Pub Date : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp228-260
The purpose of this paper is to clarify the importance of education economics as a modern approach to educational research, especially the importance of the policy of raising teacher wages as a mechanism to improve the educational attainment of students in government schools. The study used the inductive approach by examining the experience of Algeria between 1970 and 2018, where the Algerian government raised teachers' wages by more than 100% with the aim of improving the educational attainment of students. Therefore, the study adopted the standard method through a statistical model for a linear relationship linking the passing rate in the baccalaureate exam to express the dependent variable represented in academic achievement for students, while invoking three independent variables to indicate teachers' wages which are: minimum wages, government support, and inflation. Through the ARDL method, the assessment results showed the direct and strong relationship between teacher wages and educational attainment for students in the short and long term. Keywords: Teacher wages, students ’educational attainment, public schools, Algeria
{"title":"Teacher's Wages as a Mechanism to Improve the Educational Attainment of Students in Algerian Schools \"An Empirical Study from 1970 to 2018\"","authors":"","doi":"10.36771/ijre.45.2.21-pp228-260","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp228-260","url":null,"abstract":"The purpose of this paper is to clarify the importance of education economics as a modern approach to educational research, especially the importance of the policy of raising teacher wages as a mechanism to improve the educational attainment of students in government schools. The study used the inductive approach by examining the experience of Algeria between 1970 and 2018, where the Algerian government raised teachers' wages by more than 100% with the aim of improving the educational attainment of students. Therefore, the study adopted the standard method through a statistical model for a linear relationship linking the passing rate in the baccalaureate exam to express the dependent variable represented in academic achievement for students, while invoking three independent variables to indicate teachers' wages which are: minimum wages, government support, and inflation. Through the ARDL method, the assessment results showed the direct and strong relationship between teacher wages and educational attainment for students in the short and long term.\u0000 \u0000Keywords: Teacher wages, students ’educational attainment, public schools, Algeria","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116188412","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 : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp261-287
Laila Alkhayat
The purpose of this study was to explore the reasons for parents' reluctance to register their children in public education and their preference for private education in kindergarten in the State of Kuwait. The study used the analytical descriptive methodology, and 311 questionnaires were randomly distributed to parents of children in private schools. This study found some recurring reasons for refraining from general education as follows: (a) The curriculum in public education does not include teaching foreign languages, (b) The frequent absence of children in public schools because of the lack of awareness of parents about the importance of the kindergarten stage, (c) The non-serious attitude of the Public Education Department in implementing the educational goals, (d) The inability of teachers to apply the curriculum in public education sector and understand the nature of the kindergarten stage, (e) The lack of after-school service programs and overcrowding of the students in public schools. The study recommends reducing the number of students in public schools, teaching foreign languages, like English, and raising general awareness among the teachers so that they would teach effectively. Keywords: Private Education; public education; kindergarten; reluctance to education; education; government education
{"title":"Reasons for Parents' Reluctance to Register their Children in Public Education in Kindergarten in the State of Kuwait","authors":"Laila Alkhayat","doi":"10.36771/ijre.45.2.21-pp261-287","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp261-287","url":null,"abstract":"The purpose of this study was to explore the reasons for parents' reluctance to register their children in public education and their preference for private education in kindergarten in the State of Kuwait. The study used the analytical descriptive methodology, and 311 questionnaires were randomly distributed to parents of children in private schools. This study found some recurring reasons for refraining from general education as follows: (a) The curriculum in public education does not include teaching foreign languages, (b) The frequent absence of children in public schools because of the lack of awareness of parents about the importance of the kindergarten stage, (c) The non-serious attitude of the Public Education Department in implementing the educational goals, (d) The inability of teachers to apply the curriculum in public education sector and understand the nature of the kindergarten stage, (e) The lack of after-school service programs and overcrowding of the students in public schools. The study recommends reducing the number of students in public schools, teaching foreign languages, like English, and raising general awareness among the teachers so that they would teach effectively.\u0000\u0000 Keywords: Private Education; public education; kindergarten; reluctance to education; education; government education","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131578554","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 : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp288-320
