The current study aims at determining the criteria that should be taken into consideration when choosing educational images at the content of Jurisprudence and Behavior course for the third grade of primary school in KSA, and to identify the extent to which those educational images include the standards necessary for them, and how those standards are distributed according to the fields of study. To answer the questions of the study, the researcher used approach of descriptive based on the method of content analysis. The researcher built two tools: the first was the educational image analysis standard, while the second was the card for analyzing the educational images in light of the analysis standard. The study sample included all the educational images mentioned at the content of the course, with a number of (100) educational images. The study has come to a number of results, the most important of which are: the number of criteria that should be considered when choosing educational images at the content of the course reached (14) criteria, distributed into (3) areas, represented at the field of general educational standards for the educational image, the field of colors and attractiveness of the educational image, and the field of design and general output of the educational image. The results showed that the educational images included at the content of the course achieved (65.1%) of the standards necessary for it; meanwhile the field of design and general output of the educational image was the highest in terms of prevalence with a rate of (31.6%). The results of the study revealed the lack of a large number of educational images for a set of criteria, such as clarity of colors, simplicity, modernity and development in the subject it expresses.
{"title":"Educational Images Included at the Content of Fiqh and Behavior Course for the Third Grade of Primary School in KSA: An Analytical Study","authors":"E. Khateeb","doi":"10.54940/ep53583886","DOIUrl":"https://doi.org/10.54940/ep53583886","url":null,"abstract":"The current study aims at determining the criteria that should be taken into consideration when choosing educational images at the content of Jurisprudence and Behavior course for the third grade of primary school in KSA, and to identify the extent to which those educational images include the standards necessary for them, and how those standards are distributed according to the fields of study. To answer the questions of the study, the researcher used approach of descriptive based on the method of content analysis. The researcher built two tools: the first was the educational image analysis standard, while the second was the card for analyzing the educational images in light of the analysis standard. The study sample included all the educational images mentioned at the content of the course, with a number of (100) educational images. The study has come to a number of results, the most important of which are: the number of criteria that should be considered when choosing educational images at the content of the course reached (14) criteria, distributed into (3) areas, represented at the field of general educational standards for the educational image, the field of colors and attractiveness of the educational image, and the field of design and general output of the educational image. The results showed that the educational images included at the content of the course achieved (65.1%) of the standards necessary for it; meanwhile the field of design and general output of the educational image was the highest in terms of prevalence with a rate of (31.6%). The results of the study revealed the lack of a large number of educational images for a set of criteria, such as clarity of colors, simplicity, modernity and development in the subject it expresses.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116800916","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}
The research aims to get the knowledge about the impact of a proposed training program based on nanotechnology to acquire its concepts and develop its applications among mathematics teachers in public education. It also aims to measure the level of knowledge of nanotechnology concepts and applications. To achieve the objectives of the research, the experimental approach was used for two-paired-groups related to the use of the (before - after) application; To perform the experimental group before and after exposing it to the experimental treatment, depending on the research tool: the achievement test to measure the level of knowledge of concepts and applications of nanotechnology which were applied to a random sample of mathematics teachers in public education in the city of Abha, Saudi Arabia. It is made up of (30) teachers. To reach the results of the research, a set of statistical treatments were used, including T-Test for two related samples, Pearson correlation coefficient to calculate the effect size. The results showed the following: Low level of knowledge of concepts and applications of nanotechnology among mathematics teachers. There is also a difference in the level of knowledge of nanotechnology concepts and applications for the educational stage. The proposed training program based on nanotechnology had the greatest impact on acquiring the concepts of nanotechnology and developing its applications among mathematics teachers in public education in the three stages.
