Pub Date : 2022-10-15DOI: 10.36771/ijre.46.5.22-pp416-443
S. Semon
This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters. Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.
{"title":"Delivering Instruction During the Pandemic: Insights for Special Education Administrators and Teacher Preparation Programs","authors":"S. Semon","doi":"10.36771/ijre.46.5.22-pp416-443","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp416-443","url":null,"abstract":"This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters.\u0000\u0000 Keywords: Online learning, special education teachers, students with disabilities, COVID-19, administrators.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"13 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":"115229077","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-pp209-246
Aisha Ali Alhinai
The present study aimed to uncover the possibility of mediating academic self-efficacy beliefs in the relationship between parenting styles and psychological coping styles among tenth grade students in the Sultanate of Oman. The sample consisted of 598 male and female students. The researchers used the Adjustment Styles Scale, and it consists of two dimensions of positive and negative coping. The Buri scale of parenting styles was also used after adapting it to Omani culture and it consists of three styles: authoritative, authoritarian, and permissive. The study also used an academic self-efficacy scale. The validity and reliability of the three scales were established. The results indicated the presence of high levels of positive coping, father’s and mother’s authoritative style, father’s authoritarian style, and high levels of academic self-efficacy beliefs. Statistically significant gender differences were found in positive coping and mother authoritative style favoring males. There were also statistically significant gender differences in mother’s authoritarian and permissive styles in favor of females. The results revealed the possibility of a mediating role for the academic self-efficacy beliefs in the relationship between parenting styles and psychological coping. Keywords: self-efficacy beliefs, parenting styles, psychological coping.
{"title":"Academic Self-Efficacy Beliefs as a Mediating Variable in the Relationship between Parenting Styles and Psychological Coping Styles","authors":"Aisha Ali Alhinai","doi":"10.36771/ijre.46.5.22-pp209-246","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp209-246","url":null,"abstract":"The present study aimed to uncover the possibility of mediating academic self-efficacy beliefs in the relationship between parenting styles and psychological coping styles among tenth grade students in the Sultanate of Oman. The sample consisted of 598 male and female students. The researchers used the Adjustment Styles Scale, and it consists of two dimensions of positive and negative coping. The Buri scale of parenting styles was also used after adapting it to Omani culture and it consists of three styles: authoritative, authoritarian, and permissive. The study also used an academic self-efficacy scale. The validity and reliability of the three scales were established. The results indicated the presence of high levels of positive coping, father’s and mother’s authoritative style, father’s authoritarian style, and high levels of academic self-efficacy beliefs. Statistically significant gender differences were found in positive coping and mother authoritative style favoring males. There were also statistically significant gender differences in mother’s authoritarian and permissive styles in favor of females. The results revealed the possibility of a mediating role for the academic self-efficacy beliefs in the relationship between parenting styles and psychological coping.\u0000\u0000 Keywords: self-efficacy beliefs, parenting styles, psychological coping.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"11 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":"127472958","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-pp247-275
Ansam Abbad
This study aimed at comparing the extent to which the geometry content of both the Palestinian Mathematics Textbooks and the British Cambridge textbooks for grades (6-8) satisfy the standards the Lesh Model of Multiple Representations. The study used the qualitative analysis approach. It employed two standard analysis instruments based on Lesh Model of representations. Each consisted of two tools; one was used to assess the part dealing with content presentation, whereas the second was used to assess the part dealing with applications. The reliability and validity of both instruments were established. The results showed that Palestinian books and British Cambridge books were not in line with the Lesh model, because their content focused on specific representations only. On the other hand, there were stronger verbal and symbolic representations, images and figures, weaker real-life representations, inefficient 3-D modeling, and weak to non-existent translation between many forms of multiple representations Keywords: Lesh Model of Multiple Representations, mathematical representations, math textbooks, Cambridge books, Palestine
