Pub Date : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp281-315
This study aimed to determine the techniques that students perceive as important to support their engagement in computer science online learning, and to examine the effect of the gender and educational stage on students’ appreciation of these techniques. The study relied on the descriptive approach and used a questionnaire to collect data. The questionnaire consisted of 29 techniques to support students’ engagement, divided into three main categories: engagement among students, engagement between student and teacher, and engagement between students and educational content. The questionnaire was distributed electronically after verifying its validity and reliability. The study sample consisted of 405 male and female students in middle and high school in Riyadh. The finding indicated that students saw the importance of all the techniques to support their engagement in computer science online learning, and the student-teacher engagement techniques were the most important for students, followed by the student-content engagement techniques, then the student-student engagement techniques. In addition, the results indicated that there were statistically significant differences in the average of sample’s responses related to the variable of gender in favor of females; and related to the variable of educational stage in favor of the high school. The study recommended the importance of paying attention to the engagement techniques in online learning environment generally because of their great importance for both male and female students, and the need to develop teacher preparation programs in line with the modern trends towards online learning. Keywords: Engagement Techniques, online learning, computer science
{"title":"Techniques to Support Student Engagement in Computer Science Online Learning","authors":"","doi":"10.36771/ijre.47.1.23-pp281-315","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp281-315","url":null,"abstract":"This study aimed to determine the techniques that students perceive as important to support their engagement in computer science online learning, and to examine the effect of the gender and educational stage on students’ appreciation of these techniques. The study relied on the descriptive approach and used a questionnaire to collect data. The questionnaire consisted of 29 techniques to support students’ engagement, divided into three main categories: engagement among students, engagement between student and teacher, and engagement between students and educational content. The questionnaire was distributed electronically after verifying its validity and reliability. The study sample consisted of 405 male and female students in middle and high school in Riyadh. The finding indicated that students saw the importance of all the techniques to support their engagement in computer science online learning, and the student-teacher engagement techniques were the most important for students, followed by the student-content engagement techniques, then the student-student engagement techniques. In addition, the results indicated that there were statistically significant differences in the average of sample’s responses related to the variable of gender in favor of females; and related to the variable of educational stage in favor of the high school. The study recommended the importance of paying attention to the engagement techniques in online learning environment generally because of their great importance for both male and female students, and the need to develop teacher preparation programs in line with the modern trends towards online learning.\u0000\u0000Keywords: Engagement Techniques, online learning, computer science","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129983541","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp250-280
The “Tsunami "of spread of knowledge and modern technological means led to the emergence of new mental skills and modes of learning among learners. Consequently, students’ learning was affected by the new knowledge networks. As such, this study aimed at investigating the change in the learning habits of learners in light of the technological development, and to study the impact of digital instruments and applications on the development/change of the learners’ study habits. The study utilized a qualitative approach with a descriptive analytical design, where semi-structured interviews were created and conducted with three age groups: three adult learners who studied before technological development, five secondary school students, and four tertiary university students. Research results revealed the persistence of some traditional learning habits among school students, the development of study habits linked to modern technological means, and the development of modern technical skills such as Internet search. Some factors affecting learning habits appeared; specifically, the nature of the study task, teaching strategies, and student specialization. Some digital skills have been diagnosed for each category, like online searching skills, staying connected to networks, communication skills, the skills of self-organization, and the control of smart devices. In light of its findings, the study ended up with a set of recommendations for future research, and other recommendations for practice. Keywords: Learning habits, connectivism, digital learners, learning skills, learning instruments.
