The study aimed to identify the relationship between agile leadership and crisis management among the heads of scientific departments at King Abdulaziz University from the point of view of the faculty members. The study used the descriptive correlative method, and the study sample consisted of (359) members, The questionnaire was the tool used to collect study data. The study reached a number of results, the most prominent of which were: The dimensions of agile leadership among the heads of scientific departments at the university are generally available at a medium degree, with the average approval of the study sample members on the degree of availability of all these dimensions (3.19), And that the heads of scientific departments at the university practice crisis management operations to a medium degree in general, with an average of (3.13), and the results of the study revealed positive relationship with statistical significance between the degree of availability of dimensions of agile leadership and the level of crisis management practice among the heads of scientific departments, as all The values of Pearson correlation coefficients are positive and function at the significance level (0.01), The results also revealed that there were no statistically significant differences in the responses of the study sample to the difference of the type of college and gender. The study recommended a number of recommendations, the most important of which are: The necessity of working to provide the necessary training programs for heads of scientific departments that contribute to increasing the level of awareness of the importance of agile leadership practices and their role in addressing and managing crises, Contribute to providing the necessary requirements to achieve the practices of agile leadership in a way that achieves its objectives in the academic work, adopting the necessary material and moral stimulus programs for the heads of scientific departments, which contributes to increasing their motivation towards agile leadership practices and its role in crisis management.
{"title":"Agile leadership and its relationship to crisis management among the heads of scientific departments at King Abdulaziz University from the point of view of faculty members","authors":"Abdulaziz Alharazi","doi":"10.54940/ep10135391","DOIUrl":"https://doi.org/10.54940/ep10135391","url":null,"abstract":"The study aimed to identify the relationship between agile leadership and crisis management among the heads of scientific departments at King Abdulaziz University from the point of view of the faculty members. The study used the descriptive correlative method, and the study sample consisted of (359) members, The questionnaire was the tool used to collect study data. The study reached a number of results, the most prominent of which were: The dimensions of agile leadership among the heads of scientific departments at the university are generally available at a medium degree, with the average approval of the study sample members on the degree of availability of all these dimensions (3.19), And that the heads of scientific departments at the university practice crisis management operations to a medium degree in general, with an average of (3.13), and the results of the study revealed positive relationship with statistical significance between the degree of availability of dimensions of agile leadership and the level of crisis management practice among the heads of scientific departments, as all The values of Pearson correlation coefficients are positive and function at the significance level (0.01), The results also revealed that there were no statistically significant differences in the responses of the study sample to the difference of the type of college and gender. The study recommended a number of recommendations, the most important of which are: The necessity of working to provide the necessary training programs for heads of scientific departments that contribute to increasing the level of awareness of the importance of agile leadership practices and their role in addressing and managing crises, Contribute to providing the necessary requirements to achieve the practices of agile leadership in a way that achieves its objectives in the academic work, adopting the necessary material and moral stimulus programs for the heads of scientific departments, which contributes to increasing their motivation towards agile leadership practices and its role in crisis management.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116472359","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 research aimed to verify the effectiveness of a program based on peer counseling in reducing cyberbullying among middle school students. To realize the objectives of the research, a sample of (20) students was selected from among the students whom the student advisors indicated that they practice cyberbullying, and they were randomly divided into two groups. An experimental group of (10) students who were exposed to the counseling program, and a control group of (10) students who were not exposed to any counseling intervention. A scale was developed for cyberbullying and its psychometric properties were checked, and a counseling program was prepared consisting of (16) counseling sessions, the duration of each session (45-60) minutes, and it was based on peer-counseling . The results of the study concluded that the counseling program was effective and the level of cyberbullying among students in the experimental group decreased compared to the control group, and the results also found that the members of the experimental group maintained improvement after the end of the program and the application of follow-up measurement for a month, which shows the role of the counseling program in helping students to reduce cyberbullying, and based on the results of the study, some recommendations were made, including the adoption of the current program in helping students who are cyberbullying.