{"title":"The Extent to which Geometry Content in Palestinian Mathematics Textbooks and British Cambridge Textbooks Satisfy Multiple Representations as Suggested the Lesh Mode: An Analytic Study","authors":"Ansam Abbad","doi":"10.36771/ijre.46.5.22-pp247-275","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp247-275","url":null,"abstract":"This study aimed at comparing the extent to which the geometry content of both the Palestinian Mathematics Textbooks and the British Cambridge textbooks for grades (6-8) satisfy the standards the Lesh Model of Multiple Representations. The study used the qualitative analysis approach. It employed two standard analysis instruments based on Lesh Model of representations. Each consisted of two tools; one was used to assess the part dealing with content presentation, whereas the second was used to assess the part dealing with applications. The reliability and validity of both instruments were established. The results showed that Palestinian books and British Cambridge books were not in line with the Lesh model, because their content focused on specific representations only. On the other hand, there were stronger verbal and symbolic representations, images and figures, weaker real-life representations, inefficient 3-D modeling, and weak to non-existent translation between many forms of multiple representations\u0000\u0000Keywords: Lesh Model of Multiple Representations, mathematical representations, math textbooks, Cambridge books, Palestine","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"61 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":"132650098","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-pp84-113
Akram Fathy
The research aimed at exploring the relationship between the mobile training style and developing the competency and digital happiness of middle school teachers and its effect on reducing mind wandering for their pupils with learned helplessness, teachers. The mobile training was designed in two types, one is proactive training and the second is reactive training. The study participants consisted of 31 middle school teachers in two experimental groups, the first group with a proactive training type from Al Sarawat middle school and the second experimental group in the reactive training type from Al-Manahel middle school. Twenty-four students with learning disabilities were identified for each of the two schools (13 from Al-Sarawat and 11 from Al-Manhal). The results of the study showed that the performance of the first experimental group was superior (with proactive training type in the digital competency test and the digital happiness scale), and there was a transfer of the impact of mobile training from teachers to their students with learned helplessness. Keywords: Mobile training, digital competency, digital happiness, mind wandering, learned helplessness
{"title":"The Relationship between the Mobile Training Style and Developing the Competencies and Digital Happiness on Intermediate School Teachers and its Effect on Reducing Mind Wandering for their Pupils with Learned Helplessness","authors":"Akram Fathy","doi":"10.36771/ijre.46.5.22-pp84-113","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp84-113","url":null,"abstract":"The research aimed at exploring the relationship between the mobile training style and developing the competency and digital happiness of middle school teachers and its effect on reducing mind wandering for their pupils with learned helplessness, teachers. The mobile training was designed in two types, one is proactive training and the second is reactive training. The study participants consisted of 31 middle school teachers in two experimental groups, the first group with a proactive training type from Al Sarawat middle school and the second experimental group in the reactive training type from Al-Manahel middle school. Twenty-four students with learning disabilities were identified for each of the two schools (13 from Al-Sarawat and 11 from Al-Manhal). The results of the study showed that the performance of the first experimental group was superior (with proactive training type in the digital competency test and the digital happiness scale), and there was a transfer of the impact of mobile training from teachers to their students with learned helplessness.\u0000\u0000 Keywords: Mobile training, digital competency, digital happiness, mind wandering, learned helplessness","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"61 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":"133533139","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-pp141-172
Nourah Ibrahim Abdullah Albash
This study investigated the deaf and hard-of-hearing students' experience of distance education in the Kingdom of Saudi Arabia during COVID-19 during the 2020 academic year. The authors followed a phenomenological approach, conducting an in-depth interview with 10 female teachers of deaf and hard-of-hearing students. Qualitative data revealed four main themes, which show students' experience of distance education. It was found that there is a general satisfaction among teachers in relation to the experience of distance education. Findings also revealed a set of advantages to the distance education experience (i.e., creating fun and increasing motivation, saving time, considering individual differences, and active participation of the students' family. However, there were certain problems that encountered distance education in relation to teachers, students, curriculum, technology, and administration. The findings revealed some suggestions and solutions to tackle the problems of distance education. The study recommended the importance of benefiting from the experience of distance education even after COVID-19. The study recommended to derive some good practices that could improve the learning of deaf and hard of hearing students in the future Keywords: distance education, e-learning, COVID-19, hearing impairment.
