these developments and challenges, science teachers in the current century must practice new roles and possess a set of competencies, foremost of which are digital competencies, so that they can play effective roles in preparing to coexist with thenew challenges and technologies. Since the most important factor in the equation is unequivocally the student! This requires reconsidering both the nature of today's student and future, in addition to reconsidering the teacher's rolesto face their new assignments and keep pushing the student onward as well as upward(Anil,2019) The digital age is the era people live in today.It is all advanced devices and digital products that use computers and other technology devices as medium of communication whichclearly indicates the control of digital means in the field of communication, processing and exchanging information. The digital era is characterized by technology that increases the speed and breadth of knowledge turnover within societiesand will increase as technological functionality becomes more knowledge-based. It also is characterized by accuracy andkilling of distances and borders, and will ensurebuilding sustainable relationships with both technology and the advanced knowledge that technology helps to create. Based on the foregoing, the researchers conclude that the teachers' roles in light of the digital agerequirementsamidst (COVID-19) are changing, and so are expectations about them, theyare closely related to the sweeping technological changewhich calls on experts to maintain teacher quality and educational effectiveness. The pandemic has demonstrated that having an education and training system which is fit for the digital age is essential. Accordingly,it is very important to provide science teachers with training and overall levels of digital skills and competencesto meet the requirements of the digital age and to interact positively with the quality of new education. A plethora of research has been conducted to investigate teachers'roles in the digital age. AlOlaymat(2020)carried out a study to know the degree to which science teachers practice the education technology competencies. The descriptive approach was used, in addition to a 31-competency questionnaire.The study sample consisted of (150) male and female teachers in Al-Balqa Governorate. Statistically, means, standard deviations, and t-test were used. The results indicated that the degree to which science teachers practice the education technology competencies is moderate, the results also showed that there were no statistically significant differences in the degree to which they practice the education technology competenciesattributed to gender and experience. Al-Yami(2020) conducted a study aimed at identifying the reality of female teachers’ possession of digital teaching skills in the twenty-first century. It also sought to determine the degree of their training needs from their point of view in public education institutions. The study used the descriptive approach, and a 64-items questionnaire developed and applied to a random sample of (174) principals and (981) female teachers. The results concluded that the female teachers' possession of digital teaching skills was moderate, and that the training needs were very large. Al-Rasa'i(2017)investigated the competencies of science teachers in the field of information and communication technology.The analytical descriptive approach was used in addition to a scale built to measure the concerned competencies. The study sample consisted of (163) graduated students fromscience faculty at Al Hussein Bin Talal University in Jordan. The results revealed that the degree of teachers' possession of ICT competencies was low on the instrument as a whole.More specifically, the degree was moderate in the domains of ICT skills and ICT ethics, while it was low in the domain of ICT culture and its employment in teaching. Al-Hayiki(2017) conducted a study aimed at identifying the level of digital empowerment in education among middle school teachers in the Kingdom of Bahrain. The study used the descriptive approach and a sample of (35) teachers distributed over five middle schools. The results indicated that the level of digital empowerment for middle school teachers was high. Zaragoza, at el., (2019)examined the reality of competencies that teachers need in the digital age and whether they possess them or not. The study used quantitative and qualitative methods.(281) school principals responded to a questionnaire and (29) of them were interviewed. The results of the study revealed the critical need of today's teachers for a mix of competencies that have always been the mark of a good teacher, especially in the field of personal competencies and relationshipsMoreover, the professional development of the teacher will reflect positively on both his social and emotional competencies and the proper management of the classroom. Stols et al., (2015)explored the perceptions of mathematics teachers' need for training touse technology in classrooms in South African. The sample consisted of (22) teachers.Both quantitative and qualitative approacheswere used, in addition to a questionnaire to measure the degree of their need.The results showed that there is a crucial need for training on how to use technology in education toexpand teachers' mathematical knowledge and develop their teaching strategies, since they lack the necessary skills to employ technology in teaching-learning process. A good body of research, which varied in scope and objectives, was reviewed for the purpose of the