Pub Date : 2021-02-02DOI: 10.20428/ijtd.v11i2.1718
Abdulghani Ahmed Ali Alhawri, Abduiwasea Ali Naji Alqudsi
This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills. Keywords: role, teacher, skills, 21st century.
{"title":"Teachers' Role in Developing 21st Century Skills Among Secondary School Students in the Republic of Yemen","authors":"Abdulghani Ahmed Ali Alhawri, Abduiwasea Ali Naji Alqudsi","doi":"10.20428/ijtd.v11i2.1718","DOIUrl":"https://doi.org/10.20428/ijtd.v11i2.1718","url":null,"abstract":"This research study aimed to identify the twenty-first century skills needed by secondary school students in the Republic of Yemen as well as the teacher's role in developing these skills among students. The study used the descriptive method, and administered a questionnaire to a random sample of (367) students. The research came out with a list of the 21st century skills needed for high school students. The study findings revealed that there is a disparity in the teacher's role played in developing those skills. While teacher's role in developing the skill of cooperation and effective communication received the highest mean, developing the skill of critical thinking, and the skill of the digital age scored the lowest mean. In addition, the results revealed that there were statistically significant differences in students' responses attributed to the gender variable on the skill of critical thinking in favor of males, and on leadership skills and decision making skills in favor of females. In light of these results, it was recommended that colleges of education and teacher preparation institutes should pay more attention to preparing their teachers in a manner consistent with the skills of the 21st century, particularly critical thinking skills and digital skills. Schools should also be provided with technological facilities, and the curriculum should include 21st skills as well as teachers' roles in developing such skills. \u0000Keywords: role, teacher, skills, 21st century.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120951822","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 : 2021-02-02DOI: 10.20428/ijtd.v11i2.1720
Hana H. Al-Fulfuly, Hala B. Al-Foqara
This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences. Keyword: multiple developmental intelligences, learning corners, kindergarten’s children
{"title":"The Role of Learning Corners in Developing Multiple Developmental Intelligences for Kindergarten Children from Their Mothers' Point of View","authors":"Hana H. Al-Fulfuly, Hala B. Al-Foqara","doi":"10.20428/ijtd.v11i2.1720","DOIUrl":"https://doi.org/10.20428/ijtd.v11i2.1720","url":null,"abstract":"This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences. \u0000Keyword: multiple developmental intelligences, learning corners, kindergarten’s children","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121649489","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 research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman & Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure. Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.
本研究旨在确定认知能力、元认知能力和超认知能力之间的相互关系，探索模型组成变量之间的因果关系路径，并验证结构模型及其各组成部分在解释天赋性方面的适用性。研究样本包括(130)名开罗资优科技学校(STEM Egypt)一年级和二年级的男女学生、(32)名女学生和(98)名男学生。样本年龄在(15-17)岁之间，平均年龄15.87岁，标准差1.13度。在检查了他们的心理测量特性后，将研究的工具应用于他们身上。这些工具是:Raven's Progressive Matrices test (Abu Hatab, 1977)和Torrance creative thinking test(图B) (Sulaiman & Abu Hatab, 1976)，以及一个计算机化的电池，其中包括一个计算机化的任务特定元认知技能测试和一个计算机化的超认知能力量表。研究发现，元认知能力对除成就外的认知能力有较大影响，认知外能力对元认知技能有较大影响。结果还显示了所提出的模型与解释天赋结构的变量的相关性。关键词:天赋结构模型，天赋发展认知理论，元认知能力，超认知能力
{"title":"Modeling Causal Relationships Among Giftedness Structure Variables","authors":"Mahmoud Fathey Okasha, Amany Farahat Abdalmageed","doi":"10.20428/IJTD.11.21.5","DOIUrl":"https://doi.org/10.20428/IJTD.11.21.5","url":null,"abstract":"The present research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman & Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure. \u0000Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122054910","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 : 2021-02-02DOI: 10.20428/ijtd.v11i2.1716
Mahmoud Fathey Okasha, Asmaa Abd El- Maksoud Ebrahim
This research paper aimed to develop a constructive model that would explain the structure of relationships between emotional intelligence, self-efficacy, and psychological well-being in the light of perceived achievement and self-actualization. The research sample consisted of (346) students from the first and fourth years of the Faculty of Education - Damanhour University. They were between 18-22 years old. The emotional intelligence scale (Mayer, Salovey, & Caruso, 2002), General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) Psychological Well-Being Scale (Springer & Hauser, 2006), Perceived Achievement Scale and Self-Actualization Scale were all applied to the sample. The data was analyzed using path analysis found in the Liseral program (Liseral 8.8). The study results led to a causal constructive model that explains the relationship between emotional intelligence, self-efficacy and psychological well-being in the light of perceived achievement and self-actualization. The results also showed a statistically significant impact of self-efficacy on perceived achievement and psychological wellbeing. There was also a statistically significant impact of self-efficacy and perceived achievement on self-actualization and psychological wellbeing. It was also clear that emotional intelligence and self-efficacy had a statistically significant impact on self-actualization and psychological wellbeing. Self-efficacy had the highest impact, whereas perceived achievement and self-actualization had lesser impact; and emotional intelligence had the least impact. Keywords: emotional Intelligence, self-efficacy, psychological wellbeing, perceived achievement, self-actualization.
