Pub Date : 2024-07-01DOI: 10.21608/psjer.2024.253785.1030
Hanem Ahmed Salem
This study aims to explore the differences among STEM students and ordinary programs students concerning both self-competence of online technologies and academic resilience. In addition, it focuses on revealing the relationship between self-competence of online technologies and academic resilience for Sophomores of programs (STEM) and ordinary programs in faculty education. The sample included 92 second-level students: 41 enrolled in STEM program and 51 students enrolled in ordinary programs at the Faculty of Education, Zagazig University. Self-competence of online technologies scale and academic resilience questionnaire were administered. The independent sample t-test and Pearson correlation coefficient were calculated. Results of the study demonstrated a statistically positive correlation at the level of (0.01) between self-competence of online technologies (total score) and its dimensions with academic resilience (total score) and its dimensions. In addition, there are statistical differences between students of STEM programs and ordinary programs at the faculty of education in the self-competence to electronic knowledge, evaluation self-efficiency, and electronic self-efficiency in favor of the students of the second level with STEM programs. There are also statistical significance differences between both groups in academic resilience (total degree) in favor of students of the second level of STEM programs.
{"title":"Self-Competence of Online Technologies and Academic Resilience among STEM and Ordinary Programs Students at the Faculty of Education - Zagazig University","authors":"Hanem Ahmed Salem","doi":"10.21608/psjer.2024.253785.1030","DOIUrl":"https://doi.org/10.21608/psjer.2024.253785.1030","url":null,"abstract":"This study aims to explore the differences among STEM students and ordinary programs students concerning both self-competence of online technologies and academic resilience. In addition, it focuses on revealing the relationship between self-competence of online technologies and academic resilience for Sophomores of programs (STEM) and ordinary programs in faculty education. The sample included 92 second-level students: 41 enrolled in STEM program and 51 students enrolled in ordinary programs at the Faculty of Education, Zagazig University. Self-competence of online technologies scale and academic resilience questionnaire were administered. The independent sample t-test and Pearson correlation coefficient were calculated. Results of the study demonstrated a statistically positive correlation at the level of (0.01) between self-competence of online technologies (total score) and its dimensions with academic resilience (total score) and its dimensions. In addition, there are statistical differences between students of STEM programs and ordinary programs at the faculty of education in the self-competence to electronic knowledge, evaluation self-efficiency, and electronic self-efficiency in favor of the students of the second level with STEM programs. There are also statistical significance differences between both groups in academic resilience (total degree) in favor of students of the second level of STEM programs.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141706440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.21608/psjer.2024.264887.1032
Adel Mohamed El-Adl
Interactive academic advising means building an interactive electronic environment that achieves an effective advising system for moving from traditional advising to interactive electronic advising. The current study aims to verify the effectiveness of using electronic counseling platforms in achieving greater benefits from the counseling process among university students. The quasi-experimental approach was used on a sample of 82 university students. The experimental group (EG) consisted of 39 students to whom interactive academic electronic guidance was applied, while the control group (CG) consisted of 43 students to whom traditional face-to-face guidance was applied. In both groups, the students' socioeconomic status, intelligence, and previous academic achievements were approximately the same. The ages of the students in both groups ranged from 20 to 22 years. The Raven Matrix Scale, which consists of 60 matrices, was used to measure intelligence. A questionnaire on the extent of benefit from academic guidance, students’ attitudes towards study (prepared by the researcher), and obtaining the students’ cumulative average (GPA) in the end-of-term exam. The results of the study indicated that there are statistically significant differences between students in the experimental and control groups in the extent of benefit from academic guidance, students’ attitudes toward study, and students’ cumulative average (GPA) in favor of students who use interactive academic electronic guidance. The researcher recommended using interactive academic guidance in all universities; and training faculty members to use this type of guidance with all students .
