Jordan Journal of Educational Sciences

The Level of Technological Skills for Social ‎Studies Teachers in Light of the Corona ‎Pandemic from their Perspectives

Abeer Al-Refai — 2024-04-30

The present study aimed to identify the level of technological skills of social studies teachers in light of the Corona pandemic from their perspectives and the effect of gender, experience, and years of experience variables. The study sample consisted of 554 male and female teachers in the public and private sectors. To that end, a descriptive survey approach was used in addition to a questionnaire consisting of 23 items covering three domains—digital learning, software design, and application software use— which was combined with the descriptive survey approach. The reliability and validity of these items were verified. The results of the study showed that the level of technological skills of social studies teachers was moderate ,The results also revealed that there were statistically significant differences in the level of technological skills attributed to the variable of the educational sector in favor of the private one, while there were no statistically significant differences attributed to the variables of gender and experience. The researcher recommended the necessity of adapting to the latest technology as an evaluation tool for teachers and holding training courses to qualify them to deal with modern technology in the best way.

Eudemonic Well-Being Relationship with ‎Unemployment Anxiety among Graduate ‎Yarmouk University Students

Tasneem Amora ‎ — 2024-04-30

This study aimed to identify the level of eudemonic well-being and unemployment anxiety among graduate students at Yarmouk University and reveal the relationship between eudemonic well-being and unemployment anxiety. The study sample consisted of 288 male and female students who are expected to graduate; they were chosen using the available method. To achieve the objectives of the study, psychological well-being and the unemployment anxiety scale were used.The descriptive correlative approach was used. The results revealed that the level of eudemonic well-being among the graduate students was "moderate", and the level of unemployment anxiety was "high". The results also indicated a negative relationship between eudemonic well-being and unemployment anxiety. Moreover, there were statistically significant differences in the level of eudemonic well-being according to the gender variable in favor of females and in the income variable in favor of more than 800 JOD. Additionally, there were no differences due to the effects of college, grade, and place of residence. The results also showed that there were statistically significant differences in the level of unemployment anxiety based on gender (more so for men), college (more so for humanities colleges), and income (more so for those making less than 500 JOD and between 500 and 800 JOD). There were no differences based on estimation or place of residence

A Meta-Analysis of Research on the ‎Effectiveness of Constructivist Learning at ‎Yarmouk University between 2010 and 2021 ‎in Science Education and Its Impact on ‎Learning Scientific Concepts ‎

Sulaf Al-Azzam ‎ — 2024-04-30

The current study aimed at reviewing research that dealt with the effectiveness of using constructivist learning in science education at Yarmouk University from 2010 to 2021and its effectiveness in learning scientific concepts. To achieve the aims of the study, a meta-analysis was conducted. The study sample consisted of 23 university theses and dissertations, and used a code model for data collection. The study's findings indicated that effect sizes were not uniform, so the researchers had to apply the random effects model. The results showed that effect of the constructivist learning on learning scientific concepts was statistically higher (Effect size=1.81) in the random-effects model. A heterogeneous distribution was obtained from the sample. The meta-analysis found no statistically significant differences in the effect sizes of academic level variables at the master's degree dissertation level, study field variables in biology, the duration of using the study tool (9–122 weeks), or gender variables at different levels (male, female, or male-female). There were no statistically significant differences in the effect sizes of educational level variables

The Degree of Using Effective Teaching ‎Practices by Inclusive Classroom Teachers in ‎Jordan

Ahmad Al-Golaylat — 2024-04-30

The current study aimed to investigate the extent to which teachers of inclusive classes in inclusive schools use effective teaching practices in Jordan. To achieve the study's goal, a questionnaire was developed with proper validity and reliability to measure effective teaching practices in inclusive classes. The Effective Teaching Practices Questionnaire consisted of five dimensions: Cooperative group teaching, Peer tutoring, Parent involvement, Augmentative and Alternative Communication, and Self-Regulated Learning. The study sample consisted of 112 male and female teachers working in inclusive classes in Jordanian schools. Gender, academic qualification, number of years of experience, and teacher specialization are all considered. Responses to the study tool were submitted electronically. The results of the study indicated that the level of teachers' use of inclusive classes for effective teaching practices was within the low level on the study tool, as it was of a medium level for Cooperative group teaching and a low level for Peer tutoring, Parent involvement, Augmentative and Alternative Communication, and Self-Regulated Learning. Finally, the results indicated that there are no significant differences in the degree of effective teaching practices used by inclusive classroom teachers due to sex, qualification, number of years of experience, and teacher specialization