{"title":"The Structural Model of Relationships between Emotional Intelligence, Self-Efficacy and Psychological Well-Being in the Light of the Variables of Perceived Achievement and Self-Actualization among University Students","authors":"Mahmoud Fathey Okasha, Asmaa Abd El- Maksoud Ebrahim","doi":"10.20428/ijtd.v11i2.1716","DOIUrl":"https://doi.org/10.20428/ijtd.v11i2.1716","url":null,"abstract":"This research paper aimed to develop a constructive model that would explain the structure of relationships between emotional intelligence, self-efficacy, and psychological well-being in the light of perceived achievement and self-actualization. The research sample consisted of (346) students from the first and fourth years of the Faculty of Education - Damanhour University. They were between 18-22 years old. The emotional intelligence scale (Mayer, Salovey, & Caruso, 2002), General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) Psychological Well-Being Scale (Springer & Hauser, 2006), Perceived Achievement Scale and Self-Actualization Scale were all applied to the sample. The data was analyzed using path analysis found in the Liseral program (Liseral 8.8). The study results led to a causal constructive model that explains the relationship between emotional intelligence, self-efficacy and psychological well-being in the light of perceived achievement and self-actualization. The results also showed a statistically significant impact of self-efficacy on perceived achievement and psychological wellbeing. There was also a statistically significant impact of self-efficacy and perceived achievement on self-actualization and psychological wellbeing. It was also clear that emotional intelligence and self-efficacy had a statistically significant impact on self-actualization and psychological wellbeing. Self-efficacy had the highest impact, whereas perceived achievement and self-actualization had lesser impact; and emotional intelligence had the least impact. \u0000Keywords: emotional Intelligence, self-efficacy, psychological wellbeing, perceived achievement, self-actualization.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129617169","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 : 2021-02-02DOI: 10.20428/ijtd.v11i2.1717
Amina Mohammed Osman Abdelrahman
This study aimed at investigating the level of the student-teachers' awareness of indicators among Primary School pupils. To achieve this objective, the researcher used the descriptive analytical method. The study sample consisted of (42) fourth-year students in the Faculty of Education, Sudan University of Science and Technology who were being trained in basic schools and were selected using the purposive method. The questionnaire was designed and used to collect data related to talent indicators. The coefficient of correlation Pearson and the alpha Cronbach coefficient and test (t) were used for one group. The results revealed that the total degree of student-teachers' awareness was generally high. There were statistically significant differences between the student-teachers' awareness and pupils' cognitive, social, emotional and creative indicators. In the light of these results, it is recommended that attention should be paid to teacher preparation programs in the faculties of education, where the skills of dealing with talented pupils as well as observation skills of student-teachers should be developed. Keywords: degree of awareness, student-teacher, Basic Education Department, indicators, talent, basic pupils
{"title":"The Extent of the Ability of Student-Teachers to Observe Talent Indicators: A Case Study of Pupils of Basic Education Department","authors":"Amina Mohammed Osman Abdelrahman","doi":"10.20428/ijtd.v11i2.1717","DOIUrl":"https://doi.org/10.20428/ijtd.v11i2.1717","url":null,"abstract":"This study aimed at investigating the level of the student-teachers' awareness of indicators among Primary School pupils. To achieve this objective, the researcher used the descriptive analytical method. The study sample consisted of (42) fourth-year students in the Faculty of Education, Sudan University of Science and Technology who were being trained in basic schools and were selected using the purposive method. The questionnaire was designed and used to collect data related to talent indicators. The coefficient of correlation Pearson and the alpha Cronbach coefficient and test (t) were used for one group. The results revealed that the total degree of student-teachers' awareness was generally high. There were statistically significant differences between the student-teachers' awareness and pupils' cognitive, social, emotional and creative