{"title":"Impact of a proposed training program based on Nanotechnology to acquire its concepts and develop its applications among math teachers","authors":"Ayman Abass, Sami Alshehri","doi":"10.54940/ep50657692","DOIUrl":"https://doi.org/10.54940/ep50657692","url":null,"abstract":"The research aims to get the knowledge about the impact of a proposed training program based on nanotechnology to acquire its concepts and develop its applications among mathematics teachers in public education. It also aims to measure the level of knowledge of nanotechnology concepts and applications. To achieve the objectives of the research, the experimental approach was used for two-paired-groups related to the use of the (before - after) application; To perform the experimental group before and after exposing it to the experimental treatment, depending on the research tool: the achievement test to measure the level of knowledge of concepts and applications of nanotechnology which were applied to a random sample of mathematics teachers in public education in the city of Abha, Saudi Arabia. It is made up of (30) teachers. To reach the results of the research, a set of statistical treatments were used, including T-Test for two related samples, Pearson correlation coefficient to calculate the effect size. The results showed the following: Low level of knowledge of concepts and applications of nanotechnology among mathematics teachers. There is also a difference in the level of knowledge of nanotechnology concepts and applications for the educational stage. The proposed training program based on nanotechnology had the greatest impact on acquiring the concepts of nanotechnology and developing its applications among mathematics teachers in public education in the three stages.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126304811","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}
This study aimed to analyze the sixth-grade science book in the elementary school examining the twenty-first-century skills, the researcher used the descriptive analytical approach by preparing an analysis tool that was applied to the study sample, which is the sixth-grade science book in the first and second semester. and there are several skills under each of these main areas as follows: learning and innovation skills (creativity and innovation, communication and cooperation, critical thinking and problem solving), information culture and technology skills (communication and media culture, information culture, in-formation technology culture), career and life skills (adaptation and flexibility, initiative and self-direction, personal and societal responsibility). The results of the study were as follows: The education and innovation skills got the highest percentage, which is %64 in the first semester and %63.4 in the second semester. The career and life skills were in the second with a percentage of %25.1 in the first semester and %25.3 in the second semester. The information culture and technology skills were in the third that is %10.8 in the first semester and %11.3 in the second semester, and in light of the results it reached. The research presented a set of recommendations and suggestions.
{"title":"Analysis of the Content of the Sixth-Grade Science Book in Elementary School in Lighting the Twenty-First-Century Skills","authors":"Areej A. Alfaifi","doi":"10.54940/ep83824464","DOIUrl":"https://doi.org/10.54940/ep83824464","url":null,"abstract":"This study aimed to analyze the sixth-grade science book in the elementary school examining the twenty-first-century skills, the researcher used the descriptive analytical approach by preparing an analysis tool that was applied to the study sample, which is the sixth-grade science book in the first and second semester. and there are several skills under each of these main areas as follows: learning and innovation skills (creativity and innovation, communication and cooperation, critical thinking and problem solving), information culture and technology skills (communication and media culture, information culture, in-formation technology culture), career and life skills (adaptation and flexibility, initiative and self-direction, personal and societal responsibility). The results of the study were as follows: The education and innovation skills got the highest percentage, which is %64 in the first semester and %63.4 in the second semester. The career and life skills were in the second with a percentage of %25.1 in the first semester and %25.3 in the second semester. The information culture and technology skills were in the third that is %10.8 in the first semester and %11.3 in the second semester, and in light of the results it reached. The research presented a set of recommendations and suggestions.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130381410","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}
The current study aimed to determine the degree of organizational health availability and its relationship to job performance among workers in the Ministry of Education in the Sultanate of Oman. And to identify whether there are statistically significant differences at the level of significance (05≥ α) between the arithmetic averages due to the study variables (gender, occupational position, and years of experience in the field of the current job). To achieve the aims of the study, the study used the correlative descriptive approach, in order to answer its questions, a study scales was developed; the first measures the degree of organizational health availability, while the second measures job performance. The results were as follows: The degree of organizational health in the Ministry of Education in the Sultanate of Oman was "large". Where the dimensions of organizational independence and organizational cohesion each scored a high degree, while the dimension of institutional integrity achieved a medium degree and the level of job performance among workers in the Sultanate of Oman was high in all its dimensions. There are no statistically significant differences at the level of significance (05≥ α) in the responses of the study sample members to the degree of organizational health, and the level of job performance due to the variables: gender, occupational position, and years of experience. The results also showed a strong positive correlation between organizational health and job performance among workers in the Ministry of Education in the Sultanate of Oman. The study recommended Preparing professional meetings and seminars among the employees of the directorates of the Ministry's general office; to discuss the dimensions of organizational health, and its impact on the job performance of teachers and enhancing the level of institutional integrity in the departments of the educational directorates in the Ministry's general office.