H. E. Alharbi
The purpose of this study was to examine levels of knowledge and self-efficacy related to technology integration among students of a teacher preparation program at Taibah University. Many studies have explored factors of pre-service teachers that might affect the use of technology in teaching, however, no study has been found to address the topic of the current study. This study applies the Technological Pedagogical and Content Knowledge (TPACK) as a theoretical framework. The sample was randomly selected and consisted of 106 female students, who enrolled in a teacher preparation program at Taibah University, Medina. Results of the study showed that female pre-service teachers at Taibah University had medium levels of TPACK and self-efficacy regarding technology integration in teaching. In addition, a positive correlation has been found between the two variables. Therefore, this study recommends taking into consideration the TPACK model when measuring or developing knowledge of pre-service teachers in order to improve their self-efficacy for a more effective use of technology in education. Keywords: knowledge, self-efficacy, technology integration, teacher preparation
{"title":"Knowledge and Self-Efficacy Levels of Technology Integration in Teaching among Teacher Preparation Program Students at Taibah University","authors":"H. E. Alharbi","doi":"10.36771/ijre.45.2.21-pp288-320","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp288-320","url":null,"abstract":"The purpose of this study was to examine levels of knowledge and self-efficacy related to technology integration among students of a teacher preparation program at Taibah University. Many studies have explored factors of pre-service teachers that might affect the use of technology in teaching, however, no study has been found to address the topic of the current study. This study applies the Technological Pedagogical and Content Knowledge (TPACK) as a theoretical framework. The sample was randomly selected and consisted of 106 female students, who enrolled in a teacher preparation program at Taibah University, Medina. Results of the study showed that female pre-service teachers at Taibah University had medium levels of TPACK and self-efficacy regarding technology integration in teaching. In addition, a positive correlation has been found between the two variables. Therefore, this study recommends taking into consideration the TPACK model when measuring or developing knowledge of pre-service teachers in order to improve their self-efficacy for a more effective use of technology in education.\u0000\u0000 Keywords: knowledge, self-efficacy, technology integration, teacher preparation","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116861067","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 : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp200-227
Mofeed Ahmad Abumosa, Bahjat Afnan Al-Takahyneh
The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach
{"title":"The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry","authors":"Mofeed Ahmad Abumosa, Bahjat Afnan Al-Takahyneh","doi":"10.36771/ijre.45.2.21-pp200-227","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp200-227","url":null,"abstract":"The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. \u0000\u0000 Keywords: Educational robot, achievement, trigonometry, integrative approach","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127436205","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 : 2021-07-31DOI: 10.36771/ijre.45.2.21-pp166-199
The purpose of the study was to explore the effectiveness of a training program of enhancing Arabic language teaching practices on developing grade-ten students’ reading comprehension skills in Oman. The study sample consisted of 40 teachers and 400 male and female students. A training program, an observation form and a reading comprehension test were developed. The results showed there are statistically significant differences between the average scores of the experimental and the control groups after applying the teaching practices for developing reading comprehension skills (the literal, the inferential, the critical, the aesthetic and the creative). This also applied to the total score, with the experimental group outperforming the control group. There is no statistically significant effect of the interaction between the study group type and gender in developing these skills among Arabic language teachers. The study results indicated that there are differences in developing reading comprehension skills between male and female grade-ten students in both study groups, in favor of females. The researcher recommends organizing training courses for Arabic language teachers to improve reading comprehension skills when analyzing a passage and to benefit from the designed observation form. Keywords: training, teaching practices, reading comprehension * This article is extracted from an unpublished PhD dissertation by the first author, Maryam Hasan Al Balushi, titled " The effectiveness of a training program based on the constructivism theory in developing the practices of Arabic teachers in develping the reading comprehension skills of grade ten student in the Sultanate of Oman and teachers attitudes towards constructive teaching. Sultan Qaboos university, Sultanate of Oman.