indicators. In the light of these results, it is recommended that attention should be paid to teacher preparation programs in the faculties of education, where the skills of dealing with talented pupils as well as observation skills of student-teachers should be developed. Keywords: degree of awareness, student-teacher, Basic Education Department, indicators, talent, basic pupils","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121996580","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 at identifying the degree of practicing the skills of creative reading by the teachers of Arabic Language in Ramtha District schools. The sample of the study, which consisted of (177) male and female teachers, was selected by the random stratified method from the study population at primary and secondary schools in the Directorate of Education of Ramtha District during the second semester of (2019/ 2018). A questionnaire, consisting of (35) statements, was developed. It covered four areas: (reading fluency, reading originality, reading flexibility and extensive reading). The results of the study showed that the degree of practice by teachers of Arabic Language in the schools of Ramtha District was medium in all areas. There were statistically significant differences in all areas and the questionnaire as a whole attributed to the gender variable in favour of male teachers, except reading flexibility. There were also statistically significant differences in all areas and the questionnaire as a whole attributed to the variable of years of experience in favour of (10 – 6) years and (11) years and above, except reading flexibility and extensive reading. Keywords: degree of practice, male and female teachers of Arabic Language, creative reading.
{"title":"The Degree of Practicing the Skills of Creative Reading by Teachers of Arabic Language in Ramtha District Schools","authors":"أ. ماجدة عيسى السالم","doi":"10.20428/ijtd.11.20.6","DOIUrl":"https://doi.org/10.20428/ijtd.11.20.6","url":null,"abstract":"This study aimed at identifying the degree of practicing the skills of creative reading by the teachers of Arabic Language in Ramtha District schools. The sample of the study, which consisted of (177) male and female teachers, was selected by the random stratified method from the study population at primary and secondary schools in the Directorate of Education of Ramtha District during the second semester of (2019/ 2018). A questionnaire, consisting of (35) statements, was developed. It covered four areas: (reading fluency, reading originality, reading flexibility and extensive reading). The results of the study showed that the degree of practice by teachers of Arabic Language in the schools of Ramtha District was medium in all areas. There were statistically significant differences in all areas and the questionnaire as a whole attributed to the gender variable in favour of male teachers, except reading flexibility. There were also statistically significant differences in all areas and the questionnaire as a whole attributed to the variable of years of experience in favour of (10 – 6) years and (11) years and above, except reading flexibility and extensive reading. \u0000Keywords: degree of practice, male and female teachers of Arabic Language, creative reading.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563411","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 : 2020-10-13DOI: 10.20428/ijtd.v11i1.1676
Saeed bin Saif Al-Manwari, Ali bin Hassan bin Mohammed Al-Majini, Salem bin Al-bin bin Mubarak Al Harrasi
This study aimed to evaluate the effectiveness of the Physics Crocodile software Program to enhance the exploration skills among eighth grade pupils and their attitudes toward using the program. The researchers used both semi-experimental and descriptive methods to achieve the objectives of the study. An achievement test was built to measure the effectiveness of using the Physics Crocodile Software Program on the sample. Moreover, a questionnaire was also used to assess students' attitudes toward using the Physics Crocodile Software Program. These tools were administered to a sample of (40) students of grade eight, divided equally into 2 groups: the experimental group and the control group. The study results showed statistically significant differences between the experimental group and the control group in the post-test. However, there was a positive attitude in using the program among the experimental group. The study recommended integrating educational software programs into traditional teaching methods, so as to use it in all school subjects. Keywords: physics crocodile, exploration skills.