{"title":"The degree of Organizational Health availability and its relationship to Job Performance among workers in the Ministry of Education in the Sultanate of Oman","authors":"Radhiya Al-Habsi, Jokha Al-Swafi","doi":"10.54940/ep76608133","DOIUrl":"https://doi.org/10.54940/ep76608133","url":null,"abstract":"The current study aimed to determine the degree of organizational health availability and its relationship to job performance among workers in the Ministry of Education in the Sultanate of Oman. And to identify whether there are statistically significant differences at the level of significance (05≥ α) between the arithmetic averages due to the study variables (gender, occupational position, and years of experience in the field of the current job). To achieve the aims of the study, the study used the correlative descriptive approach, in order to answer its questions, a study scales was developed; the first measures the degree of organizational health availability, while the second measures job performance. The results were as follows: The degree of organizational health in the Ministry of Education in the Sultanate of Oman was \"large\". Where the dimensions of organizational independence and organizational cohesion each scored a high degree, while the dimension of institutional integrity achieved a medium degree and the level of job performance among workers in the Sultanate of Oman was high in all its dimensions. There are no statistically significant differences at the level of significance (05≥ α) in the responses of the study sample members to the degree of organizational health, and the level of job performance due to the variables: gender, occupational position, and years of experience. The results also showed a strong positive correlation between organizational health and job performance among workers in the Ministry of Education in the Sultanate of Oman. The study recommended Preparing professional meetings and seminars among the employees of the directorates of the Ministry's general office; to discuss the dimensions of organizational health, and its impact on the job performance of teachers and enhancing the level of institutional integrity in the departments of the educational directorates in the Ministry's general office.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116186680","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}
This research aimed to analyze the evaluative questions included in the SVT textbook “Manhal Ouloum Al Hayat wa Al Ard” prescribed for the common core students, original teaching branche, through a study conducted in two phases. In the first, we conducted a questionnaire survey devoted to the (40) students about the use of the SVT textbook and its importance in the learning process, using a 17-item form; whereas, in the second we used a special card to analyze (91) evaluative questions included at the end of the first unit of the above-mentioned textbook in light of Bloom's classification of cognitive objectives (knowledge, comprehension, application, analysis, synthesis, evaluation). In finding, the student questioning showed that 80% of them consider that the textbook is an important and extensively used resource for learning either in class or as homework because it meets their learning needs. On the other hand, the analyzed evaluative questions focused on the lowest levels of the cognitive domain with percent of (84%) of the total questions distributed on the knowledge (53%), and comprehension (23%), and application (8%). While it showed weakness in the focus on the higher cognitive levels: the level of analysis got a percentage of questions ranged between (12.5%) and (15.79%), and the percentage of questions related to the level of synthesis did not exceed 5.26%, and there were no levels of evaluation.
本研究旨在通过两个阶段的研究，分析SVT教科书《Manhal Ouloum Al Hayat wa Al and》中针对共同核心学生(原始教学分支)规定的评价问题。首先，我们对40名学生进行了问卷调查，调查内容涉及SVT教材的使用情况及其在学习过程中的重要性。而在第二部分中，我们根据布鲁姆的认知目标分类(知识、理解、应用、分析、综合、评价)，用一张特殊的卡片分析了上述教材第一单元末尾的91个评价性问题。在发现中，学生的提问表明，80%的学生认为教科书是一种重要的和广泛使用的学习资源，无论是在课堂上还是在家庭作业中，因为它满足了他们的学习需求。另一方面，分析的评价问题集中在认知领域的最低水平，占总问题的84%，分布在知识(53%)，理解(23%)和应用(8%)上。但在对较高认知层次的关注上存在不足:分析层次的问题占比在12.5% ~ 15.79%之间，综合层次的问题占比不超过5.26%，且没有评价层次。
{"title":"Analysis of Evaluative Questions in the Life and Earth Sciences Textbook for Original Teaching Speciality (Grade 10) in Morocco according to Bloom's cognitive levels","authors":"A. Hamdani, S. Hanifi, M. Mziwira","doi":"10.54940/ep11372969","DOIUrl":"https://doi.org/10.54940/ep11372969","url":null,"abstract":"This research aimed to analyze the evaluative questions included in the SVT textbook “Manhal Ouloum Al Hayat wa Al Ard” prescribed for the common core students, original teaching branche, through a study conducted in two phases. In the first, we conducted a questionnaire survey devoted to the (40) students about the use of the SVT textbook and its importance in the learning process, using a 17-item form; whereas, in the second we used a special card to analyze (91) evaluative questions included at the end of the first unit of the above-mentioned textbook in light of Bloom's classification of cognitive objectives (knowledge, comprehension, application, analysis, synthesis, evaluation). In finding, the student questioning showed that 80% of them consider that the textbook is an important and extensively used resource for learning either in class or as homework because it meets their learning needs. On the other hand, the analyzed evaluative questions focused on the lowest levels of the cognitive domain with percent of (84%) of the total questions distributed on the knowledge (53%), and comprehension (23%), and application (8%). While it showed weakness in the focus on the higher cognitive levels: the level of analysis got a percentage of questions ranged between (12.5%) and (15.79%), and the percentage of questions related to the level of synthesis did not exceed 5.26%, and there were no levels of evaluation.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127263367","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}