{"title":"The effectiveness of a peer-counseling program in reducing cyberbullying among middle school students","authors":"Salem Al-Mafraji","doi":"10.54940/ep20211839","DOIUrl":"https://doi.org/10.54940/ep20211839","url":null,"abstract":"The current research aimed to verify the effectiveness of a program based on peer counseling in reducing cyberbullying among middle school students. To realize the objectives of the research, a sample of (20) students was selected from among the students whom the student advisors indicated that they practice cyberbullying, and they were randomly divided into two groups. An experimental group of (10) students who were exposed to the counseling program, and a control group of (10) students who were not exposed to any counseling intervention. A scale was developed for cyberbullying and its psychometric properties were checked, and a counseling program was prepared consisting of (16) counseling sessions, the duration of each session (45-60) minutes, and it was based on peer-counseling . The results of the study concluded that the counseling program was effective and the level of cyberbullying among students in the experimental group decreased compared to the control group, and the results also found that the members of the experimental group maintained improvement after the end of the program and the application of follow-up measurement for a month, which shows the role of the counseling program in helping students to reduce cyberbullying, and based on the results of the study, some recommendations were made, including the adoption of the current program in helping students who are cyberbullying.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116795584","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 objective of the current study is to identify the quality of life of the female students with learning disabilities at the secondary school education, especially social, family, education, teaching, occupation and management of time and to identify the most important areas of quality of life. To do it, the researcher prepared a life quality measure and used the analytical, descriptive method. With a sample of 196 female students with learning disabilities at the secondary school education in the Riyadh region, the findings of the study indicated a low level of quality of life in the different areas retained in this paper. They were ranked as follows: 1) the area of the occupation and management of time, 2) the area of quality of family life, followed by 3) the area of quality of social life, and finally 4) the field of education and teaching. Therefore, the quality of education and teaching was the lowest with a mean equal to 15.56, followed by family life with a mean equal to 19.88, while the field of the quality of time occupation and education and the field of quality of social life were the highest with means equal respectively to 20.45 and 31.36.
{"title":"Level of quality of life of students with learning disabilities at the secondary school education","authors":"Ohud Aldaghmi","doi":"10.54940/ep30087985","DOIUrl":"https://doi.org/10.54940/ep30087985","url":null,"abstract":"The objective of the current study is to identify the quality of life of the female students with learning disabilities at the secondary school education, especially social, family, education, teaching, occupation and management of time and to identify the most important areas of quality of life. To do it, the researcher prepared a life quality measure and used the analytical, descriptive method. With a sample of 196 female students with learning disabilities at the secondary school education in the Riyadh region, the findings of the study indicated a low level of quality of life in the different areas retained in this paper. They were ranked as follows: 1) the area of the occupation and management of time, 2) the area of quality of family life, followed by 3) the area of quality of social life, and finally 4) the field of education and teaching. Therefore, the quality of education and teaching was the lowest with a mean equal to 15.56, followed by family life with a mean equal to 19.88, while the field of the quality of time occupation and education and the field of quality of social life were the highest with means equal respectively to 20.45 and 31.36.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130272281","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 at diagnosing the degree to which learning difficulties teachers in North Al Sharqiyah Governorate implement educational technology in teaching reading. and to identify the obstacles and recommendations. also to study the existence of significant statistical relationships due to the following variables: (Education level. Academic Qualification. and Years of Experience). The researchers adopted a descriptive approach. where the researchers designed the study instrument. which is a questionnaire consisting of (30) items distributed in (3) domains. distributed to the entire study community. the number of responses was (134) male and female teachers. which represents (95%) of the study population. The results of the study concluded: the implementation of educational technology by learning difficulties teachers in North Al Sharqiyah Governorate in teaching reading is a “medium”. The study also found that the obstacles to implementing educational technology in teaching reading. are (weak tangible and intangible incentives for teachers. failure to employ electronic feedback with the administration. and more responsibilities placed on learning difficulties teachers). The results also showed that there were no differences in the degree to which learning difficulties teachers implement educational technology due to the variables (education level. academic qualification. and years of experience). Considering these results. the study presented some necessary recommendations and suggestions.