{"title":"Differences in the Effectiveness of Guidance and Attitudes towards Learning, Studying, and Academic Achievement According to the Guidance Method","authors":"Adel Mohamed El-Adl","doi":"10.21608/psjer.2024.264887.1032","DOIUrl":"https://doi.org/10.21608/psjer.2024.264887.1032","url":null,"abstract":"Interactive academic advising means building an interactive electronic environment that achieves an effective advising system for moving from traditional advising to interactive electronic advising. The current study aims to verify the effectiveness of using electronic counseling platforms in achieving greater benefits from the counseling process among university students. The quasi-experimental approach was used on a sample of 82 university students. The experimental group (EG) consisted of 39 students to whom interactive academic electronic guidance was applied, while the control group (CG) consisted of 43 students to whom traditional face-to-face guidance was applied. In both groups, the students' socioeconomic status, intelligence, and previous academic achievements were approximately the same. The ages of the students in both groups ranged from 20 to 22 years. The Raven Matrix Scale, which consists of 60 matrices, was used to measure intelligence. A questionnaire on the extent of benefit from academic guidance, students’ attitudes towards study (prepared by the researcher), and obtaining the students’ cumulative average (GPA) in the end-of-term exam. The results of the study indicated that there are statistically significant differences between students in the experimental and control groups in the extent of benefit from academic guidance, students’ attitudes toward study, and students’ cumulative average (GPA) in favor of students who use interactive academic electronic guidance. The researcher recommended using interactive academic guidance in all universities; and training faculty members to use this type of guidance with all students .","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"82 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141698953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.21608/psjer.2024.257370.1031
Yasser Abdel Hamid Mahmoud
The current study aimed to develop the professional competencies of inclusion teachers, and improve their attitudes towards Students with Special Needs (SSNs) through the training package based on digital education. Thirty teachers in inclusion schools participated in the study. The study used the professional competencies of inclusion teachers test, the teachers’ attitudes toward students with special needs scale, and the training package based on digital education. The results revealed that the training package based on digital education was effective in developing the professional competencies of inclusion teachers and improving their attitudes toward SSNs. The effect of the training package continued after a period of training. The study recommended to preparing a guide for teachers to introduce them to digital education and its advantages in educating SSNs.
{"title":"A Training Package Based on Digital Education in Developing the Professional Competencies of Inclusion Teachers and its Impact on Improving their Attitudes towards Students with Special Needs","authors":"Yasser Abdel Hamid Mahmoud","doi":"10.21608/psjer.2024.257370.1031","DOIUrl":"https://doi.org/10.21608/psjer.2024.257370.1031","url":null,"abstract":"The current study aimed to develop the professional competencies of inclusion teachers, and improve their attitudes towards Students with Special Needs (SSNs) through the training package based on digital education. Thirty teachers in inclusion schools participated in the study. The study used the professional competencies of inclusion teachers test, the teachers’ attitudes toward students with special needs scale, and the training package based on digital education. The results revealed that the training package based on digital education was effective in developing the professional competencies of inclusion teachers and improving their attitudes toward SSNs. The effect of the training package continued after a period of training. The study recommended to preparing a guide for teachers to introduce them to digital education and its advantages in educating SSNs.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.21608/psjer.2024.265051.1033
Hadya Adel Abdelrehim, Mahmoud Ali Moussa
The study aimed to evaluate emotional intelligence (EI) models in Egyptian university students, focusing on the abilities and traits of 280 senior students at Suez Canal University. The researchers used descriptive and comparative causal approaches and used the BEIS-10 modified scale and the Trait Emotional Intelligence Questionnaire (TEIQue-30) to test both the general factor perspective and the sub-factors. The results of the two-factor model revealed that the items of EI loaded on one single factor, while most of the traits model items loaded on two factors. This implies that ability serves as the core for emotional thinking, emphasizing the necessity of emotional self-efficacy in learners. From the perspective of sub-factors, there was coherence among the factors assessing self-emotions, evaluating others' emotions, and utilizing emotions in the ability model. However, the emotional regulation factor lost its items' distribution across the first and second factors, indicating that an individual's evaluation of others' emotions depends heavily on emotional experience and awareness.