{"title":"Effectiveness of the Physics Crocodile Software Program in Enhancing Exploration Skills among Grade (8) Students and their Attitudes toward the Program","authors":"Saeed bin Saif Al-Manwari, Ali bin Hassan bin Mohammed Al-Majini, Salem bin Al-bin bin Mubarak Al Harrasi","doi":"10.20428/ijtd.v11i1.1676","DOIUrl":"https://doi.org/10.20428/ijtd.v11i1.1676","url":null,"abstract":"This study aimed to evaluate the effectiveness of the Physics Crocodile software Program to enhance the exploration skills among eighth grade pupils and their attitudes toward using the program. The researchers used both semi-experimental and descriptive methods to achieve the objectives of the study. An achievement test was built to measure the effectiveness of using the Physics Crocodile Software Program on the sample. Moreover, a questionnaire was also used to assess students' attitudes toward using the Physics Crocodile Software Program. These tools were administered to a sample of (40) students of grade eight, divided equally into 2 groups: the experimental group and the control group. The study results showed statistically significant differences between the experimental group and the control group in the post-test. However, there was a positive attitude in using the program among the experimental group. The study recommended integrating educational software programs into traditional teaching methods, so as to use it in all school subjects. \u0000Keywords: physics crocodile, exploration skills.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"431 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131419419","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}
الملخص: هدفت هذه الدراسة إلى التعرف على أثر أنماط السيطرة الدماغية في فاعلية الذات الإبداعية، تكونت عينة الدراسة من (249( طالباً من الطلبة الموهوبين بمنطقة أبها، من المرحلتين المتوسطة والثانوية، وقد تم استخدام المنهج الوصفي التحليلي الارتباطي، وقد أشارت نتائج هذه الدراسة إلى أن النمط الكلي جاء بأعلى تكرار بلغ (117) وبنسبة مئوية بلغت (47,0%)، وكذلك أن طلاب المرحلة المتوسطة يسيطر عليهم النمط الكلي، وذلك بنسبة (32,5%)، أما المرحلة الثانوية فالنمط المسيطر عليهم هو الأيمن بنسبة (30,5%)، وحصول مجال الفاعلية الذاتية في التفكير الإبداعي على المرتبة الأولى، ووجود فروق ذات دلالة إحصائية (α ≥ 0.05) تعزى لأثر المرحلة في جميع المجالات لمقياس فاعلية الذات الإبداعية، وجاءت الفروق لصالح المرحلة الثانوية، وأخيرا وجود علاقة إيجابية موجبة دالة إحصائياً بين جميع أنماط السيطرة الدماغية وبين وفاعلية الذات الإبداعية.
{"title":"أنماط السيطرة الدماغية وعلاقتها في فاعلية الذات الإبداعية \"دراسة تحليلية على عينة من الطلبة الموهوبين بمنطقة أبها\"","authors":"خالد حموري","doi":"10.20428/ijtd.11.20.3","DOIUrl":"https://doi.org/10.20428/ijtd.11.20.3","url":null,"abstract":"الملخص: هدفت هذه الدراسة إلى التعرف على أثر أنماط السيطرة الدماغية في فاعلية الذات الإبداعية، تكونت عينة الدراسة من (249( طالباً من الطلبة الموهوبين بمنطقة أبها، من المرحلتين المتوسطة والثانوية، وقد تم استخدام المنهج الوصفي التحليلي الارتباطي، وقد أشارت نتائج هذه الدراسة إلى أن النمط الكلي جاء بأعلى تكرار بلغ (117) وبنسبة مئوية بلغت (47,0%)، وكذلك أن طلاب المرحلة المتوسطة يسيطر عليهم النمط الكلي، وذلك بنسبة (32,5%)، أما المرحلة الثانوية فالنمط المسيطر عليهم هو الأيمن بنسبة (30,5%)، وحصول مجال الفاعلية الذاتية في التفكير الإبداعي على المرتبة الأولى، ووجود فروق ذات دلالة إحصائية (α ≥ 0.05) تعزى لأثر المرحلة في جميع المجالات لمقياس فاعلية الذات الإبداعية، وجاءت الفروق لصالح المرحلة الثانوية، وأخيرا وجود علاقة إيجابية موجبة دالة إحصائياً بين جميع أنماط السيطرة الدماغية وبين وفاعلية الذات الإبداعية.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129464553","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 : 2020-10-13DOI: 10.20428/ijtd.v11i1.1674
Majedah Issa Al-Salem
This study aimed at identifying the degree of practicing the skills of creative reading by the teachers of Arabic Language in Ramtha District schools. The sample of the study, which consisted of (177) male and female teachers, was selected by the random stratified method from the study population at primary and secondary schools in the Directorate of Education of Ramtha District during the second semester of (2019/ 2018). A questionnaire, consisting of (35) statements, was developed. It covered four areas: (reading fluency, reading originality, reading flexibility and extensive reading). The results of the study showed that the degree of practice by teachers of Arabic Language in the schools of Ramtha District was medium in all areas. There were statistically significant differences in all areas and the questionnaire as a whole attributed to the gender variable in favour of male teachers, except reading flexibility. There were also statistically significant differences in all areas and the questionnaire as a whole attributed to the variable of years of experience in favour of (10 – 6) years and (11) years and above, except reading flexibility and extensive reading. Keywords: degree of practice, male and female teachers of Arabic Language, creative reading.
