Al al-Bayt University Research Articles

Arabic-English Mixing among English-Language Students at Al alBayt University: A Sociolinguistic Study

Code mixing is extensively investigated within bilingual and multilingual communities. Its actual use in various social contexts and factors influencing its frequency are examined in the current study. A sample of students majoring in English language and literature who were enrolled in one or more of the researcher’s courses during the Spring semester 2021/2022 were asked to voluntarily participate in a 34-item online questionnaire about their use of code mixing (N=200). A two gender (female, male) x five academic years (first, second, third, fourth, fifth and more) x seven cumulative grade average (Distinguished, Excellent, Very good, Good, Pass, deficient, Prefer not to answer), and 5 dwelling (AlMafraq, AlZarqa, Amman, Irbid, Other city) multivariate analysis of variance (MANOVA) found significant four motivating factors on the frequency of code mixing amongst the participants: academic, linguistic, social, and psychological.

The Reality of E-Learning in Teaching Arabic language Course (1) at Al al-Bayt University from the Students' Point of View

The study aimed to identify the reality of e-learning in teaching Arabic Language Course (1) at Al al-Bayt University from the students’ point of view. The descriptive analytical - statistical method was used, and the study sample consisted of (303) students at Al al-Bayt University, and a questionnaire was distributed to them, and their answers were analyzed by using the statistical analysis program (SPSS22).The study reached a set of results, the most important of which are: the presence of a high degree of technical competencies, and a medium degree of Arabic language competencies among university students, in addition to the absence of statistically significant differences in the estimates of the sample members about the reality of e-learning in teaching the Arabic language course (1) at Al al-Bayt University from the students’ point of view, attributed to two variables (gender and school year). The study as well showed that there are statistically significant differences in the estimates of the sample members about the reality of e-learning in teaching the Arabic language course (1) at Al al-Bayt University from the students’ point of view due to the variable of college.
 
 

The Degree of Administrators’ Involvement in Change Management at Jordanian Universities over the COVID-19 Pandemic

This study aimed to identify the degree to which administrators of Jordanian universities are involved in change management (comprising planning, decision-making, organization, and guidance) over the COVID-19 pandemic and as a function of gender, qualification, years of experience, and specialization. To this end, the descriptive-analytical method was used, where a questionnaire consisting of 45 items distributed to 4 domains was developed. The study population included all administrators (college deans, heads of academic departments, and managers of administrative units) of the public and private Jordanian universities. The total number of participants was 1685 administrators, among whom 321 (19 percent) were selected as the sample group. The sample group worked in three public universities (Yarmouk University, University of Sciences and Technology, and Al Al-Bayt University), and three private universities (Jadara University, Irbid Private University, Jerash Private University) in the academic year 2020-2021. Results showed that there exist statistically no significant differences in the means of responses in relation to administrators’ involvement in change management at Jordanian universities as a function of gender and in all domains, and as a function of specialization in the domains of change in planning and change in decision-making. However, there do exist statistically significant differences in the domains of change in planning and change in decision-making in favor of higher education studies. There are also significant differences in terms of years of experience in the domains of change in planning, change in decision-making, and change in organization in favor of those with many and average years of experience. Also there are significant differences in terms of specialization in the domains of change in planning and change in guidance, with natural sciences showing higher degrees.

The pass/fail grading system at Jordanian universities for online learning courses from students’ perspectives

This study aimed to investigate the perspectives of Jordanian university students toward the pass/fail grading system (PFGS) that was used during the COVID-19 pandemic. To achieve this goal, a questionnaire was prepared, consisting of 37 items in its final form; divided into four subscales: advantages, drawbacks of (PFGS), the reasons for its use by students, and their attitudes toward it. This questionnaire was applied to a sample of 6,404 male and female students from four Jordanian universities: Al al-Bayt University, Balqa Applied University, The Hashemite University, and The University of Jordan. Out of the 6,404 responses, we rejected 263 responses due to careless survey filling and/or incomplete answers. The results revealed that most students were satisfied with applying the PFGS to all courses, especially among the freshmen. They believed that the PFGS was the best choice for grading due to online exams and full distance learning lectures. The results showed significant differences at α = 0.05 in how students evaluated the PFGS; namely: its advantages, drawbacks, reasons, and their attitudes toward it, based on participants’ gender, school, and academic level. As for the relationship between GPA and students’ perspectives on the PFGS, it was clear that the correlation coefficients indicated weak but significant correlations.