study. Some investigated the degree of availability of ICT competencies among science teachers, such as AlRasa’i(2017).The present study aimed to explore the degree to which science teachers in theupper basic stage 16 practice the required roles in light of the digital age demandsamidst COVID-19. All previous researches were similar in terms of using the questionnaire as the instrument of the study. The current study benefited from previous studies in presenting and enriching the theoretical literature, developing the study instrument, determining the methodology used and discussing the results. To the best of the researcher's knowledge, this study is the first of its kind to examine the degree to which science teachers at the upper basic stage practice the required roles in light of the digital age demands amidst (COVID-19) pandemic. 2.1. Problem of the study Due to corona pandemic,the total closure of schools in some countries is impacting over 60% of the student population. In order to contain the contagion, many countries have implemented restrictive measures to reduce gathering and formations of crowds. Schools are also affected and had to reduce their classes or close entirely. Luckily, education did not grind to a halt, but it transformed and moved online.The world have moved towards digital learning, and made distance education a basic alternative to the face to face education. Educational systems in various countries of the world need to think outside the box.To appropriately switch to online learning, three requirements need to be fulfilled: access to the internet, the right technology, and the skills and competencies to use the technology. The studies of yue(2019) and Al-Rasa’i (2017) recommended thatpre and in-service teachers need to possess a high level of adequate digital competencies, and to be trained on practical applications and produce educational materials in various disciplines. Under the climate with changing learning modes in sciencewhich has become a common trend globally; it is inevitable for science teachers integrating information technology into subjects to assist in students’ learning with teaching materials, teaching methods, and diversified teaching media. Therefore, attention should be paid to developing the digital competencies of science teachers; to be able to employ technological applications and digital learning resources in teaching; which contribute significantly in meeting a wide range of goalsand improving the quality of the educational process. Furthermore, it is necessary for every science teacher who wants to enter the world of education in the digital age to be aware of the basic requirements, facts and challenges that underpin this modern type of education, in order to be able to actually engage, integrate and create. Digitalcompetences are one of the ways to improve teachers' performance, since they affect their behavior, improve their performance and help to create harmonious work relationships. Accordingly, the study aims to recognize the most important roles that science teachers need in light of the digital age requirementsamidst Corona pandemic through answering the following questions: 1To what degree do science teachers in theupper basic stage practice the required roles in light of the digital age demandsamidst COVID-19? 2Are there any statistically significant differences (α = 0.05) in the degree of science teachers'practice from their perspectives due to (gender, years of experience and education sector)variables? 2.2. Significance of the study The findings of the study are expected to provide potentially significant information on the importance of the digital competencies that teachers preparation programs need, and the role of these competencies in keeping pace with developments, improving school performance, supporting teaching practice and providing effective strategies and techniques during teaching and learning process. It may also contribute to the development of workers' capabilities and their possession of technologicalcompetencies, especially science school teachers. The study is hoped to assist decision-makers in the educational field to include these skills in the field training of universities. The study may also benefit science teachers in developing their teaching strategies, directing their attention to the importance of integrating modern and effective strategies in the classroom.Moreover, it may also represent a response to the changes and developments of the twenty-first century that impose renewal in the skills, abilities and competencies of science teachers. 3. Method The current study used the descriptive survey approach, whereby the degree to which science teachers practice the required roles in light of the digital age demands amidst COVID19 was measured through an instrument prepared by the researchers after extracting its psychometric properties. 3.1. Participants The study population consisted of all science teachers in WadiAseer district in the academic year 2020-2021 (N = 313). The study sample consisted of male and female teachers who were drawn from the study population by the simple random method (n = 143) and formed (45%) of the study population. Table (1) shows the distribution of the study sample according to its variables. 17 Table 1: the distribution of the study sample according to its variables. # Variable N % 1 Gender Male 78 54.5 Female 65 45.5 Total 143 100.0 2 Years of experience Less than 5 57 39.9 5-10 39 27.3 More than 10 47 32.9 Total 143 100.0 3 Education sector Private 65 45.5 Public 78 54.5 Total 143 100.0 3.2. Study instrument Based on an extensive review of the literature and to achieve the objectives of the study, a questionnaire was developed to measure the degree ofscience teachers' practice. It consisted of thirty paragraphs and three domains: technological, social and research domain. 