{"title":"Deaf and Hard-of-Hearing Students' Experience of Distance Education during COVID-19: Advantages and Barriers","authors":"Nourah Ibrahim Abdullah Albash","doi":"10.36771/ijre.46.5.22-pp141-172","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp141-172","url":null,"abstract":"This study investigated the deaf and hard-of-hearing students' experience of distance education in the Kingdom of Saudi Arabia during COVID-19 during the 2020 academic year. The authors followed a phenomenological approach, conducting an in-depth interview with 10 female teachers of deaf and hard-of-hearing students. Qualitative data revealed four main themes, which show students' experience of distance education. It was found that there is a general satisfaction among teachers in relation to the experience of distance education. Findings also revealed a set of advantages to the distance education experience (i.e., creating fun and increasing motivation, saving time, considering individual differences, and active participation of the students' family. However, there were certain problems that encountered distance education in relation to teachers, students, curriculum, technology, and administration. The findings revealed some suggestions and solutions to tackle the problems of distance education. The study recommended the importance of benefiting from the experience of distance education even after COVID-19. The study recommended to derive some good practices that could improve the learning of deaf and hard of hearing students in the future\u0000\u0000Keywords: distance education, e-learning, COVID-19, hearing impairment.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"96 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":"131969581","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-pp354-383
Abdulla K. Ambusaidi
The study aimed at exploring the level of awareness of grade 10 students about UNESCO associated and non-UNESCO associated government schools in the Sultanate of Oman regarding the dimensions of the purple economy. The study deployed the descriptive approach and data was collected using a 55-item scale. The items were divided into three main components: the cognitive component, the emotional component, and the behavioral component. The validity of the scale was obtained using the correlation coefficient of each dimension with the overall instrument. The correlation coefficient of the cognitive dimension was .40, p ˂ .01, the affective dimension (.82, p ˂ .01), and the behavioral dimension (.41, p ˂ .01). The reliability was checked using internal consistency, with an Alpha coefficient of 0.83. The study was applied to a sample of 1820 grade 10 students. The results concluded that the general level of awareness of grade ten students about the dimensions of the purple economy was low, with the emotional component first, followed by the cognitive component, and then the behavioral component. The results also revealed that there are statistically significant differences for gender (males and females) in all components of the scale in favor of females. Similarly, there are statistically significant differences for tendency toward academic subjects in favor of scientific subjects in all areas of the scale as well. The study recommended including subjects related to the purple economy in the school curricula and adopting specific programs concerned with cultural investment in all public schools, with a focus on UNESCO-Associated schools. Keywords: awareness, purple economy, associated schools, UNESCO, Sultanate of Oman.
这项研究的目的是探讨10年级学生对阿曼苏丹国与教科文组织有关和与非教科文组织有关的政府学校在紫色经济方面的认识程度。本研究采用描述性方法，并采用55项量表收集数据。这些项目被分为三个主要部分:认知部分、情感部分和行为部分。用量表各维度与整体量表的相关系数来确定量表的效度。认知维度的相关系数为0.40,p小于0.01;82, p小于0.01)，以及行为维度(p小于0.01)。41, p < 0.001)。采用内部一致性检验信度，Alpha系数为0.83。该研究以1820名10年级学生为样本。结果表明，十年级学生对紫色经济各维度的认知总体水平较低，情感维度优先，认知维度次之，行为维度次之。结果还显示，在量表的所有组成部分中，性别(男性和女性)存在统计学上的显著差异，有利于女性。同样，在量表的所有领域中，对学术科目的倾向与对科学科目的倾向也存在统计学上的显著差异。该研究建议在学校课程中列入与紫色经济有关的科目，并在所有公立学校采用与文化投资有关的具体方案，重点是与联合国教科文组织有关的学校。关键词:意识，紫色经济，关联学校，联合国教科文组织，阿曼苏丹国。
{"title":"The Level of Awareness of Grade 10 Students in UNESCO-Associated and Non-UNESCO-Associated Governmental Schools in the Sultanate of Oman about the Dimensions of the Purple Economy","authors":"Abdulla K. Ambusaidi","doi":"10.36771/ijre.46.5.22-pp354-383","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp354-383","url":null,"abstract":"The study aimed at exploring the level of awareness of grade 10 students about UNESCO associated and non-UNESCO associated government schools in the Sultanate of Oman regarding the dimensions of the purple economy. The study deployed the descriptive approach and data was collected using a 55-item scale. The items were divided into three main components: the cognitive component, the emotional component, and the behavioral component. The validity of the scale was obtained using the correlation coefficient of each dimension with the overall instrument. The correlation coefficient of the cognitive dimension was .40, p ˂ .01, the affective dimension (.82, p ˂ .01), and the behavioral dimension (.41, p ˂ .01). The reliability was checked using internal consistency, with an Alpha coefficient of 0.83. The study was applied to a sample of 1820 grade 10 students. The results concluded that the general level of awareness of grade ten students about the dimensions of the purple economy was low, with the emotional component first, followed by the cognitive component, and then the behavioral component. The results also revealed that there are statistically significant differences for gender (males and females) in all components of the scale in favor of females. Similarly, there are statistically significant differences for tendency toward academic subjects in favor of scientific subjects in all areas of the scale as well. The study recommended including subjects related to the purple economy in the school curricula and adopting specific programs concerned with cultural investment in all public schools, with a focus on UNESCO-Associated schools.