The Servant Leadership of Secondary School ‎Principals in Bani Kinanah District and its ‎Relationship to the Morale of Teachers

Shehan Al-Mahmoud — 2024-04-30

The purpose of the study was to determine the extent to which secondary school principals in the district of Bani Kinanah implement servant leadership and t to identify the level of morale among teachers. The study sample consisted of 535 participants, and the questionnaire was utilized as a research instrument. The results of the survey indicated that there was a notable prevalence of servant leadership among secondary school principals in Bani Kinanah District. The results of the study indicated that educators exhibited a significant degree of morale. Moreover, the results indicated a strong and positive correlation between the extent of servant leadership implementation among principals and the extent of servant leadership implementation among principals and the morale of teachers in secondary schools

Evaluating Educational Services for Students ‎with Learning Disabilities in Mathematics for ‎the Primary Schools during Distance ‎Learning: Parents View

Awad Al-Tarawneh — 2024-04-30

This study aims to evaluate the educational services and support provided to students with learning difficulties in mathematics in primary schools during distance learning from the parent's views in Jordan. The study sample consisted of (423) parents of students with learning difficulties in mathematics. To achieve the study objectives, An electronic questionnaire was prepared after its validity and reliability were verified. It was found that the level of estimates of parents was moderate on the overall tool and in each area of the questionnaire (curriculum, teaching methods, assessment, support services). The results found statistically significant differences in the level of parents’ estimates due to the gender variable in favor of males in the level of assessment and support services, while there were no statistically significant differences in the field of curriculum and teaching. Statistically significant differences attributable to the school type were also evident. As private schools outperformed public schools in all areas of the measure

Peer Acceptance and its Relationship to ‎Psychological Well-Being among Secondary ‎School Students

Waleed Hayajneh — 2024-04-30

This study examined the level of peer acceptance and its relationship to psychological well-being among a random sample of Jordanian secondary school students, the study sample consisting of 241 male and female high school students from Al-Koura Directorate of Education schools. To achieve the study objectives, Al-Tawayah’s (2019) scale was used for peer acceptance and Ryff’s (1989) scale for psychological well-being after their validity and stability were verified. The findings indicated that the students in the study sample had a moderate level of peer acceptance and psychological well-being. The study revealed an extensive and significant association between the level of acceptance children received from their peers and their overall psychological well-being during secondary school. Furthermore, there was a statistically significant disparity in the correlation between peer acceptance and the various dimensions of psychological well-being, such as autonomy and a sense of personal growth, based on gender. Specifically, females exhibited a stronger correlation. Additionally, there was a statistically significant difference in the correlation between peer acceptance and the dimension of psychological well-being related to life goals, with males showing a stronger correlation. Based on the findings, the researchers suggested developing educational mechanisms and activities to improve and develop the level of peer acceptance among secondary school students

The Factor Structure of the Arabized ‎Jordanian Version of the Frost ‎Multidimensional Perfectionism Scale-Brief ‎‎(FMPS-B) ‎

Abdelhafez Al-Shayeb — 2024-04-30

The current study aimed to investigate the factor structure of the Arabized Jordanian version of the Frost Multidimensional Perfectionism Scale-Brief (FMPS-B’s) and its psychometric properties. Data for this study were collected from 362undergraduate male and female students from a public Jordanian university. The results of the exploratory factor analysis revealed that two subfactors were extracted,perfectionistic concerns, and perfectionistic strivings with good reliability coefficients. This was confirmed by comparing the fit indicators of two models, the two-factor model and the bi-factor model using the confirmatory factor analysis method, where it was found that the two-factor model fit the data well, while the bi-factor model does not. Convergent validity of the scale was also investigated through examining the relationship between the scores on each subfactor with anxiety and depression, where it was revealed that the perfectionistic concerns subfactor is significantly correlated with anxiety as well as depression, while the perfectionistic strivings subfactor is correlated with anxiety only