5-point likert scale was used which responders specify their level of agreement to a statement typically in five points: (1) Strongly disagree; (2) Disagree; (3) Neutral; (4) Agree; (5) Strongly agree. 3.3. Validity and reliability of the instrumentIn order to examine the validity of the instruments, a panel of educational experts reviewed the instruments. The team was asked to validate the content of the instruments concerning its items, appropriateness to the purposes of the current study, the language clarity, and how well they represent the degree to which science teachers in the upper basic stage practice the required roles in the digital age. The teams' comments and recommendations were studied carefully and taken into account in amending the final version of the instrumentThe correlation coefficients (r†) for the instrument items were also calculated as shown in Table 2: Table 2: The correlation coefficients of the instrument items: 18 Table 2 shows that the correlation coefficient of the itemsranged between (0.39 - 0.89). While the correlation coeff icien t on the total degr ee rang ed betw een( 0.32 - 0.79 )that was considered suitable to conduct the study. The internal consistency of the instrumentdomains was also calculated as shown in Table 3 Table 3: internal consistency to the instrument domains No Domain internal consistency 1 Technological 0.87 2 Social 0.78 3 research 0.73 Total degree of the instrument 0.89 Table 3 shows that correlation coefficient of the degree to which science teachers practice the required roles in light of the digital age demands ranged between (0.73 - 0.87), and Cronbach alpha reached 0.89 that was considered relevant to conduct the study. The science teachers' responses were analyzed in terms of the five-point Likert scale; (strongly agree, agree, undecided, disagree, strongly disagree with the numerical values of five, four, three, two and one respectively) which was further categorized into three levels: high, intermediate, and Low degrees. Mean scores were valued against the following criteria: (1.00 - 2.33 as Weak; 2.34 - 3.67 as intermediate; 3.68 - 5.00 as Strong). The percentage was calculated according to the following equation: The highest value – The lowest value/category number. In the present research, the highest value was 5; the lowest value was 1; and the category numbers were 3. Thus, the appropriate class intervals were calculated as follows: 5-1/3 = 1.33 Class intervals Class 1 - 2,33 low 2.34 - 3.67 medium 3.68 - 5.00 high 3.4. Data collection and analysis In order to find out the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID19, means and standard deviations of the study sample scores were calculated using SPSS statistics. To examine if there are any statistically significance differences attributed to gender (male, female) experience (less than 5 years, 5-10 years, more than 10) and education sector (private, public) three-way analysis of variance and multi analysis of variance were used. 3.5. Study procedures The following procedures were carried out in the course of the study: 1The researchers reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. 2Using official correspondence form to facilitate implementing the study. 3The population and sample of the study wereidentified. 4The instrument of the study was designed. 5The validity of the instruments was established by a jury of experts. 6The reliability was verified by applying it to a pilot group of (30) science teachers. Item no (r†) in domain (r†) in total degree Item no (r†) in domain (r†) in total degree Item no (r†) in domain (r†) in total degree 1 0.39 0.33 11 0.58 0.56 21 0.64 0.44 2 0.41 0.32 12 0.81 0.79 22 0.77 0.61 3 0.52 0.55 13 0.64 0.63 23 0.76 0.72 4 0.72 0.67 14 0.74 0.72 24 0.71 0.50 5 0.70 0.57 15 0.75 0.68 25 0.82 0.75 6 0.64 0.54 16 0.81 0.68 26 0.63 0.66 7 0.76 0.60 17 0.71 0.67 27 0.64 0.44 8 0.89 0.72 18 0.71 0.60 28 0.71 0.67 9 0.68 0.61 19 0.52 0.58 29 0.52 0.55 10 0.71 0.66 20 0.64 0.44 30 0.72 0.67 19 7Distributing the study instrumenton the study sample, which consisted of (143) male and female science teachers in Wadi Al-Seer District. 8The results of the study were obtained through appropriate statistical analyses. 9The findings of the study were analyzed and discussed according to the questions of the study. 10The recommendations were set based of the results of the study. 4. Results and discussion Results of the first research question The first research question sought the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID19from their perspectives. In order to answer this questiona quantitative analysis was conducted to interpret the results obtained through the questionnaire, as shown in Table 4. Table (4): means and standard deviations of the study instrument domains and the overall score of the scale # Domain Mean Standard deviation Rank Degree 1 Technological 3.90 .598 1 High 2 Social 3.31 .671 2 Medium 3 Research 2.54 .857 3 Medium Instrument as a whole 3.24 .528 Medium Table 4 shows thatTechnological domain ranked first with a mean of (3.90) a standard deviation of (.598), and a high degree of practice. Social domain ranked second with a mean of (3.31) a standard deviation of (.671) and a medium degree of practice. On the other hand, Research domain received the lowest score