{"title":"An Evaluation Study of Emotional Intelligence Structure according to the Ability and Traits Perspectives among University Students","authors":"Hadya Adel Abdelrehim, Mahmoud Ali Moussa","doi":"10.21608/psjer.2024.265051.1033","DOIUrl":"https://doi.org/10.21608/psjer.2024.265051.1033","url":null,"abstract":"The study aimed to evaluate emotional intelligence (EI) models in Egyptian university students, focusing on the abilities and traits of 280 senior students at Suez Canal University. The researchers used descriptive and comparative causal approaches and used the BEIS-10 modified scale and the Trait Emotional Intelligence Questionnaire (TEIQue-30) to test both the general factor perspective and the sub-factors. The results of the two-factor model revealed that the items of EI loaded on one single factor, while most of the traits model items loaded on two factors. This implies that ability serves as the core for emotional thinking, emphasizing the necessity of emotional self-efficacy in learners. From the perspective of sub-factors, there was coherence among the factors assessing self-emotions, evaluating others' emotions, and utilizing emotions in the ability model. However, the emotional regulation factor lost its items' distribution across the first and second factors, indicating that an individual's evaluation of others' emotions depends heavily on emotional experience and awareness.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.21608/psjer.2024.271859.1034
Doaa elbarbari
The aim of the present study is to investigate the effectiveness of a proposed digital unit in risk geography according to the Science, Technology, and Society and Environment (STSE) approach for developing geographical reasoning among first-year secondary school students. To achieve this goal, the semi-experimental approach was employed: one-group pretest-posttest design. In addition, the research sample was selected randomly, which included 30 female students in the first year of secondary school. The findings of the research have proved the effectiveness of the proposed digital unit in risk geography, according to the STSE approach, in developing geographical reasoning among the students of the first year of secondary school. Accordingly, the research has recommended that the researcher need to design training programs to practice geographical reasoning skills, targeting first-year secondary school students.
{"title":"A Proposed Digital Unit in the Geography of Risks according to the STSE Approach for Developing Geographical Reasoning among the First Year Students of Secondary School","authors":"Doaa elbarbari","doi":"10.21608/psjer.2024.271859.1034","DOIUrl":"https://doi.org/10.21608/psjer.2024.271859.1034","url":null,"abstract":"The aim of the present study is to investigate the effectiveness of a proposed digital unit in risk geography according to the Science, Technology, and Society and Environment (STSE) approach for developing geographical reasoning among first-year secondary school students. To achieve this goal, the semi-experimental approach was employed: one-group pretest-posttest design. In addition, the research sample was selected randomly, which included 30 female students in the first year of secondary school. The findings of the research have proved the effectiveness of the proposed digital unit in risk geography, according to the STSE approach, in developing geographical reasoning among the students of the first year of secondary school. Accordingly, the research has recommended that the researcher need to design training programs to practice geographical reasoning skills, targeting first-year secondary school students.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"42 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21608/psjer.2023.186840.1015
Hamdy Hafez, M. El-Baz, A. Elbasaty, Hilmy Awad
{"title":"A Training Program to Develop Concepts and Skills Related to Occupational Health and Safety Issues for Workers in Photovoltaic Power Plants","authors":"Hamdy Hafez, M. El-Baz, A. Elbasaty, Hilmy Awad","doi":"10.21608/psjer.2023.186840.1015","DOIUrl":"https://doi.org/10.21608/psjer.2023.186840.1015","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129569099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21608/psjer.2023.184539.1014
Mohamed Ali, Walaa M. El-Henawy, Jehan El Bassuony
{"title":"A Program Based on Some Habits of Mind to Develop English Speaking Skills of Secondary Stage Students","authors":"Mohamed Ali, Walaa M. El-Henawy, Jehan El Bassuony","doi":"10.21608/psjer.2023.184539.1014","DOIUrl":"https://doi.org/10.21608/psjer.2023.184539.1014","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126440489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21608/psjer.2023.181389.1011
Amany Elgendy, Rafeek Elmeanawy
The current research aimed to use earth and space sciences in light of the next-generation science standards (NGSS) to improve scientific and engineering practices among middle school students. The research followed the quasi-experimental design, a pre-post one-group design for experimenting with the developed Earth-Universe Unit. The participants consisted of 30 female students. The materials for the research tools were a student’s book, a teacher’s guide, and a learner’s activity booklet. The tool of the study was a scientific and engineering practices test. The results revealed that there is a statistically significant difference between the mean scores of the participants in the pre and post-administration of the scientific and engineering practices test at the level (0.05) in favor of the post-application. This means the effectiveness of the developed curriculum (Unit of the Earth and the Universe) in the light of NGSS in science for the first grade of middle school. The research also recommended the necessity of paying attention to the Next Generation Science Standards in developing science curricula in the preparatory stage, especially in the field of the universe and earth sciences.