The Perceived Benefit, Ease of Use and ‎Attitudes as Predictors of Behavioral ‎Intentions for Using E-Gamification Srategy ‎in Teaching Intellectual Dsabilities

Salha Al-Gethami ‎ — 2024-04-30

The study aimed at investigating the relationship between perceived benefit, ease of use, attitudes, and behavioral intentions for using e-gamification strategy in teaching students with intellectual disabilities and exploring the variables that can predict behavioral intentions. To achieve that, the correlational descriptive approach was used. A questionnaire based on the Technology Acceptance Model (TAM) was designed as a study tool. After verifying its validity and reliability, it was applied to a sample consisting of 96 intellectual disabilities in Taif governorate. The results showed that perceived benefit, ease of use, attitudes and behavioral intentions were high for teachers. There was a moderate positive correlation between each of the perceived benefit, ease of use, and behavioral intentions, as well as a strong positive correlation between the attitudes and behavioral intentions. It turned out that attitudes could predict behavioral intentions, but perceived usefulness and ease of use could not.Additionally, the teachers' behavioral intentions differed based on their educational qualification, with a preference for postgraduate studies. There were no differences based on the teaching experience

The Effectiveness of the Lesson Study Course ‎based on the Interconnected Model of ‎Professional Growth (IMPG) in Developing ‎Female Science Teachers’ Instructional ‎Performance and Academic Achievement of ‎their Students

Bothaina Al-Hraziah — 2024-04-30

This study aimed to investigate the effectiveness of the Lesson Study Course based on the Interconnected Model of Professional Growth in developing the instructional performance of female science teachers and their students in the Sultanate of Oman. The sample of the study consisted of 30 female teachers who teach eighth-grade, distributed equally into two groups: experimental (15) and control (15). In addition, 1775 female students took the achievement test. To achieve the aims of the study, a training manual was prepared, which considered the four domains that make up the Interconnected Model of Professional Growth. The data were collected using two instruments: an observation card which was used to assess the teaching performance of the female teachers. The cards consisted of 32 skills. The validity and reliability of the card were verified, and it was checked at 88.75. An achievement test was administered to students, and both its validity and reliability (0.82) were checked. The results showed a significant difference in the mean scores for both groups in favor of the experimental group in the teaching performance and achievement test. The study concluded with several recommendations and suggestions to improve the classroom practices of female science teachers

The Effect of a Lesson Study-Based ‎Professional Development Program on ‎Developing the Teaching Practices of ‎Elementary School Mathematics Teachers

Ali Al-Yafie ‎ — 2024-04-30

This study aimed to study the effect of a lesson Study-based professional development program on developing the teaching practices of elementary school mathematics teachers The study utilized a qualitative approach to research based on the case study method.. To achieve the aim of the study, the researchers have developed a programme based on the Japanese model of professional development for teachers called lesson study. The data collection tools included teachers' conversations, interview questions, and class notes. Four teachers from a primary school in Riyadh took part in the study. All qualitative data were thoroughly evaluated, linked, deliberated, and interpreted. The results showed that the lesson study program was effective in the development of teaching and reflective practices. The most developed teaching practices among the research sample were: educational objectives; specifically: "setting the long-term objectives of the lesson study" and "writing the educational objectives of the lessons". These were followed by mathematical content; specifically: "distributing the mathematical content according to the educational objectives", and "linking the mathematical content to student’s real life". After that, the teaching procedures are as follows:"preparing and developing the lesson plan", "expanding activities and enrich the lessons", and "employing appropriate strategies". The student learning came last as follows:"considering students’ responses and interaction", "developing students’ thinking skills", "arousing learning motivation among students", and "participating students in solving exercises and examples". In conclusion, a few recommendations were brought up for discussion

The Degree to Which Arabic Language ‎Female Teachers in the Sultanate of Oman ‎Possess 21st Century Skills as Viewed by ‎School Principals and Educational ‎Supervisors