The study aimed to present a proposed guide to activate benchmarking to improve academic programs at King Khalid University in the light of some international models, by identifying the level of activation of benchmarking in improving the academic programs at King Khalid University, and the level of availability of the requirements for its activation. The study relied on the descriptive (survey) approach, and the questionnaire as a tool for data collection, as it was applied to the study population, which is (196) members of the program accreditation teams at King Khalid University. The results showed that the level of activation of benchmarking as an improvement tool for academic programs at King Khalid University in light of Some global models were average, with an arithmetic mean of (1.78), the harmonization stage came in the first place, with an average level of activation, with an arithmetic mean of (1.84), and the analysis stage came in the second place, with a medium level of activation, with an arithmetic mean of (1.77), while the planning stage came in the last rank, with an average level of activation, with an arithmetic mean of (1.72), and that the level of availability of the requirements for activating benchmarking as an improvement tool for academic programs came at an average level, with a general arithmetic mean of (2.25). In light of the results of the study, the researcher recommended adopting the application of the proposed procedural guide, establishing a benchmarking unit within the organizational structure of the university, promoting an organizational culture that supports competition, and holding training workshops for members of accreditation teams in the field of benchmarking.
{"title":"A proposed guide to activate benchmarking as an improvement tool for academic programs at King Khalid University in the light of some international models","authors":"Mohammed Almusallat","doi":"10.54940/ep65167657","DOIUrl":"https://doi.org/10.54940/ep65167657","url":null,"abstract":"The study aimed to present a proposed guide to activate benchmarking to improve academic programs at King Khalid University in the light of some international models, by identifying the level of activation of benchmarking in improving the academic programs at King Khalid University, and the level of availability of the requirements for its activation. The study relied on the descriptive (survey) approach, and the questionnaire as a tool for data collection, as it was applied to the study population, which is (196) members of the program accreditation teams at King Khalid University. The results showed that the level of activation of benchmarking as an improvement tool for academic programs at King Khalid University in light of Some global models were average, with an arithmetic mean of (1.78), the harmonization stage came in the first place, with an average level of activation, with an arithmetic mean of (1.84), and the analysis stage came in the second place, with a medium level of activation, with an arithmetic mean of (1.77), while the planning stage came in the last rank, with an average level of activation, with an arithmetic mean of (1.72), and that the level of availability of the requirements for activating benchmarking as an improvement tool for academic programs came at an average level, with a general arithmetic mean of (2.25). In light of the results of the study, the researcher recommended adopting the application of the proposed procedural guide, establishing a benchmarking unit within the organizational structure of the university, promoting an organizational culture that supports competition, and holding training workshops for members of accreditation teams in the field of benchmarking.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125765425","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}
This study aimed to know the learning strategies that predict achievement among student teachers, specializing in Islamic education, at the College of Education at Sultan Qaboos University (n = 83), and the significance of the differences between the two genders (males/females). To achieve the objectives of the study, the researchers used the descriptive approach, and measured learning strategies, which consisted of 37 phrases distributed over seven learning strategies: memorization in learning, clarification in learning, organization in learning, critical thinking, cognitive self-regulation, companion learning, and seeking help. Verification of its validity and reliability, and then applied to the study sample, which consisted of (220) male and female students representing 81% of the study population. The results showed that the learning strategies of Islamic education students focused on the levels of religious thinking, especially memorization and organization. The results of the statistical analysis showed significant differences in the cumulative average in favor of females, and there was no statistical significance between the two types in all learning strategies. The regression results also showed the possibility of predicting achievement through the strategy of organizing learning in males, and through the strategy of memorizing learning in females. In light of these results, the study came out with a set of recommendations and suggestions.