{"title":"Variations in Students’ Learning Habits and Behavior Patterns in Light of the Technological Innovations and Connectivist Theory of Learning","authors":"","doi":"10.36771/ijre.47.1.23-pp250-280","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp250-280","url":null,"abstract":"The “Tsunami \"of spread of knowledge and modern technological means led to the emergence of new mental skills and modes of learning among learners. Consequently, students’ learning was affected by the new knowledge networks. As such, this study aimed at investigating the change in the learning habits of learners in light of the technological development, and to study the impact of digital instruments and applications on the development/change of the learners’ study habits. The study utilized a qualitative approach with a descriptive analytical design, where semi-structured interviews were created and conducted with three age groups: three adult learners who studied before technological development, five secondary school students, and four tertiary university students. Research results revealed the persistence of some traditional learning habits among school students, the development of study habits linked to modern technological means, and the development of modern technical skills such as Internet search. Some factors affecting learning habits appeared; specifically, the nature of the study task, teaching strategies, and student specialization. Some digital skills have been diagnosed for each category, like online searching skills, staying connected to networks, communication skills, the skills of self-organization, and the control of smart devices. In light of its findings, the study ended up with a set of recommendations for future research, and other recommendations for practice.\u0000\u0000Keywords: Learning habits, connectivism, digital learners, learning skills, learning instruments.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131376305","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp12-48
Buthaina A. Al-Zaidi
The study aimed to identify the level of including the principles of brain-based learning in the content of Oman science curricula for grades (5-8). The study followed the analytical method. The analyses included two units of the science curriculum for each grade from grades 5 to 8 in government schools for the academic year 2020/2021. The total number of units was 16 including the student’s book and the activity book for the first and second semesters. An analysis card was designed for the content of science curricula. Experts in the field verified the validity of the instrument. The reliability was obtained using inter-rater and test-retest methods. The results showed that the twelve principles of brain-based learning were included in the content of Omani science curricula for grades 5 to 8 with varying proportions. The results also indicated statistically significant differences in including the standards of the principles of brain-based learning among the grade levels. The percentage of including these standards in each grade was different from the other grades. The rate of including principles increased with the progression of the school level. There is consistency and continuity in including the standards of the principles of brain-based learning across grades at the school level covered by the current study. The study recommended taking advantage of the list of indicators of brain-based learning principles when developing the books of basic education 2. Keywords: brain-based learning principles, science curricula, grades (8-5(, Oman, Analytical Study.
{"title":"Brain-based Learning Principles in the Science Curricula Content of the Basic Education Stage in the Sultanate of Oman: An Analytical Study","authors":"Buthaina A. Al-Zaidi","doi":"10.36771/ijre.47.1.23-pp12-48","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp12-48","url":null,"abstract":"The study aimed to identify the level of including the principles of brain-based learning in the content of Oman science curricula for grades (5-8). The study followed the analytical method. The analyses included two units of the science curriculum for each grade from grades 5 to 8 in government schools for the academic year 2020/2021. The total number of units was 16 including the student’s book and the activity book for the first and second semesters. An analysis card was designed for the content of science curricula. Experts in the field verified the validity of the instrument. The reliability was obtained using inter-rater and test-retest methods. The results showed that the twelve principles of brain-based learning were included in the content of Omani science curricula for grades 5 to 8 with varying proportions. The results also indicated statistically significant differences in including the standards of the principles of brain-based learning among the grade levels. The percentage of including these standards in each grade was different from the other grades. The rate of including principles increased with the progression of the school level. There is consistency and continuity in including the standards of the principles of brain-based learning across grades at the school level covered by the current study. The study recommended taking advantage of the list of indicators of brain-based learning principles when developing the books of basic education 2.\u0000\u0000Keywords: brain-based learning principles, science curricula, grades (8-5(, Oman, Analytical Study.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115514395","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp165-199