Najat Al-Awadiah ‎ — 2024-04-30

This study aimed to identify the degree of Arabic language teachers' possession of twenty-first century skills from the point of view of female school principals and male educational supervisors in the Sultanate of Oman. The study sample consisted of 68 female principals and 14 male and female supervisors. The study employed a descriptive design and utilized a questionnaire with 30 items categorized into 3 domains and 7 main skills: critical thinking, problem solving, communication culture, information and media literacy, collaboration, teamwork and leadership, innovation and creativity, technology culture, information and communication technology, professional and self-directed learning, and cross-cultural understanding. Subsequently, it was implemented in the study sample.. The study's results indicated that school principals found Arabic language teachers to have a significant level of twenty-first century skills, with an average score of 3.56. On the other hand, educational supervisors rated the possession of these skills by Arabic language teachers as moderate, with an average score of 3.00. The study recommended enhancing the training of female teachers in twenty-first century skills during their service, incorporating these skills into school curricula and teacher guides, and integrating technological applications and communication networks into educational settings at schools and universities

The Concept of Reflection among Science ‎Student Teachers at Sultan Qaboos University ‎in Light of NSTA and InTASC Teachers’ ‎Standards: A Case Study

Sharefah AL-Rwahia‎ — 2024-04-30

The current study aimed to identify the concept of reflection among pre-service science teachers at Sultan Qaboos University in light of InTASC and NSTA standards. It additionally sought to determine how field training trainers and their supervisors might help students learn and grow in the area of reflection. A qualitative approach was used, and a case study was designed. Seven faculty members and supervisors were interviewed individually, using a semi-structured format.. Focused group interviews that were applied to 15 pre-service teachers, and document analysis. The results showed that the two standard documents dealt with the concept of reflection in detail, especially InTASC. In addition, there is a lack of clarity in the true meaning of reflection among participants, including students, teachers, and supervisors of teachers.The study recommended the need to include concepts related to reflection in professional development and awareness programs for teachers in service, before service, and in development programs for academics, and to conduct comparative studies between teacher preparation programs on the concept of reflection

The Effectiveness of a Gamification--Based ‎Training Program on Female Math Teachers’ ‎Practices and on their Students’ Joyful ‎Learning in the Sultanate of Oman ‎

Khalid Al-Shidi — 2024-04-30

This study aimed to investigate the effectiveness of a training program based on electronic gamification in developing the skills of implementing lessons among female math teachers and its reflection on students’ joyful learning of the second cycle in the Sultanate of Oman. The study utilized a method based on a sequential explanatory design, incorporating two study tools: an observation card and a regular group interview, following verification of their reliability and validity. The study sample consisted of 16 female teachers, and the interview tool was used with a sample of 160 female students. The study revealed that female teachers had a 52% efficacy, according to Haridi’s earning equation¸ in their gamification skills performance. The study found that female students in the sample appreciated the effect of using gamification skills on their learning. Engaging activities that have sparked their interest and participation in lessons have included drawings, interactive cards, educational reading materials from Barcud, e-applications, social strategies, and different promotional methods. The study recommended including the training of gamification skills (E-Skills), integrating gamification components into applications and programs, and incorporating activities related to gamification and motivational activities linked to educational programming in modern mathematics curricula

A Proposed Culture-Based Model for Elementary School Social Studies Teachers’ ‎Perceptions of Bullying Cases in Kuwaiti Government Schools

Abdulaziz Al-Shammari — 2024-05-05

This study aimed to prepare a proposed culture-based model for primary school social studies teachers’ perceptions of bullying cases in public schools in Kuwait. The study sample consisted of (200) female social studies teachers in elementary schools. The study results showed that the ratio between applying the social studies curriculum in elementary schools and bullying incidents in Kuwait was weak. Social studies teachers are not satisfied with the social studies curriculum in terms of its suitability for the intellectual levels of students and its role in preparing good learners. The study recommended the need for curricula planners to keep up with modern psychological and educational trends in reducing the incidence of bullying in schools and for curricula developers to benefit from the results of this study by taking some measures to reduce cases of bullying