and ranked last with a mean score of (2.54), a standard deviation (.857) and a medium degree of practice.The degree to which science teachers in the upper basic stage practice the required roles was medium. The average response on the scale as a whole got a mean score of (3.24) and a standard deviation of (0.528) which indicates a medium degree of practice. Furthermore, means and standard deviations of the responses on the items of each domain were calculated as follows: 1Technological domain : The means and standard deviations scores for the responses on the items of technological domain were calculated as shown in Table (5): Table 5: means and standard deviations scores for the responses on the items of the technological domain: # Items Mean Standard deviation rank Degr ee 1 I use technology in teaching 4.21 0.85 1 High 2 I employ technology in designing science lessons to overcome the problem of static content and present it more effectively. 4.09 0.94 3 High 3 Periodic transformation from a transmitter of knowledge to a user of technology, researcher and producer of knowledge. 3.80 0.94 8 High 4 I have a website on the Internet to communicate with my students through which I put everything related to science. 3.92 0.85 5 High 5 I use the virtual laboratory to prepare scientific experiments 3.85 0.94 7 High 6 I work on developing the mental skills of my students, urging them to think scientifically 3.90 0.91 6 High 7 I produce videos to help students visualize science 3.37 1.05 10 Medium 20 concepts. 8 I expand the methods of technical presentation to cater for students differences 4.14 0.85 2 High 9 I help students access websites as references for science subjects 3.72 0.95 9 High 1 0 I use interactive electronic tests to evaluate my students 4.00 0.82 4 High The total score of the domain 3.90 0.598 High Table 5 depicts that the average means related to the technological domain ranged between (3.37 - 4.21),from medium to high degrees. The score of the domain as a whole obtaineda mean of (3.90) and a standard deviation of (0.598) which indicates a high degree of teachers' practice. The first itemin the Table "I use technology in teaching "ranked first with a mean of (4.21) and a standard deviation of (0.85), whileitem 7 " I produce videos to help students visualize science concepts." received the lowest score and ranked last with a mean score of (3.37), and a standard deviation of (1.05) . This result could be attributed to the fact that very significant changes are taking place in the teaching and learning processes because of the new relationship between science and technology that is going to be criticalduring the COVID-19 crisis.Technology has doubtlessly contributed to provide teachers with a huge variety of scientific resources, whether at home or school, in addition to designing lessons, homework, assignments, assessmentsand completing group projects among students via internetto suit the online learning. Also, technology has helped teachers to explore universal design for learning that uses digital material where possible and provides more flexibility and fewer barriers to learning. It has also accelerated the rate of teachers' engagement with technology whohave gained skill sets useful for their teaching competencies.In short,Technology has become an important instrument for teachers andholds great promise for promoting learning and explaining the scientific material easily and conveniently. 2Social domain: The means and standard deviations scores for the responses on the items of social domain were calculated as shown in Table (6): Table 6: means and standard deviations scores for the responses on the items of the socialdomain: # Items Mean Standard deviation rank Degree 11 The use of distance learning technologies will enable students to learn and collaborate with teachers and students in other locations. 3.42 1.01 4 Medium 12 I see myself as a social leader in my words and actions 2.95 1.05 10 Medium 13 I act as an academic advisor individually or in small groups to monitor the progress of my students in their personal learning programs 3.12 0.94 9 Medium 14 I deal positively with parents 3.32 1.09 7 Medium 15 I preserve the student's national and cultural identity 3.16 0.94 8 Medium 16 I work on providing my students with life skills 3.49 0.91 2 Medium 17 I disseminate the concepts of culture and dialogue management among students 3.33 1.15 6 Medium 18 I call for human rights respect 3.36 1.13 5 Medium 19 I support various scientific activities in the local community 3.45 1.03 3 Medium 20 I am convinced that 3.50 0.85 1 Medium 21 employing information technology and the Internet in education is one of the most important indicators of transforming into an information society, which contributes to increasing the efficiency and effectiveness of education systems. The total score of the domain 3.31 0.671 Medium Table 6 shows that the average means related to the socialdomain ranged between( 2.95–3.50) and a medium degree for all items. The score of the domain as a whole obtained a mean of (3.31) and a standard deviation of (0.671) which indicates a medium degree of teachers' practice. Item 20 in the Table "I am convinced that employing information technology and the Internet in education is one of the most important indicators of transforming into an information society, which contributes to increasing the efficiency and effectiveness of education systems."ranked first with a mean of (3.50) and a standard deviation of (0.85), whileitem12" I see myself as a social leader in my words and actions" received