{"title":"The implementation of educational technology by learning difficulties teachers in A’Sharqiyah North Governorate in teaching reading","authors":"Huda Busaidi, Jokha AL-SAWAFI, Qasim Alajmi","doi":"10.54940/ep72403554","DOIUrl":"https://doi.org/10.54940/ep72403554","url":null,"abstract":"The study aimed at diagnosing the degree to which learning difficulties teachers in North Al Sharqiyah Governorate implement educational technology in teaching reading. and to identify the obstacles and recommendations. also to study the existence of significant statistical relationships due to the following variables: (Education level. Academic Qualification. and Years of Experience). The researchers adopted a descriptive approach. where the researchers designed the study instrument. which is a questionnaire consisting of (30) items distributed in (3) domains. distributed to the entire study community. the number of responses was (134) male and female teachers. which represents (95%) of the study population. The results of the study concluded: the implementation of educational technology by learning difficulties teachers in North Al Sharqiyah Governorate in teaching reading is a “medium”. The study also found that the obstacles to implementing educational technology in teaching reading. are (weak tangible and intangible incentives for teachers. failure to employ electronic feedback with the administration. and more responsibilities placed on learning difficulties teachers). The results also showed that there were no differences in the degree to which learning difficulties teachers implement educational technology due to the variables (education level. academic qualification. and years of experience). Considering these results. the study presented some necessary recommendations and suggestions.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127478844","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 measure the level of satisfaction of male and female teachers in the public schools across all educational levels with the use of Madrasati platform in distance education during the spread of the Corona pandemic (Covid-19). The study also aimed to reveal statistically significant differences in the level of satisfaction with using the Madrasati platform based on gender and educational level variables. To achieve the objectives of this study and answering its questions, the researcher developed a scale focused on measuring teachers’ satisfaction with this platform. This scale was used with a random sample of 300 male and female teachers from schools in Al-Qunfudah Governorate in Makkah region. The study found a high level of satisfaction among teachers with the Madrasati platform and its use in the e-learning process during the pandemic. The result also indicated that teachers were moderately satisfied with the technical support provided to them by the authorities responsible for this platform regarding some of the problems they face in using this platform. In addition, the results of the study revealed that there were statistically significant differences in the level of satisfaction with the platform based on the gender variable, and these differences were in favor of female teachers. The study also showed that there were statistically significant differences in the level of male and female teachers' satisfaction with the platform based on the educational level.