The study aimed to identify the sources of mathematics learning Disabilities for middle school classes from the point of view of supervisors and teachers and their suggestions to address them. The study sample consisted of 38 male and female supervisors and 151 teachers for the mathematics course who were chosen by the available random method during the first semester of the academic year 2021 / 2022. To achieve the objectives of the study, a tool was prepared that consisted of four subscales (36 items), namely the student, the teacher, the textbook, and the classroom environment. The results showed that the textbook ranked first, followed by the student, and then the teacher. The average responses of the study participants on the survey subscales were moderate, and there were no statistically significant differences attributed to the job title and gender variables and there were statistically significant differences attributed to the educational qualification variable and in favor of the bachelor's holders. There were statistically significant differences due to the number of years of experience in favor of the participants who have less than 5 years of experience. The study recommended holding training courses for mathematics teachers to find out a specific mechanism in dealing with people with learning difficulties. Keywords: Learning disabilities, mathematics, middle school, teachers, supervisors
{"title":"Sources of Mathematics Learning Disabilities for Middle School Classes from the Point of View of Supervisors and Teachers and Their Suggestions for Addressing them","authors":"","doi":"10.36771/ijre.47.1.23-pp165-199","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp165-199","url":null,"abstract":"The study aimed to identify the sources of mathematics learning Disabilities for middle school classes from the point of view of supervisors and teachers and their suggestions to address them. The study sample consisted of 38 male and female supervisors and 151 teachers for the mathematics course who were chosen by the available random method during the first semester of the academic year 2021 / 2022. To achieve the objectives of the study, a tool was prepared that consisted of four subscales (36 items), namely the student, the teacher, the textbook, and the classroom environment. The results showed that the textbook ranked first, followed by the student, and then the teacher. The average responses of the study participants on the survey subscales were moderate, and there were no statistically significant differences attributed to the job title and gender variables and there were statistically significant differences attributed to the educational qualification variable and in favor of the bachelor's holders. There were statistically significant differences due to the number of years of experience in favor of the participants who have less than 5 years of experience. The study recommended holding training courses for mathematics teachers to find out a specific mechanism in dealing with people with learning difficulties.\u0000 \u0000 Keywords: Learning disabilities, mathematics, middle school, teachers, supervisors","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114139070","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp92-130
The goal of this study was to examine to what extent learning disabilities teachers, in Jeddah governorate, use evidence-based approaches in teaching mathematics to students with learning disabilities, and to see whether there were any differences according to sex, education level, teaching level, training courses, and experience. The researchers employed a descriptive methodology using a survey questionnaire. The study population consisted of all elementary and middle school teachers who teach students learning disabilities. The study participants included 248 teachers of students with learning disabilities. The findings of the study showed that the level of implementing evidence-based techniques in teaching mathematics to students with learning difficulties is moderate. The findings also revealed that there were no statistically significant differences in the mean scores of math teachers’ responses with regards to the implementation of evidence-based techniques according to gender and grade level. However, the results showed statistically significant differences in favor of teachers with graduate study degrees, the access to training courses variable for those who have already obtained training courses in mathematics, and the number of years of experience in favor of 6 -10 category. Keywords: Learning disabilities, evidence-based practices, math disabilities, teachers
{"title":"The Extent of Implementing Evidence-based Practices in Teaching Mathematics to Students with Learning Disabilities from the Viewpoint of their Teachers","authors":"","doi":"10.36771/ijre.47.1.23-pp92-130","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp92-130","url":null,"abstract":"The goal of this study was to examine to what extent learning disabilities teachers, in Jeddah governorate, use evidence-based approaches in teaching mathematics to students with learning disabilities, and to see whether there were any differences according to sex, education level, teaching level, training courses, and experience. The researchers employed a descriptive methodology using a survey questionnaire. The study population consisted of all elementary and middle school teachers who teach students learning disabilities. The study participants included 248 teachers of students with learning disabilities. The findings of the study showed that the level of implementing evidence-based techniques in teaching mathematics to students with learning difficulties is moderate. The findings also revealed that there were no statistically significant differences in the mean scores of math teachers’ responses with regards to the implementation of evidence-based techniques according to gender and grade level. However, the results showed statistically significant differences in favor of teachers with graduate study degrees, the access to training courses variable for those who have already obtained training courses in mathematics, and the number of years of experience in favor of 6 -10 category. \u0000\u0000Keywords: Learning disabilities, evidence-based practices, math disabilities, teachers","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126879385","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp49-91