the lowest score and ranked last with a mean score of (2.95), and a standard deviation of (1.05) . This result may be attributed to the fact that the use of technology has opened a new door for students to work, participate and exchange information together outside the confines of the classroom walls that is conducted electronically.The Internet also opens a new door to help students in a classroom engage in various educational activities in the field of research and exchange of information through these activities.Also, technology as a source of communication has opened a wide branch in which the teacher and the student are in constant contact by speaking over the Internet.The greatest potential for new information technology lies in improving the productivity of time spent outside the classroom. Making solutions to problem sets and assigned reading materials available on the Internet provides a lot of convenience. Sending and receiving E-mail immensely simplifies communication between students and teachers and among students who may be engaged in group projects. 3Research domain: The means and standard deviations scores for the responses on the items of research domain were calculated as shown in Table (7): Table 7: means and standard deviations scores for the responses on the items of the researchdomain: # Items Mean Standard deviation rank Degree 21 I constantly follow scientific developments in my field of specialization 2.52 1.06 4 Medium 22 I update my knowledge and skills to be able to absorb modern and constantly evolving technology 2.63 1.04 10 Medium 23 I am interested in selfprofessional development to cope with the changes of the digital age 2.49 1.13 9 Medium 24 I encourage my students to be innovative and creative 2.35 1.09 7 Medium 25 I teach my students the scientific way of thinking 3.00 1.03 8 Medium 26 I rely on experimentation in my fields of work 2.44 0.95 2 Medium 27 Use more than one source to find information 2.51 0.85 6 Medium 28 I train my students in scientific research skills 2.59 0.95 5 Medium 29 I follow e-training for its active role in achieving the goals of professional 2.27 1.21 3 Low 22 development for teachers in the digital age 30 I help students to transform abstract concepts into concepts related to reality 2.68 1.27 1 Medium The total score of the domain 2.54 0.857 Medium Table 7 shows that the average means related to the socialdomain ranged between( 2.27–3.00) fromlowtomedium degrees. The score of the domain as a whole obtained a mean of (2.54) and a standard deviation of (0.857) which indicates a medium degree of teachers' practiceof the required roles in light of the digital age demands amidst COVID-19 pandemic. Item 25 in the Table "I teach my students the scientific way of thinking."ranked first with a mean of (3.00) and a standard deviation of (1.03), whileitem29" I follow e-training for its active role in achieving the goals of professional development for teachers in the digital age" received the lowest score and ranked last with a mean score of (2.27), and a standard deviation of (1.21). This result may be attributed to the fact that technology helps teachers to develop scientific thinking skills to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge needed in the twenty-first century. Furthermore teacher-student communication can be greatly improved by using classroom technology,itmakes teachers’ jobs easier to communicate information to their students in a simplified manner and open future horizons for them. Technology can also helpteachersknow the content that students need in the twenty-first century and create a more personalized learning environment for all types of students to keep them engaged and performing efficiently. Results of the second research question The second research question sought if there are any statistically significant differences (α = 0.05) in the degree to which science teachers in theupper basic stage practice the required roles in light of the digital age demandsamidst COVID-19from their perspectives due to (gender, years of experience and education sector)variables. To answer this question, a three-way ANOVA test was performed for the responses on the study instrument. Table (8) shows the means and standard deviations of the degree to which science teachers practice the required roles from their perspectives due to (gender, years of experience and education sector)variables: Table 8: the means and standard deviations of the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19 from their perspectives due to (gender, years of experience and education sector) variables: Domain gender Education sector Experience Less than 5 5-10 More than 10 Total Mean SD Mean SD Mean SD Mean SD Technological Male Private 3.22 1.220 2.17 0.530 1.69 0.540 2.65 1.1600 Public 3.22 0.111 2.62 0.801 2.70 0.571 2.73 0.612 Total 3.22 1.100 2.42 0.691 2.43 0.710 2.69 0.921 Female Private 2.57 0.720 2.84 0.830 2.31 0.691 2.60 0.752 Public 2.94 0.741 2.23 0.812 2.43 0.912 2.54 0.872 Total 2.72 0.751 2.50 0.8601 2.40 0.855 2.56 0.824 Total Private 2.75 0.920 2.68 0.811 2.10 0.691 2.61 0.882 Public 2.97 0.710 2.32 0.812 2.51 0.826 2.58 0.821 Total 2.83 0.850 2.48 0.820 2.41 0.802 2.59 0.841 Social Male Private 3.31 1.320 2.78 1.450 3.84 0.961 3.31 1.260 Public 3.37 2.310 3.29 0.461 3.31 0.542 3.31 0.733 Total 3.32 1.380 3.06 0.991 3.46 0.683 3.31 1.021 Female Private 3.19 0.610 3.58 0.880 3.56 .7500 3.36 0.722 Public 3.24 0.601 3.33 0.801 3.57 0.701 3.40 0.701 Total 3.21 0.600 3.44 0.830 3.57 0.702 3.38 0.712 Total Private 3.22 0.851 3.39 1.051 3.65 0.791 3.35 0.891