{"title":"Measuring the Satisfaction of the Teachers of Al-Qunfudhah Governorate with the Use of Madrasati Platform in Distance Education During the Corona Pandemic","authors":"H. Alhaythami","doi":"10.54940/ep63277766","DOIUrl":"https://doi.org/10.54940/ep63277766","url":null,"abstract":"The current study aimed to measure the level of satisfaction of male and female teachers in the public schools across all educational levels with the use of Madrasati platform in distance education during the spread of the Corona pandemic (Covid-19). The study also aimed to reveal statistically significant differences in the level of satisfaction with using the Madrasati platform based on gender and educational level variables. To achieve the objectives of this study and answering its questions, the researcher developed a scale focused on measuring teachers’ satisfaction with this platform. This scale was used with a random sample of 300 male and female teachers from schools in Al-Qunfudah Governorate in Makkah region. The study found a high level of satisfaction among teachers with the Madrasati platform and its use in the e-learning process during the pandemic. The result also indicated that teachers were moderately satisfied with the technical support provided to them by the authorities responsible for this platform regarding some of the problems they face in using this platform. In addition, the results of the study revealed that there were statistically significant differences in the level of satisfaction with the platform based on the gender variable, and these differences were in favor of female teachers. The study also showed that there were statistically significant differences in the level of male and female teachers' satisfaction with the platform based on the educational level.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132657840","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 present study aimed to identify the obstacles that hinder the use of augmented reality with students with communication disorders in the elementary stage from the perspective of their teachers in Medina. Accordingly, a questionnaire consisting of (47) items has been constructed that measures the most important obstacles that hinder the use of augmented reality in the therapeutic sessions for students with communication disorders. The two researchers builded descriptive survey instrument, the questionnaire applied to a simple random sample consisting of (133) teachers of communication disorders (male & female), to identify the main obstacles from their perspective according to a number of variables: (academic qualification, years of experience, gender). The outcomes indicated that the most influential obstacles are as follows: Obstacles related to male and female teachers came in the first place, followed by technical and material obstacles in second place, followed by obstacles for female students, while obstacles related to administration came in the last order, and the results showed that there were no statistically significant differences at a significant level of (α ≤0.05) between responses study sample individuals towards assessing the obstacles to using augmented reality with students with communication disorders at the elementary level according to the educational qualification variable (bachelor, postgraduate), years of experience variable (1-5, 6-10, 11 and more), and the gender variable (male-female).
{"title":"The Obstacles of Using Augmented Reality to Students with Communication Disorders in the Elementary School Level from the Perspective of their Teachers in Medina","authors":"Abdullah Aljohani, Faris Al-Qahtani","doi":"10.54940/ep74538975","DOIUrl":"https://doi.org/10.54940/ep74538975","url":null,"abstract":"The present study aimed to identify the obstacles that hinder the use of augmented reality with students with communication disorders in the elementary stage from the perspective of their teachers in Medina. Accordingly, a questionnaire consisting of (47) items has been constructed that measures the most important obstacles that hinder the use of augmented reality in the therapeutic sessions for students with communication disorders. The two researchers builded descriptive survey instrument, the questionnaire applied to a simple random sample consisting of (133) teachers of communication disorders (male & female), to identify the main obstacles from their perspective according to a number of variables: (academic qualification, years of experience, gender). The outcomes indicated that the most influential obstacles are as follows: Obstacles related to male and female teachers came in the first place, followed by technical and material obstacles in second place, followed by obstacles for female students, while obstacles related to administration came in the last order, and the results showed that there were no statistically significant differences at a significant level of (α ≤0.05) between responses study sample individuals towards assessing the obstacles to using augmented reality with students with communication disorders at the elementary level according to the educational qualification variable (bachelor, postgraduate), years of experience variable (1-5, 6-10, 11 and more), and the gender variable (male-female).","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127708169","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 reveal the effect of White and Gunstone model (PEOE) on developing future thinking and thinking dispositions in science among third-grade intermediate students with different learning styles. To achieve this goal, the experimental approach was used. The study sample consisted of (60) students from the third intermediate grade, who were randomly distributed to an experimental group consisting of (30) students and a control group consisting of (30) students. The tools used in this study included the future thinking test, the thinking dispositions scale, and the learning styles scale. The results revealed that There was a statistically significant difference at the level (0,05) between the mean scores of the students of the experimental and control groups in the post measurement of the future thinking test and the thinking dispositions scale, in favor of the experimental group. There was no statistically significant difference at the level (0,05) for the students of the experimental group in the post measurement of the future thinking test and the thinking dispositions scale attributed to the educational style variable. There was a statistically significant correlation between the total score of the future thinking test and the thinking dispositions scale in the post measurement of the students of the experimental group and the control group. Considering the results of this study, several recommendations and suggestions were mentioned that may contribute to improving aspects of science education.