本研究的目的是探讨阿曼一项加强阿拉伯语教学实践的训练计划对培养十年级学生阅读理解能力的有效性。研究样本包括40名教师和400名男女学生。制定了训练计划、观察表和阅读理解测试。结果表明，在运用阅读理解技能(字面理解、推理理解、批判理解、审美理解和创造性理解)教学实践后，实验组学生的平均得分与对照组学生的平均得分存在显著差异。这也适用于总分，实验组的表现优于对照组。在阿拉伯语教师中，学习小组类型和性别之间的相互作用在发展这些技能方面没有统计学上的显著影响。研究结果表明，两组十年级学生在阅读理解能力的发展上存在着性别差异，且女生的阅读理解能力更强。研究人员建议为阿拉伯语教师组织培训课程，以提高他们在分析文章时的阅读理解能力，并从设计的观察表格中受益。本文摘自第一作者Maryam Hasan Al Balushi的一篇未发表的博士论文，题为“基于建构主义理论的培训项目在阿曼苏丹国阿拉伯语教师培养十年级学生阅读理解技能的实践中的有效性和教师对建构性教学的态度”。阿曼苏丹国卡布斯苏丹大学。
{"title":"The Effectiveness of a Training Program of Improving Arabic Language Teaching Practices on Developing Reading Comprehension Skills of Grade-Ten Students in Oman\u0000\"This article is extracted from an unpublished PhD dissertation by the first author\"","authors":"","doi":"10.36771/ijre.45.2.21-pp166-199","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp166-199","url":null,"abstract":"The purpose of the study was to explore the effectiveness of a training program of enhancing Arabic language teaching practices on developing grade-ten students’ reading comprehension skills in Oman. The study sample consisted of 40 teachers and 400 male and female students. A training program, an observation form and a reading comprehension test were developed. The results showed there are statistically significant differences between the average scores of the experimental and the control groups after applying the teaching practices for developing reading comprehension skills (the literal, the inferential, the critical, the aesthetic and the creative). This also applied to the total score, with the experimental group outperforming the control group. There is no statistically significant effect of the interaction between the study group type and gender in developing these skills among Arabic language teachers. The study results indicated that there are differences in developing reading comprehension skills between male and female grade-ten students in both study groups, in favor of females. The researcher recommends organizing training courses for Arabic language teachers to improve reading comprehension skills when analyzing a passage and to benefit from the designed observation form.\u0000\u0000\u0000Keywords: training, teaching practices, reading comprehension\u0000\u0000\u0000 * This article is extracted from an unpublished PhD dissertation by the first author, Maryam Hasan Al Balushi, titled \" The effectiveness of a training program based on the constructivism theory in developing the practices of Arabic teachers in develping the reading comprehension skills of grade ten student in the Sultanate of Oman and teachers attitudes towards constructive teaching. Sultan Qaboos university, Sultanate of Oman.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128488109","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}
{"title":"Volume(45), Issue(2), July 2021","authors":"","doi":"10.36771/ijre.45.2.","DOIUrl":"https://doi.org/10.36771/ijre.45.2.","url":null,"abstract":"","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133784735","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 : 2021-07-15DOI: 10.36771/ijre.45.2.21-pp12-37
O. Ismail, Marhoun Al Abri, Ali Mahdi Kadhim
The study aimed to investigate the degree of awareness of school principals in Oman about the International Convention on the Rights of the Child and the Omani Children's Law and to determine the impact of this awareness on their daily practices towards children. The population of the study consisted of school principals and assistant principals in five provinces: Muscat, Addakhiliyah, Albatinah, Musandam, and Zafar; where child-friendly school’s initiative was launched as part of the collaboration between the Ministry of Education and the UNESCO Office in Oman. The sample of the study consisted of principals and assistant principals in 48 schools in these five provinces. The results of the study showed that the awareness of the child rights laws had a positive impact on the practices of school principals in general and on the legal, cultural, and political rights of children in particular. The results also indicated a statistically significant difference according to gender in favor of females; while there was no effect based on the type of school. The study endorsed the importance of activating the child-friendly school’s initiative and the necessity of developing the tasks of school principals in the light of child rights laws. Keywords: Child’s rights laws, school principals, child friendly schools
{"title":"Awareness of Child Rights Laws among School Principals in Oman and its Impact on their Daily Practices","authors":"O. Ismail, Marhoun Al Abri, Ali Mahdi Kadhim","doi":"10.36771/ijre.45.2.21-pp12-37","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp12-37","url":null,"abstract":"The study aimed to investigate the degree of awareness of school principals in Oman about the International Convention on the Rights of the Child and the Omani Children's Law and to determine the impact of this awareness on their daily practices towards children. The population of the study consisted of school principals and assistant principals in five provinces: Muscat, Addakhiliyah, Albatinah, Musandam, and Zafar; where child-friendly school’s initiative was launched as part of the collaboration between the Ministry of Education and the UNESCO Office in Oman. The sample of the study consisted of principals and assistant principals in 48 schools in these five provinces. The results of the study showed that the awareness of the child rights laws had a positive impact on the practices of school principals in general and on the legal, cultural, and political rights of children in particular. The results also indicated a statistically significant difference according to gender in favor of females; while there was no effect based on the type of school. The study endorsed the importance of activating the child-friendly school’s initiative and the necessity of developing the tasks of school principals in the light of child rights laws.\u0000\u0000 Keywords: Child’s rights laws, school principals, child friendly schools","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134097236","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 : 2021-07-15DOI: 10.36771/ijre.45.2.21-pp67-99