Editorial

Welcome to the first issue of the Australasian Journal of Gifted Education for 2023. Demonstrating the global interest in, and the international impact of, the journal, we have in this issue contributions from scholars based in Jordan, Isreal, and New Zealand, representing various institutions in these countries (i.e., Al al-Bayt University, Tel Aviv University, University of Canterbury, Waikato University, and the New Zealand Ministry of Education). Each of the articles that appear in the issue touch upon different aspects of gifted education, that will no doubt stimulate thought and discussion, and inform practices to more optimally support gifted students in the future.

Assessment of Quality of the Electronic Education System in the Corona Crisis Period: Applied Study on Al al-Bayt University

In response to the coronavirus crisis, higher education institutions have partially or fully transformed into electronic education systems (EESs). This paper presents the results of a student survey conducted at AL al-Bayt University to assess the quality of the electronic educational system (EES) during the coronavirus pandemic. The study variables addressed by the questionnaire were tangible physical features (TPFs), flexibility (FEES), examination construction and management (ECM); admission, storage, and registration management (ASRM), security and privacy (S&P), learning site content (LSC); and students’ level of satisfaction (LoS). The exploratory study methodology was applied to 324 students at AABU, where the research data were collected using a Google Docs questionnaire and distributed to students. The results highlighted that students were satisfied with the quality of EES implemented by AABU during the lockdown period in terms of tangible physical features (TPF) and learning site content (LSC) and there was a statistically significant relationship between TPF and LSC. However, some undesirable features were reported, such as a lack of adequate infrastructure for students, which enabled them to interact effectively with their teachers to gain the target of applying EES. Consequently, AABU needs to implement effective measures to improve and increase the quality and level of satisfaction with EES. Finally, electronic education is a more adapted, smooth, and affordable alternative than traditional face-to-face education.

On Rapid Transitioning to Online Learning Under COVID-19: Challenges and Solutions at Al al-Bayt University

The aim of this research work is to study the issues and challenges that Al al-Bayt University faculty members faced in the transition from face-to-face learning to online learning during the COVID-19 pandemic, and to highlight successful online learning strategies adopted. These issues and challenges are identified using question and solution-based analysis covering several issues that include the procedures and mechanisms adopted for the rapid transition from face-to-face learning to online learning, the online learning environment used, the impact of the transition to online learning on faculty members, courses’ content and students, and the challenges of online learning and the impacts it had on teaching and scientific research. The successful strategies adopted provide many practical methods for faculty members and leaders to follow for future online learning. In addition, the results of this work are expected to provide faculty members with a clear and insightful view on how to successfully integrate online learning and traditional learning into a blended learning approach.

Students’ Achievement in a Flipped Database Management Course: The Impact of Flow Theory Gamification Elements