{"title":"The effect of White and Gunstone model (PEOE) on developing future thinking and thinking dispositions in science among third-grade intermediate students with different learning styles","authors":"Naif Alsufyani","doi":"10.54940/ep59124359","DOIUrl":"https://doi.org/10.54940/ep59124359","url":null,"abstract":"This study aimed to reveal the effect of White and Gunstone model (PEOE) on developing future thinking and thinking dispositions in science among third-grade intermediate students with different learning styles. To achieve this goal, the experimental approach was used. The study sample consisted of (60) students from the third intermediate grade, who were randomly distributed to an experimental group consisting of (30) students and a control group consisting of (30) students. The tools used in this study included the future thinking test, the thinking dispositions scale, and the learning styles scale. The results revealed that There was a statistically significant difference at the level (0,05) between the mean scores of the students of the experimental and control groups in the post measurement of the future thinking test and the thinking dispositions scale, in favor of the experimental group. There was no statistically significant difference at the level (0,05) for the students of the experimental group in the post measurement of the future thinking test and the thinking dispositions scale attributed to the educational style variable. There was a statistically significant correlation between the total score of the future thinking test and the thinking dispositions scale in the post measurement of the students of the experimental group and the control group. Considering the results of this study, several recommendations and suggestions were mentioned that may contribute to improving aspects of science education.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114896433","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 investigates the perceptions of 273 undergraduate student-teachers towards remote learning in the Faculty of Pedagogy at the Lebanese University. Data were collected using a questionnaire and individual interviews. Findings reveal that scores on teaching presence were the highest compared to social, cognitive, metacognitive and affective presence scores. When asked about the teaching presence, participants considered that the teachers’ delivery of a variety of topics motivated them to actively participate. As for the social presence, they found that knowing each other prior to Covid 19 pandemic helped them establish a sense of belonging. Participants found that course topics and activities have partially- aroused their curiosity at the cognitive level while metacognitively, they had difficulty asking critical questions and exploring new topics. No positive emotions were reported regarding remote learning. Senior students seem to be affected the most by social, cognitive and metacognitive presences.
{"title":"Undergraduate Student-Teachers’ Perceptions of Remote Learning in the Faculty of Pedagogy at the Lebanese University","authors":"Nancy Moussawi, H. Mirza, Fadwa Murdaah","doi":"10.54940/ep95227455","DOIUrl":"https://doi.org/10.54940/ep95227455","url":null,"abstract":"This study investigates the perceptions of 273 undergraduate student-teachers towards remote learning in the Faculty of Pedagogy at the Lebanese University. Data were collected using a questionnaire and individual interviews. Findings reveal that scores on teaching presence were the highest compared to social, cognitive, metacognitive and affective presence scores. When asked about the teaching presence, participants considered that the teachers’ delivery of a variety of topics motivated them to actively participate. As for the social presence, they found that knowing each other prior to Covid 19 pandemic helped them establish a sense of belonging. Participants found that course topics and activities have partially- aroused their curiosity at the cognitive level while metacognitively, they had difficulty asking critical questions and exploring new topics. No positive emotions were reported regarding remote learning. Senior students seem to be affected the most by social, cognitive and metacognitive presences.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128283109","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 research aims to study the impact of interactive media-based flipped learning strategy on achievement and integration into learning among middle-grade students in the Course of Social Studies and Citizenship in Al-Qurayat Governorate, Saudi Arabia. To achieve the research objectives, the semi-experimental approach was used to suit the nature of the research, The sample consisted of 40 middle-grade students selected randomly at Majd al-Uloom School in the Village region of Saudi Arabia, divided equally into two groups, the experimental group of 20 students who studied using flipped learning strategy and the control group, numbering (20) students who studied in the usual traditional way and applied research during the first semester of the 2021/2022 academic year. The research tools were an educational test and a measurement of learning integration. The results showed that the flipped learning strategy demonstrated the positive and effectiveness of its application to raise the level of educational attainment of learners, increase their learning integration and show that there is a positive relationship between attainment and learning integration. The research recommended that specialists in the Saudi Ministry of Education build educational programs by using the flipped learning strategy, and the need to prepare an applied guide for teachers to help them, how to prepare and implement lessons using the interactive media-based flipped learning strategy.