M. A. Alfarhan
This study aimed to identify obstacles when using a participatory writing strategy to develop the writing skills for those with writing disabilities from the viewpoint of teachers with learning disabilities in the Kingdom of Bahrain. The study sample consisted of 54 teachers and educational supervisors. The participants responded to a questionnaire to assess the level of the obstacles. The results showed a high level of obstacles in the participatory writing strategy related to the student. Comparing the three dimensions of these obstacles proved that the level of the knowledge obstacles was the highest, followed by the developmental obstacles, then, the emotional and behavioral obstacles. A high level of obstacles in the usage of a participatory writing strategy was related to the teacher. Comparing the three dimensions of these obstacles proved that the level of the professional efficiencies obstacles was the highest, followed by the obstacles of implementing activities, then, the obstacles related to the perceptions of the teachers with learning disabilities. Moreover, the results indicated non-significant differences attributed to years of experience, nature of the work, and the educational qualification from the teachers' viewpoints. The study recommended the necessity of training teachers on the participatory writing strategy. Keywords: Writing skills, writing disabilities, participatory writing strategy, learning disability teachers
{"title":"Barriers of Using a Participatory Writing Strategy in Developing Writing Skills for Students with Writing Disabilities from the Viewpoint of Learning Disability Teachers in the Kingdom of Bahrain","authors":"M. A. Alfarhan","doi":"10.36771/ijre.45.2.21-pp67-99","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp67-99","url":null,"abstract":"This study aimed to identify obstacles when using a participatory writing strategy to develop the writing skills for those with writing disabilities from the viewpoint of teachers with learning disabilities in the Kingdom of Bahrain. The study sample consisted of 54 teachers and educational supervisors. The participants responded to a questionnaire to assess the level of the obstacles. The results showed a high level of obstacles in the participatory writing strategy related to the student. Comparing the three dimensions of these obstacles proved that the level of the knowledge obstacles was the highest, followed by the developmental obstacles, then, the emotional and behavioral obstacles. A high level of obstacles in the usage of a participatory writing strategy was related to the teacher. Comparing the three dimensions of these obstacles proved that the level of the professional efficiencies obstacles was the highest, followed by the obstacles of implementing activities, then, the obstacles related to the perceptions of the teachers with learning disabilities. Moreover, the results indicated non-significant differences attributed to years of experience, nature of the work, and the educational qualification from the teachers' viewpoints. The study recommended the necessity of training teachers on the participatory writing strategy.\u0000\u0000Keywords: Writing skills, writing disabilities, participatory writing strategy, learning disability teachers","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131276607","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 : 2021-07-15DOI: 10.36771/ijre.45.2.21-pp100-132
Yasir A. Alsamiri, Samer Abdualhameed Alhassani
The aim of the study was to identify problems with receptive and expressive language among primary-school students with learning disabilities, as perceived by teachers in the region of Al Madinah. The study also aimed to identify the different levels of teachers’ awareness of the problems of receptive and expressive language among such students, and the effect of teachers’ gender, amount of experience, and academic specialization. The study sample consisted of 97 male and 94 female teachers in the region of Al Madinah. The participants responded to a survey consisting of 25 items, including 15 items to identify problems with receiving language and 10 items to identify problems with expressive language. The results of the study indicated that the receptive language problems were prevalent, as perceived by teachers with (M = 3.83). Expressive language problems were also prevalent, with an average of (M = 3.80). The study also indicated that there was no effect of gender, experience, and academic specialization. The study recommends organizing training courses for primary grade teachers discovering and developing receptive and expressive language for students with learning disabilities. Keywords: Learning disabilities, problems of receptive and expressive language, teachers of primary schools