\u0000\u0000Keywords: awareness, purple economy, associated schools, UNESCO, Sultanate of Oman.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"2015 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":"128783059","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-pp12-46
Rania A. Abdumunem
The present study aimed to identify the effectiveness of two modes (synchronous discussions and video lectures) on improving metacognitive thinking and life skills in online e-course. The study sample consisted of 80 students, who were divided into two experimental groups were selected purposively, where the first one 45 student studied in simultaneous discussions mode, and the second 35 students studied in video lectures mode. The study tools consisted of the metacognitive thinking test and the life skills scale, which were administered using a pre-and-post design. The study results showed that there were statistically significant differences between the average scores of the two study groups in the post test on the metacognitive thinking test in favor of the first experimental group, while there were no significant differences between the average scores of the two experimental study groups in the post test on the scale of the life skills. Considering this, the study recommended paying attention to the usage of different modes of technologies, which contribute to improving students' skills to keep pace with the requirements of the times. In addition to offering workshops, courses, and seminars for lecturers and students about dealing with synchronous and asynchronous educational technologies. Keywords: synchronous discussions, video lectures, metacognitive thinking skills, life skills.
{"title":"Effectiveness of Synchronous Discussions and Video Lectures Modes on Improving Metacognitive Thinking and Life Skills in Online E-Course","authors":"Rania A. Abdumunem","doi":"10.36771/ijre.46.5.22-pp12-46","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp12-46","url":null,"abstract":"The present study aimed to identify the effectiveness of two modes (synchronous discussions and video lectures) on improving metacognitive thinking and life skills in online e-course. The study sample consisted of 80 students, who were divided into two experimental groups were selected purposively, where the first one 45 student studied in simultaneous discussions mode, and the second 35 students studied in video lectures mode. The study tools consisted of the metacognitive thinking test and the life skills scale, which were administered using a pre-and-post design. The study results showed that there were statistically significant differences between the average scores of the two study groups in the post test on the metacognitive thinking test in favor of the first experimental group, while there were no significant differences between the average scores of the two experimental study groups in the post test on the scale of the life skills. Considering this, the study recommended paying attention to the usage of different modes of technologies, which contribute to improving students' skills to keep pace with the requirements of the times. In addition to offering workshops, courses, and seminars for lecturers and students about dealing with synchronous and asynchronous educational technologies.\u0000Keywords: synchronous discussions, video lectures, metacognitive thinking skills, life skills.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"48 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":"121592763","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-pp114-140
Doaa M. Alshaddadi
The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support and that there were no statistically significant differences attributed to the study variables of gender, majors, and years of teaching experience. However, there were statistically significant differences among participants who had attended more than three training workshops. The results indicated the possibility of predicting the level of teachers’ readiness to implement the multi-tiered system of support in inclusive schools through the number of training programs they had taken, whereas it found that the variables of gender, majors, and years of teaching experience did not predict or explain the variation in the level of teachers' readiness. Keywords: Multi-tiered system of support, response to intervention, positive behavior support, inclusive education, teachers of students with disabilities.