The study aimed to analyze the trends of mathematics education research published in the Journal of Mathematics Education in the last five years and to propose a future map for mathematics education research in the light of the analysis results, professors’ and experts’ views, and the contemporary international trends. The study used a simplified model to classify research in seven domains. Also, the researcher used a questionnaire for professors and experts to determine a future map for mathematics education research. The results showed the research trends in the Journal of Mathematics Education were most of the articles were single authored (79.5%), the use of the experimental methodology (63%), the dominance of teaching strategies research (37%), the number of primary school students (27%) followed by the middle school students (26%), the category of normal students (89.7%), and the experimental research using one independent variable (62.5%). For the dependent variables, the articles used two dependent variables (30.7%). Achievement was the most frequent at 17%. The interaction of one independent variable with two dependents variables was the most frequent and the research co-authored by professors was 11%. The study suggested a future map for future mathematics education research. Recommendations and suggestions were presented. Keywords: Research trends, research priorities, mathematics education, educational research
{"title":"Trends of Mathematics Education Research Studies Published in Journal of Mathematics Education from 2017 to 2021","authors":"","doi":"10.36771/ijre.47.1.23-pp49-91","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp49-91","url":null,"abstract":"The study aimed to analyze the trends of mathematics education research published in the Journal of Mathematics Education in the last five years and to propose a future map for mathematics education research in the light of the analysis results, professors’ and experts’ views, and the contemporary international trends. The study used a simplified model to classify research in seven domains. Also, the researcher used a questionnaire for professors and experts to determine a future map for mathematics education research. The results showed the research trends in the Journal of Mathematics Education were most of the articles were single authored (79.5%), the use of the experimental methodology (63%), the dominance of teaching strategies research (37%), the number of primary school students (27%) followed by the middle school students (26%), the category of normal students (89.7%), and the experimental research using one independent variable (62.5%). For the dependent variables, the articles used two dependent variables (30.7%). Achievement was the most frequent at 17%. The interaction of one independent variable with two dependents variables was the most frequent and the research co-authored by professors was 11%. The study suggested a future map for future mathematics education research. Recommendations and suggestions were presented.\u0000\u0000Keywords: Research trends, research priorities, mathematics education, educational research","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128975756","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp200-229
The purpose of this systematic review was to investigate how diglossia hinders the acquisition of underlying reading processes of Arabic-speaking students and recommend pragmatic solutions that would help Arabic teachers in developing their students’ reading abilities. Results of the included studies showed that Arabic-speaking students lack standard phonemes, phonological and morphological patterns, and letters missing from their local Arabic vernaculars, which in turn, affect their word reading abilities. Nevertheless, it takes six years of systematic exposure to standard Arabic to close the linguistic gap between students’ oral and written language in terms of phonemes, letters, and phonological and morphological patterns. Conversely, the syntactic gap remains wide during the first five years of formal education. Furthermore, results showed that systematic exposure to standard Arabic for 15, 25, or 60 minutes positively impacts Arabic-speaking students’ word reading abilities and reading comprehension at short- and long-terms. Keywords: diglossia, Arabic reading, Arabic-speaking students, pragmatic solutions, Arabic teachers