{"title":"Learning strategies predictive of achievement among student teachers Islamic Education major in the College of Education at Sultan Qaboos University","authors":"Maimuna Zadjalil, Mohammed Al-Ayasrieh, M. Salmi","doi":"10.54940/ep33918517","DOIUrl":"https://doi.org/10.54940/ep33918517","url":null,"abstract":"This study aimed to know the learning strategies that predict achievement among student teachers, specializing in Islamic education, at the College of Education at Sultan Qaboos University (n = 83), and the significance of the differences between the two genders (males/females). To achieve the objectives of the study, the researchers used the descriptive approach, and measured learning strategies, which consisted of 37 phrases distributed over seven learning strategies: memorization in learning, clarification in learning, organization in learning, critical thinking, cognitive self-regulation, companion learning, and seeking help. Verification of its validity and reliability, and then applied to the study sample, which consisted of (220) male and female students representing 81% of the study population. The results showed that the learning strategies of Islamic education students focused on the levels of religious thinking, especially memorization and organization. The results of the statistical analysis showed significant differences in the cumulative average in favor of females, and there was no statistical significance between the two types in all learning strategies. The regression results also showed the possibility of predicting achievement through the strategy of organizing learning in males, and through the strategy of memorizing learning in females. In light of these results, the study came out with a set of recommendations and suggestions.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126583311","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}
This study aimed to identify the most prominent contemporary atheistic suspicions that should be included in the monotheism curricula of secondary stage, the degree to which they contain, and whether there are differences between the curriculums in their inclusion of those suspicions. To achieve the objectives of the study, content analysis was used, which is an approach of the descriptive method. The study tool was a content analysis card that included (15) contemporary atheistic suspicions. After confirming the validity and reliability of the tool, it was used to analyses the monotheism curricula of secondary stage (Ministry of Education edition 1443 / 2021). The study results illustrate that the monotheistic curriculum (1) for the secondary stage (course system) included the most prominent contemporary atheistic suspicions by (33.45%) and (96) frequencies. The monotheistic curriculum (2) for the secondary stage (course system) included the most prominent contemporary atheistic suspicions by (4.56) and (12) frequencies. the monotheistic curriculum (1) percentage of including most prominent contemporary atheistic suspicions was higher than the percentage of its inclusion in the monotheism curriculum (2). Based on the results of the study, it recommended that those who responsible for building and developing monotheism curricula for the secondary stage should refer to research, studies, and publications in contemporary atheism and benefit from them in reviewing and developing these curricula. It suggested that monotheism curricula of undergraduate students should be analyzed in the light of contemporary atheistic suspicions.