{"title":"The Degree of Practicing the Skills of Creative Reading by Teachers of Arabic Language in Ramtha District Schools","authors":"Majedah Issa Al-Salem","doi":"10.20428/ijtd.v11i1.1674","DOIUrl":"https://doi.org/10.20428/ijtd.v11i1.1674","url":null,"abstract":"This study aimed at identifying the degree of practicing the skills of creative reading by the teachers of Arabic Language in Ramtha District schools. The sample of the study, which consisted of (177) male and female teachers, was selected by the random stratified method from the study population at primary and secondary schools in the Directorate of Education of Ramtha District during the second semester of (2019/ 2018). A questionnaire, consisting of (35) statements, was developed. It covered four areas: (reading fluency, reading originality, reading flexibility and extensive reading). The results of the study showed that the degree of practice by teachers of Arabic Language in the schools of Ramtha District was medium in all areas. There were statistically significant differences in all areas and the questionnaire as a whole attributed to the gender variable in favour of male teachers, except reading flexibility. There were also statistically significant differences in all areas and the questionnaire as a whole attributed to the variable of years of experience in favour of (10 – 6) years and (11) years and above, except reading flexibility and extensive reading. \u0000Keywords: degree of practice, male and female teachers of Arabic Language, creative reading.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127716299","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}
سعيد بن سيف المنوري, علي بن حسن بن محمد المجيني, سالم بن العبد بن مبارك الحراصي
This study aimed to evaluate the effectiveness of the Physics Crocodile software Program to enhance the exploration skills among eighth grade pupils and their attitudes toward using the program. The researchers used both semi-experimental and descriptive methods to achieve the objectives of the study. An achievement test was built to measure the effectiveness of using the Physics Crocodile Software Program on the sample. Moreover, a questionnaire was also used to assess students' attitudes toward using the Physics Crocodile Software Program. These tools were administered to a sample of (40) students of grade eight, divided equally into 2 groups: the experimental group and the control group. The study results showed statistically significant differences between the experimental group and the control group in the post-test. However, there was a positive attitude in using the program among the experimental group. The study recommended integrating educational software programs into traditional teaching methods, so as to use it in all school subjects. Keywords: physics crocodile, exploration skills.
{"title":"Effectiveness of the Physics Crocodile Software Program in Enhancing Exploration Skills among Grade (8) Students and their Attitudes toward the Program","authors":"سعيد بن سيف المنوري, علي بن حسن بن محمد المجيني, سالم بن العبد بن مبارك الحراصي","doi":"10.20428/ijtd.11.20.8","DOIUrl":"https://doi.org/10.20428/ijtd.11.20.8","url":null,"abstract":"This study aimed to evaluate the effectiveness of the Physics Crocodile software Program to enhance the exploration skills among eighth grade pupils and their attitudes toward using the program. The researchers used both semi-experimental and descriptive methods to achieve the objectives of the study. An achievement test was built to measure the effectiveness of using the Physics Crocodile Software Program on the sample. Moreover, a questionnaire was also used to assess students' attitudes toward using the Physics Crocodile Software Program. These tools were administered to a sample of (40) students of grade eight, divided equally into 2 groups: the experimental group and the control group. The study results showed statistically significant differences between the experimental group and the control group in the post-test. However, there was a positive attitude in using the program among the experimental group. The study recommended integrating educational software programs into traditional teaching methods, so as to use it in all school subjects. \u0000Keywords: physics crocodile, exploration skills.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132899664","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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