Coexistence Problems Faced by Refugee Students in Jordanian Public Schools

Abstract

The objective of the study is to examine the most prevalent coexistence problems faced by refugee students in Jordanian public schools. A mixed method design was employed in this study (qualitative and quantitative). To achieve the objective of the study, a semi- structured interview and a scale measuring coexistence problems were developed. Validity and reliability for both instruments were verified. The study sample consisted of 35 teachers, students and parents, while the questionnaire was applied to a sample of 320 refugee students. The qualitative results of the study indicated that there are several problems faced by refugee students as perceived by students, teachers and parents and they are as follows:  learning and teaching problems, social and familial, and financial problems. The quantitative results of the study showed that the students suffer from problems in four areas. Education problems occupied the first rank and heath and psychological problems occupied the last rank. There were statistically significant differences with at α=0.05 in favor of  gender variable with respect to learning and teaching problems, social and familial problems among the sample of females, while no gender differences were found in the remaining domains. There were no statistically significant differences at α=0.05 due to the duration of refugees staying in Jordan in all study domains, except for financial problems. There were statically signicant differnces in favor of the duration of those who were staying in Jordan for more three years.There were statistically significant  differences with at α = 0.05 in favor  to the educational level of the parents in all fields. The differences were in favor of completing the secondary  stage or below that, and there were no statistically significant differences at α = 0.05 in favor of  the general situation.