{"title":"Identify the Most Prominent Contemporary Atheistic Suspicions that Should Be Included in The Monotheism Curricula of Secondary Stage","authors":"Awad Al-Kahtany","doi":"10.54940/ep88532903","DOIUrl":"https://doi.org/10.54940/ep88532903","url":null,"abstract":"This study aimed to identify the most prominent contemporary atheistic suspicions that should be included in the monotheism curricula of secondary stage, the degree to which they contain, and whether there are differences between the curriculums in their inclusion of those suspicions. To achieve the objectives of the study, content analysis was used, which is an approach of the descriptive method. The study tool was a content analysis card that included (15) contemporary atheistic suspicions. After confirming the validity and reliability of the tool, it was used to analyses the monotheism curricula of secondary stage (Ministry of Education edition 1443 / 2021). The study results illustrate that the monotheistic curriculum (1) for the secondary stage (course system) included the most prominent contemporary atheistic suspicions by (33.45%) and (96) frequencies. The monotheistic curriculum (2) for the secondary stage (course system) included the most prominent contemporary atheistic suspicions by (4.56) and (12) frequencies. the monotheistic curriculum (1) percentage of including most prominent contemporary atheistic suspicions was higher than the percentage of its inclusion in the monotheism curriculum (2). Based on the results of the study, it recommended that those who responsible for building and developing monotheism curricula for the secondary stage should refer to research, studies, and publications in contemporary atheism and benefit from them in reviewing and developing these curricula. It suggested that monotheism curricula of undergraduate students should be analyzed in the light of contemporary atheistic suspicions.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131717929","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}
Learning management system has been widely used on a private level and cross at the level of education systems. Current study aimed to identify the impact of leaning management system on improving the achievement level of mathematics for Saudi middle school Students as a part of the full use in the entire curriculum. Ninety-six middle school students in Riyadh region were participated in this study; 46 female students were drowned from grade 6 and 50 male students were drown from grade 9, samples at both grads were distributed over two groups, the experimental and the control group. In order to achieve the impact of the learning management system on the educational process, a comprehensive closed-source electronic educational platform (Future Gate) was implemented that contains a number of technical functions for all parties to the educational process to obtain a fully-fledged electronic learning process. The platform consisted of a set of technical tools for all beneficiaries that enhance learning and improve its efficiency. By conducting the educational process in two parallel tracks (traditional - the future gate) during an entire academic year, the results of the study came to enhance the use of the learning management system among basic education institutions in teaching mathematics. The results of the study revealed significant differences in favor of the two experimental groups in the high rates of achievement. mathematics subjects were compared to their counterparts in the two control groups.
{"title":"The impact of the Learning Management System Experience in Improving Achievement Level of Mathematics for Saudi Middle School Students","authors":"A. Al-rasheed","doi":"10.54940/ep65336589","DOIUrl":"https://doi.org/10.54940/ep65336589","url":null,"abstract":"Learning management system has been widely used on a private level and cross at the level of education systems. Current study aimed to identify the impact of leaning management system on improving the achievement level of mathematics for Saudi middle school Students as a part of the full use in the entire curriculum. Ninety-six middle school students in Riyadh region were participated in this study; 46 female students were drowned from grade 6 and 50 male students were drown from grade 9, samples at both grads were distributed over two groups, the experimental and the control group. In order to achieve the impact of the learning management system on the educational process, a comprehensive closed-source electronic educational platform (Future Gate) was implemented that contains a number of technical functions for all parties to the educational process to obtain a fully-fledged electronic learning process. The platform consisted of a set of technical tools for all beneficiaries that enhance learning and improve its efficiency. By conducting the educational process in two parallel tracks (traditional - the future gate) during an entire academic year, the results of the study came to enhance the use of the learning management system among basic education institutions in teaching mathematics. The results of the study revealed significant differences in favor of the two experimental groups in the high rates of achievement. mathematics subjects were compared to their counterparts in the two control groups.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122550968","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}
The aim of the research was to present a suggested Framework to face the challenges of e-learning in light of the Corona epidemic (Covid-19), The researchers followed the descriptive analytical approach to achieve the objectives of the study, as e-learning challenges scale was prepared as a study tool. The scale was consisted of (24) indicators distributed over five disciplines, and the study tool was applied on a random sample of (50) teachers. The study results showed that the e-learning challenges were in the middle. The research recommended of the necessity of improving and training the students and the teachers on creative use to the unified educational platforms in e-learning process, and holding workshops for parents and students to raise their awareness of the importance of e-learning.
{"title":"A Suggested Framework to Face the Challenges of E-Learning 'Corona Epidemic (Covid-19) as a Sample'","authors":"M. Owda, N. Hills, Assma Mosa","doi":"10.54940/ep50131049","DOIUrl":"https://doi.org/10.54940/ep50131049","url":null,"abstract":"The aim of the research was to present a suggested Framework to face the challenges of e-learning in light of the Corona epidemic (Covid-19), The researchers followed the descriptive analytical approach to achieve the objectives of the study, as e-learning challenges scale was prepared as a study tool. The scale was consisted of (24) indicators distributed over five disciplines, and the study tool was applied on a random sample of (50) teachers. The study results showed that the e-learning challenges were in the middle. The research recommended of the necessity of improving and training the students and the teachers on creative use to the unified educational platforms in e-learning process, and holding workshops for parents and students to raise their awareness of the importance of e-learning.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115975833","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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