{"title":"Effects of Diglossia on the Acquisition of Underlying Reading Processes: Toward Pragmatic Solutions","authors":"","doi":"10.36771/ijre.47.1.23-pp200-229","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp200-229","url":null,"abstract":"The purpose of this systematic review was to investigate how diglossia hinders the acquisition of underlying reading processes of Arabic-speaking students and recommend pragmatic solutions that would help Arabic teachers in developing their students’ reading abilities. Results of the included studies showed that Arabic-speaking students lack standard phonemes, phonological and morphological patterns, and letters missing from their local Arabic vernaculars, which in turn, affect their word reading abilities. Nevertheless, it takes six years of systematic exposure to standard Arabic to close the linguistic gap between students’ oral and written language in terms of phonemes, letters, and phonological and morphological patterns. Conversely, the syntactic gap remains wide during the first five years of formal education. Furthermore, results showed that systematic exposure to standard Arabic for 15, 25, or 60 minutes positively impacts Arabic-speaking students’ word reading abilities and reading comprehension at short- and long-terms. \u0000\u0000\u0000Keywords: diglossia, Arabic reading, Arabic-speaking students, pragmatic solutions, Arabic teachers","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131205834","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp131-164
The aim of this study was to identify the challenges faced by undergraduate students with visual impairment at Taibah University during COVID-19 Outbreak. The study focused on two main variables: gender and degree of visual impairment. The sample of the study consisted of 87 undergraduate students with visual impairment enrolled in the academic year 1442 H. The data collection instruments consisted of 35 statements divided into five dimensions: online learning, financial, social, psychological, and physical mobility to examine participants’ challenges. The results of the showed that the challenges faced students with visual impairment are financial, psychological, social, online learning and physical mobility challenges. The results also showed that there were statistically significant differences based on gender with females facing more challenges than males. Regarding the degree of visual impairment, there were statistically significant differences based on the degree of visual impairment with blind students facing more challenges than low vision students. Keywords: Challenges, undergraduate, visual impairment, COVID-19, university students
{"title":"Challenges Facing Undergraduate Students with Visual Impairment during COVID-19 Outbreak at Taibah University","authors":"","doi":"10.36771/ijre.47.1.23-pp131-164","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp131-164","url":null,"abstract":"The aim of this study was to identify the challenges faced by undergraduate students with visual impairment at Taibah University during COVID-19 Outbreak. The study focused on two main variables: gender and degree of visual impairment. The sample of the study consisted of 87 undergraduate students with visual impairment enrolled in the academic year 1442 H. The data collection instruments consisted of 35 statements divided into five dimensions: online learning, financial, social, psychological, and physical mobility to examine participants’ challenges. The results of the showed that the challenges faced students with visual impairment are financial, psychological, social, online learning and physical mobility challenges. The results also showed that there were statistically significant differences based on gender with females facing more challenges than males. Regarding the degree of visual impairment, there were statistically significant differences based on the degree of visual impairment with blind students facing more challenges than low vision students.\u0000\u0000 Keywords: Challenges, undergraduate, visual impairment, COVID-19, university students","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116607933","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 : 2023-01-15DOI: 10.36771/ijre.47.1.23-pp230-249
This study aimed to investigate the level of satisfaction of Sultan Qaboos University students with remote academic advising during the COVID-19 pandemic. It also aimed to explore the factors that might affect the extent of satisfaction, such as gender, academic year, and the nationality of the academic advisor. To achieve these aims, the researchers developed an academic advising satisfaction survey. The survey consisted of three sub-scales, namely, satisfaction with the advisor's competence and information, satisfaction with the advisor's interest and enthusiasm, and satisfaction with the ease of communication with the advisor. The survey was distributed to a sample of 490 undergraduate students (248 males and 242 females) during the COVID-19 period in the Spring 2021 semester. The study results showed that the students were highly satisfied with the competence and information of the academic advisors. At the same time, they expressed moderate levels of satisfaction with the advisors' interest and enthusiasm and the ease of communication with the advisors. The results also revealed that students supervised by Omani faculty members are more satisfied with academic advising than students supervised by non-Omani faculty members. In addition, the results showed that third-year students and above are more satisfied with academic advising than their first and second-year counterparts. Keywords: Academic advising, distance learning, Covid-19, Sultan Qaboos University