{"title":"The effect of a flipped learning strategy based on interactive media on achievement and integration in learning among second-grade students in the middle school in Social Studies and Citizenship course in Qurayyat Governorate, Saudi Arabia.","authors":"Theyab Asharari","doi":"10.54940/ep90238571","DOIUrl":"https://doi.org/10.54940/ep90238571","url":null,"abstract":"The current research aims to study the impact of interactive media-based flipped learning strategy on achievement and integration into learning among middle-grade students in the Course of Social Studies and Citizenship in Al-Qurayat Governorate, Saudi Arabia. To achieve the research objectives, the semi-experimental approach was used to suit the nature of the research, The sample consisted of 40 middle-grade students selected randomly at Majd al-Uloom School in the Village region of Saudi Arabia, divided equally into two groups, the experimental group of 20 students who studied using flipped learning strategy and the control group, numbering (20) students who studied in the usual traditional way and applied research during the first semester of the 2021/2022 academic year. The research tools were an educational test and a measurement of learning integration. The results showed that the flipped learning strategy demonstrated the positive and effectiveness of its application to raise the level of educational attainment of learners, increase their learning integration and show that there is a positive relationship between attainment and learning integration. The research recommended that specialists in the Saudi Ministry of Education build educational programs by using the flipped learning strategy, and the need to prepare an applied guide for teachers to help them, how to prepare and implement lessons using the interactive media-based flipped learning strategy.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131442220","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 aims to identify the current status of publishing special education researches in Saudi scientific journals in the period of (2015 - 2021) and provides an analysis of research trends concerning the topics published. The study also sheds light on the variation of topics tackled in the published researches, according to specific criteria which include the research methodology, disabilities categories covered by the studies, samples, academic stages, where studies were geographically conducted, type of participation in publishing, study levels, and research financing. The analysis includes (359) researches from (32) Saudi scientific journals, which are analyzed by using the bibliometric approach. The study arrives at that the percentage of publishing the special education researches has reached (6.97%) of the total studies published in (2015 – 2021). The results indicated the top scientific journals that publishing researches in special education in the targeted period, determining the most studied disability categories, and type of research methods that used in these studies. The findings show the most special education researches have been applied in the main cities in the Kingdom. In terms of the types of authorship, it has been found that researchers are considerably inclined to the individual publication, and only a small number of studies have received financial support. Based on the results of the analysis, recommendations were made to direct scientific research in the field of special education in the future.
{"title":"Research Trends in the Field of Special Education in Saudi Scientific Journals: A Bibliometric Analysis","authors":"Majed A. Alsalem, H. Alzahrani","doi":"10.54940/ep23297895","DOIUrl":"https://doi.org/10.54940/ep23297895","url":null,"abstract":"This study aims to identify the current status of publishing special education researches in Saudi scientific journals in the period of (2015 - 2021) and provides an analysis of research trends concerning the topics published. The study also sheds light on the variation of topics tackled in the published researches, according to specific criteria which include the research methodology, disabilities categories covered by the studies, samples, academic stages, where studies were geographically conducted, type of participation in publishing, study levels, and research financing. The analysis includes (359) researches from (32) Saudi scientific journals, which are analyzed by using the bibliometric approach. The study arrives at that the percentage of publishing the special education researches has reached (6.97%) of the total studies published in (2015 – 2021). The results indicated the top scientific journals that publishing researches in special education in the targeted period, determining the most studied disability categories, and type of research methods that used in these studies. The findings show the most special education researches have been applied in the main cities in the Kingdom. In terms of the types of authorship, it has been found that researchers are considerably inclined to the individual publication, and only a small number of studies have received financial support. Based on the results of the analysis, recommendations were made to direct scientific research in the field of special education in the future.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122810262","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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