{"title":"Utilizing Earth and Space Sciences In The Light Of the Next Generation Science Standards (NGSS) for Improving Scientific and Engineering Practices among preparatory stage pupils","authors":"Amany Elgendy, Rafeek Elmeanawy","doi":"10.21608/psjer.2023.181389.1011","DOIUrl":"https://doi.org/10.21608/psjer.2023.181389.1011","url":null,"abstract":"The current research aimed to use earth and space sciences in light of the next-generation science standards (NGSS) to improve scientific and engineering practices among middle school students. The research followed the quasi-experimental design, a pre-post one-group design for experimenting with the developed Earth-Universe Unit. The participants consisted of 30 female students. The materials for the research tools were a student’s book, a teacher’s guide, and a learner’s activity booklet. The tool of the study was a scientific and engineering practices test. The results revealed that there is a statistically significant difference between the mean scores of the participants in the pre and post-administration of the scientific and engineering practices test at the level (0.05) in favor of the post-application. This means the effectiveness of the developed curriculum (Unit of the Earth and the Universe) in the light of NGSS in science for the first grade of middle school. The research also recommended the necessity of paying attention to the Next Generation Science Standards in developing science curricula in the preparatory stage, especially in the field of the universe and earth sciences.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130651245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21608/psjer.2023.193980.1016
Fidaa Soboh, A. Gheith
The current study aimed to enhance the EFL majors' writing performance by adopting a constructivist flipped learning approach. The researchers adopted one group design. Participants were thirty-one EFL majors (n=31), enrolled in the study program, who had 10 sessions; approximately two days per week, two hours per session. To identify and enhance the participants' writing performance, the researchers designed a pre/post-test and a rubric. The researchers then created a program based on the constructivist flipped learning approach to enhance the learners' writing performance. The pre/post-test results of the participants were analyzed statistically by using Pearson's correlation coefficients and Cronbach's Alpha Coefficient to compare the mean score, standard deviation, and effect size. In addition, a qualitative analysis of the participants' progress was conducted and analyzed. Both quantitative and qualitative interpreted results revealed varied positive effects of using the constructivist flipped learning approach in enhancing EFL majors' writing performance.
{"title":"A Constructivist Flipped Learning Approach to Enhance EFL Majors' Writing Performance at Al Azhar University – Gaza","authors":"Fidaa Soboh, A. Gheith","doi":"10.21608/psjer.2023.193980.1016","DOIUrl":"https://doi.org/10.21608/psjer.2023.193980.1016","url":null,"abstract":"The current study aimed to enhance the EFL majors' writing performance by adopting a constructivist flipped learning approach. The researchers adopted one group design. Participants were thirty-one EFL majors (n=31), enrolled in the study program, who had 10 sessions; approximately two days per week, two hours per session. To identify and enhance the participants' writing performance, the researchers designed a pre/post-test and a rubric. The researchers then created a program based on the constructivist flipped learning approach to enhance the learners' writing performance. The pre/post-test results of the participants were analyzed statistically by using Pearson's correlation coefficients and Cronbach's Alpha Coefficient to compare the mean score, standard deviation, and effect size. In addition, a qualitative analysis of the participants' progress was conducted and analyzed. Both quantitative and qualitative interpreted results revealed varied positive effects of using the constructivist flipped learning approach in enhancing EFL majors' writing performance.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128611978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.21608/psjer.2023.168091.1006
Ebraheem Al-Khayat, Doaa elbarbari
{"title":"Using project-based learning in teaching geography to develop some life skills for middle school students","authors":"Ebraheem Al-Khayat, Doaa elbarbari","doi":"10.21608/psjer.2023.168091.1006","DOIUrl":"https://doi.org/10.21608/psjer.2023.168091.1006","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129172843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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