{"title":"Factors Affecting the Satisfaction of Sultan Qaboos University Students about Remote Academic Advising during the Covid-19 Pandemic","authors":"","doi":"10.36771/ijre.47.1.23-pp230-249","DOIUrl":"https://doi.org/10.36771/ijre.47.1.23-pp230-249","url":null,"abstract":"This study aimed to investigate the level of satisfaction of Sultan Qaboos University students with remote academic advising during the COVID-19 pandemic. It also aimed to explore the factors that might affect the extent of satisfaction, such as gender, academic year, and the nationality of the academic advisor. To achieve these aims, the researchers developed an academic advising satisfaction survey. The survey consisted of three sub-scales, namely, satisfaction with the advisor's competence and information, satisfaction with the advisor's interest and enthusiasm, and satisfaction with the ease of communication with the advisor. The survey was distributed to a sample of 490 undergraduate students (248 males and 242 females) during the COVID-19 period in the Spring 2021 semester. The study results showed that the students were highly satisfied with the competence and information of the academic advisors. At the same time, they expressed moderate levels of satisfaction with the advisors' interest and enthusiasm and the ease of communication with the advisors. The results also revealed that students supervised by Omani faculty members are more satisfied with academic advising than students supervised by non-Omani faculty members. In addition, the results showed that third-year students and above are more satisfied with academic advising than their first and second-year counterparts.\u0000\u0000Keywords: Academic advising, distance learning, Covid-19, Sultan Qaboos University","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129168957","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 : 2022-10-15DOI: 10.36771/ijre.46.5.22-pp173-208
Maryam Said Hamdan Alobaidani
The study aimed to identify the role of moral intelligence as a mediator variable in the relationship between personality traits and school bullying. The sample of the study consisted of 271 students from grades (7-9) in North Al Batinah Governorate in the Sultanate of Oman. This study used the school bullying scale, the short measure of the five major factors of personality (TIPI) and the scale of moral intelligence. The results of multiple regression analysis using the Baron & Kenny’s method showed that moral intelligence has an intermediary role in the relationship between personality traits and school bullying, through direct effects in the negative direction of the dimensions of personality traits (emotional stability, conscientiousness, and agreeableness) on school bullying through moral intelligence. Also, the results of the Baron & Kenny’s method showed direct effects in the negative direction of the dimensions of personality traits (agreeableness, conscientiousness, and emotional stability) on school bullying, and the presence of direct influences in the positive direction of the dimensions of personality traits (extraversion, agreeableness, and emotional stability, and openness) on moral intelligence, as the results indicated the presence of direct effects in the negative direction of moral intelligence on school bullying. The results indicated that there is a mediating role of moral intelligence in the relationship between some personality traits and school bullying. Keywords: personality traits, moral intelligence, school bullying, Median analysis.
本研究旨在确定道德智力在人格特质与校园欺凌之间的中介变量作用。该研究的样本包括271名来自阿曼苏丹国北巴蒂纳省(North Al Batinah) 7-9年级的学生。本研究采用校园欺凌量表、人格五大因素短量表(TIPI)和道德智力量表。运用Baron & Kenny的多元回归分析结果表明，道德智力在人格特质与校园欺凌的关系中起中介作用，人格特质维度(情绪稳定性、严谨性和亲和性)通过道德智力对校园欺凌的负向直接影响。此外，Baron & Kenny的方法结果表明，人格特质维度(亲和性、严谨性和情绪稳定性)在消极方向上对校园欺凌有直接影响，人格特质维度(外向性、亲和性、情绪稳定性和开放性)在积极方向上对道德智力有直接影响。结果表明，道德智力对校园欺凌存在负向直接影响。结果表明，道德智力在某些人格特质与校园欺凌的关系中起中介作用。关键词:人格特质，道德智力，校园欺凌，中位数分析。
{"title":"Moral Intelligence as a Mediator Variable in the Relationship between Personality Traits and School Bullying among Students from Grades (7-9) in North Al Batinah Governorate, Sultanate of Oman","authors":"Maryam Said Hamdan Alobaidani","doi":"10.36771/ijre.46.5.22-pp173-208","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp173-208","url":null,"abstract":"The study aimed to identify the role of moral intelligence as a mediator variable in the relationship between personality traits and school bullying. The sample of the study consisted of 271 students from grades (7-9) in North Al Batinah Governorate in the Sultanate of Oman. This study used the school bullying scale, the short measure of the five major factors of personality (TIPI) and the scale of moral intelligence. The results of multiple regression analysis using the Baron & Kenny’s method showed that moral intelligence has an intermediary role in the relationship between personality traits and school bullying, through direct effects in the negative direction of the dimensions of personality traits (emotional stability, conscientiousness, and agreeableness) on school bullying through moral intelligence. Also, the results of the Baron & Kenny’s method showed direct effects in the negative direction of the dimensions of personality traits (agreeableness, conscientiousness, and emotional stability) on school bullying, and the presence of direct influences in the positive direction of the dimensions of personality traits (extraversion, agreeableness, and emotional stability, and openness) on moral intelligence, as the results indicated the presence of direct effects in the negative direction of moral intelligence on school bullying. The results indicated that there is a mediating role of moral intelligence in the relationship between some personality traits and school bullying.\u0000\u0000Keywords: personality traits, moral intelligence, school bullying, Median analysis.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125069358","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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