{"title":"Teachers’ Perceptions about Primary School Students with Learning Disabilities Problems with Receptive and Expressive Language in Al Madinah Region","authors":"Yasir A. Alsamiri, Samer Abdualhameed Alhassani","doi":"10.36771/ijre.45.2.21-pp100-132","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp100-132","url":null,"abstract":"The aim of the study was to identify problems with receptive and expressive language among primary-school students with learning disabilities, as perceived by teachers in the region of Al Madinah. The study also aimed to identify the different levels of teachers’ awareness of the problems of receptive and expressive language among such students, and the effect of teachers’ gender, amount of experience, and academic specialization. The study sample consisted of 97 male and 94 female teachers in the region of Al Madinah. The participants responded to a survey consisting of 25 items, including 15 items to identify problems with receiving language and 10 items to identify problems with expressive language. The results of the study indicated that the receptive language problems were prevalent, as perceived by teachers with (M = 3.83). Expressive language problems were also prevalent, with an average of (M = 3.80). The study also indicated that there was no effect of gender, experience, and academic specialization. The study recommends organizing training courses for primary grade teachers discovering and developing receptive and expressive language for students with learning disabilities.\u0000\u0000Keywords: Learning disabilities, problems of receptive and expressive language, teachers of primary schools","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122710388","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 : 2021-07-15DOI: 10.36771/ijre.45.2.21-pp133-165
Mashael Mubark Al-Qhtani
The purpose of this study was to develop Computer-Assisted Language Learning (CALL) curriculum using TESOL technology standards and examine its effect on providing the technological competencies for female students at the Faculty of Languages and Translation at Imam Mohammad University. A descriptive-analytic approach has been used through the analysis of CALL curriculum documents. Moreover، the study utilized a quasi-experimental method for implementing the intervention of the study on a sample consisting of 63 students randomly assigned to two groups: an experimental group of 31 studying the developed curriculum and a control group of 32 studying the regular curriculum. Data collection was carried out by using the technological competencies rubric and test. The results revealed that TESOL standards are weakly met in the CALL curriculum، with a total rate of 36.1%. The CALL curriculum developed was shown to be effective in providing the sample with the targeted technological competencies، with an eta squared value of 0.74 of the total score of the rubric and 0.91 for the test. It recommended enlightening the staff who are responsible for the preparation of the language teacher in the field of "CALL" in the various educational institutions، about TESOL technology standards, as a reliable reference framework for the classification of technological competencies, the identification of needs, and as a guide for planning, implementation, and evaluation. Keywords: computer-assisted language learning, CALL, technological competencies،, TESOL technology standards * This article is extracted from an unpublished PhD dissertation by the first researcher: Mashael Mubark Alqhtani, entitled “Developing the CALL method in the light of TESOL technical standards and its effectiveness in providing female students at the College of Languages at Imam Muhammad Ibn Saud Islamic University the necessary technical competencies”. Imam Muhammad bin Saud University, Saudi Arabia.
{"title":"The Effectiveness of Developing a CALL Curriculum Using TESOL Technology Standards on Providing English Language Students with Technological Competencies\u0000\"This article is extracted from an unpublished PhD dissertation by the first author\"","authors":"Mashael Mubark Al-Qhtani","doi":"10.36771/ijre.45.2.21-pp133-165","DOIUrl":"https://doi.org/10.36771/ijre.45.2.21-pp133-165","url":null,"abstract":"The purpose of this study was to develop Computer-Assisted Language Learning (CALL) curriculum using TESOL technology standards and examine its effect on providing the technological competencies for female students at the Faculty of Languages and Translation at Imam Mohammad University. A descriptive-analytic approach has been used through the analysis of CALL curriculum documents. Moreover، the study utilized a quasi-experimental method for implementing the intervention of the study on a sample consisting of 63 students randomly assigned to two groups: an experimental group of 31 studying the developed curriculum and a control group of 32 studying the regular curriculum. Data collection was carried out by using the technological competencies rubric and test. The results revealed that TESOL standards are weakly met in the CALL curriculum، with a total rate of 36.1%. The CALL curriculum developed was shown to be effective in providing the sample with the targeted technological competencies، with an eta squared value of 0.74 of the total score of the rubric and 0.91 for the test. It recommended enlightening the staff who are responsible for the preparation of the language teacher in the field of \"CALL\" in the various educational institutions، about TESOL technology standards, as a reliable reference framework for the classification of technological competencies, the identification of needs, and as a guide for planning, implementation, and evaluation.\u0000\u0000 Keywords: computer-assisted language learning, CALL, technological competencies،, TESOL technology standards\u0000\u0000* This article is extracted from an unpublished PhD dissertation by the first researcher: Mashael Mubark Alqhtani, entitled “Developing the CALL method in the light of TESOL technical standards and its effectiveness in providing female students at the College of Languages at Imam Muhammad Ibn Saud Islamic University the necessary technical competencies”. Imam Muhammad bin Saud University, Saudi Arabia.","PeriodicalId":368892,"journal":{"name":"The International Journal for Research in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125873207","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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