{"title":"The Level of Teachers' Readiness to Implement the Multi-Tiered System of Support in Inclusive Schools","authors":"Doaa M. Alshaddadi","doi":"10.36771/ijre.46.5.22-pp114-140","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp114-140","url":null,"abstract":"The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support and that there were no statistically significant differences attributed to the study variables of gender, majors, and years of teaching experience. However, there were statistically significant differences among participants who had attended more than three training workshops. The results indicated the possibility of predicting the level of teachers’ readiness to implement the multi-tiered system of support in inclusive schools through the number of training programs they had taken, whereas it found that the variables of gender, majors, and years of teaching experience did not predict or explain the variation in the level of teachers' readiness.\u0000\u0000 Keywords: Multi-tiered system of support, response to intervention, positive behavior support, inclusive education, teachers of students with disabilities.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"1 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":"130633265","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-pp276-311
Ghadeer Abdullah Alolaiwy
The study aimed to identify the level of including the common skills approved by Education and Training Evaluation Commission (ETEC) as a part of a set of standards followed by the general education curricula in mathematics books for the third intermediate grade in Saudi Arabia. This study adopted an analytical survey approach. The population and sample of the current study comprised all the mathematics package books assigned to grade 9 students in the country for the academic year 2019-2020. The package was 18 books, containing students' book, workbook, teacher's manual, evaluation manual, teachers' resources for curricula activities. The researchers used an analysis card in light of common skills matrix approved by ETEC. The level of including the common skills in the books has been analyzed as per two aspects: the degree and the quality of inclusion. The study revealed that the extent of including common skills in these books was low (16.9%). Moreover, the quality of inclusion was also low (M= 1.2). The level and the quality of sixth common skills inclusion were as follows ; "critical skills and problems solving" level was moderate (41.9%), and the quality was also moderate (M=1.9), "creative thinking skill" level was low (12.4%) and the quality was moderate (M=1.8), "communication skill" level was low (27.5%), and the quality was also low (M=1.5), "technology use" skill level was low (6.8%), and the quality was also low (M=0.73), "self-learning" level was low (9.7%), and the quality was also low (M=0.74), and finally the level of "community cooperation and participation” was low (3.4%), and the quality was also low (M=0.41). In light of these findings, the study provides several recommendations. Of these notable ones are making use of the findings of the current studies by curricula developers and including the common skills in mathematics books. Keywords: Common Skills; national standards; Mathematics Textbooks.
{"title":"The Level of Including Common Skills in Mathematics Textbooks for Third Intermediate Grade in Saudi Arabia","authors":"Ghadeer Abdullah Alolaiwy","doi":"10.36771/ijre.46.5.22-pp276-311","DOIUrl":"https://doi.org/10.36771/ijre.46.5.22-pp276-311","url":null,"abstract":"The study aimed to identify the level of including the common skills approved by Education and Training Evaluation Commission (ETEC) as a part of a set of standards followed by the general education curricula in mathematics books for the third intermediate grade in Saudi Arabia. This study adopted an analytical survey approach. The population and sample of the current study comprised all the mathematics package books assigned to grade 9 students in the country for the academic year 2019-2020. The package was 18 books, containing students' book, workbook, teacher's manual, evaluation manual, teachers' resources for curricula activities. The researchers used an analysis card in light of common skills matrix approved by ETEC. The level of including the common skills in the books has been analyzed as per two aspects: the degree and the quality of inclusion. The study revealed that the extent of including common skills in these books was low (16.9%). Moreover, the quality of inclusion was also low (M= 1.2). The level and the quality of sixth common skills inclusion were as follows ; \"critical skills and problems solving\" level was moderate (41.9%), and the quality was also moderate (M=1.9), \"creative thinking skill\" level was low (12.4%) and the quality was moderate (M=1.8), \"communication skill\" level was low (27.5%), and the quality was also low (M=1.5), \"technology use\" skill level was low (6.8%), and the quality was also low (M=0.73), \"self-learning\" level was low (9.7%), and the quality was also low (M=0.74), and finally the level of \"community cooperation and participation” was low (3.4%), and the quality was also low (M=0.41). In light of these findings, the study provides several recommendations. Of these notable ones are making use of the findings of the current studies by curricula developers and including the common skills in mathematics books.\u0000\u0000Keywords: Common Skills; national standards; Mathematics Textbooks.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"25 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":"124097148","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-pp312-353
Layla Falah Al-Omrani
The study aimed to investigate the effectiveness of a proposed educational program based on the six-dimensional strategy in developing functional expression skills among female students of the Arabic Language Department at Tabuk University. To achieve this goal, a quasi-experimental approach with one group design was used, a list of functional expression skills for the main skill areas (writing official letters, writing notes, writing report, writing CV, job interview) including (30) sub-skills was built, and the educational materials for the program, as well as the study tool (the Functional Expression Skills Scale that consisted of 30 items were developed. After verifying the validity of the study tools, the experiment was carried out and the scale was applied before and after the program implementation to a randomly selected sample of 35 female students. The results showed that there is a statistically significant difference between the mean scores of the experimental group students in the pre and post tests using the functional expression skills scale for the main and sub-functional expression skills. The effect size of the educational program's in the post test was large, which confirms the effectiveness of the program on developing these skills among female students of the Arabic Language Department at the UT. Keywords: Six-dimensional strategy, functional expression, Arabic language.
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