Aim/Purpose: The study aimed to investigate the effect of using the gamified flipped classroom instructional method on the students’ overall achievement compared to the traditional non-gamified, non-gamified flipped classroom, and traditional gamified instructional methods. Background: Flipped classroom is helpful to address limited class time, implement different pedagogies, and help students better attain their learning outcomes and improve their academic achievement. Motivating and encouraging students to perform or complete flipped learning activities is a challenging issue affecting the success of the flipped classroom. This research posits that gamification presents a promising solution, and adding gamification to the flipped classroom is important for its success. However, little is known about the effects of integrating gamification into flipped learning without sufficient results to generalize. Pedagogical designs with appropriate theoretical foundations should be added to the literature on flipped learning and gamification. This research proposes a learning model that combines gamification within flipped classroom via quizzes online platform with the main flow theory requirements. The purpose of this combination is to motivate and engage learners in flipped classroom activities. Methodology: The data were collected from 101 undergraduate students in a database management course at Al al-Bayt University in Jordan. The students were assigned to four different instructional methods according to their preferences (traditional non-gamified, non-gamified flipped, traditional gamified, and gamified flipped classroom). A study with a quasi-experimental factorial design was carried out using midterm and final exam instruments to assess the students’ overall achievement. Two-way factorial ANOVA was employed to examine the main effect of the instructional method, student gender, and the interaction effect on students’ overall achievement. Bonferroni’s multiple comparisons test was carried out to compare and determine which instructional method had the main effect and achieved the best grades among test groups. Contribution: The current study proposed a gamified flipped learning model guided by the theoretical foundations of flow theory. This study offers a novel contribution to the literature by illustrating the importance of employing gamification in the flipped classroom and how the gamified flipped instructional method affects student achievement, especially when appropriate gamification design and careful game element selection. The effects reported by this study provide empirical evidence and valuable insights for researchers, practitioners, and educators about the issues of gamified flipped classroom and guide instructional designers to apply appropriate game elements. Findings: The findings showed that the gamified flipped group outperformed the other three groups and significantly improved students’ overall achievement with a large effect size. Employing gamification within the flipped classroom instructional method improved 23.9% of the total variance in the students’ achievement through increasing their motivation to complete flipped classroom activities. It has also been found that the non-gamified flipped group outperformed both the traditional non-gamified and the traditional gamified groups. Students’ gender was also not a significant factor regarding male and female achievement in using gamified flipped classroom. Recommendations for Practitioners: This study recommends that instructors who utilize flipped classroom should combine other new technologies within in-class activities, such as gamification, instead of traditional discussion in classroom meetings. Thus, the in-class activities become more attractive, increasing their students’ motivation. Recommendation for Researchers: Researchers need to understand the factors enhancing the flipped learning activities and the ways of designing and implementing gamification elements to develop new learning models. Impact on Society: Gamified flipped learning can help students improve their achievement and help instructors perform in-class instructional activities, leading to more effective and efficient higher education. Appropriate design and use of gamification elements within flipped learning can promote and encourage the use of such a model. Future Research: Additional research should be conducted to explore and measure students’ motivation, engagement, and in-class collaboration due to the gamified flipped classroom instructional model. Further experimental studies on other courses in different environmental variables are also recommended.

Cognitive dissonance and its relationship to emotional intelligence

The current study aimed to identify the level of cognitive dissonance among students of Al al-Bayt University in Jordan in terms of gender, academic specialization and level, and to reveal the predictive ability of emotional intelligence for cognitive dissonance. The study sample consisted of 235 male and female students from Al al-Bayt University. The Cognitive Dissonance Scale (Al-Adamat & Atoum, 2022) and the Emotional Intelligence Scale (Al-Alwan, 2011) were used to collect the data. The findings of this study indicated that the level of cognitive dissonance was average. Statistically significant differences were identified in the level of cognitive dissonance in terms of gender, higher scores being reported by males. Also, there were significant differences in terms of academic specialization, in the favor of humanities major, and academic level, in the favor of the second, third and fourth year students. In addition, findings revealed that emotional intelligence explained 9.3% of the cognitive dissonance variance.

Academic Passion and its Relationship with Achievement Motivation among Students of Faculty of Educational Sciences at the Al al-Bayt University

Objective: The present study aims to identify students’ levels of academic passion and achievement motivation considering the variables of gender, academic specialization and academic level in order to reveal the predictive power of academic passion in relation to achievement motivation. The study sample consisted of (350) male and female students chosen by availability.
 Method: The study used the descriptive correlational method in the research, as two scales were used, academic passion scale, and achievement motivation through revealing the predictive ability of academic passion and motivation for achievement among students of the Faculty of Educational Sciences at Al-Bayt University.
 Results: The study's findings demonstrated that the study group had a high level of harmonious passion. Despite a moderate amount of compulsive passion, considerable levels of achievement motivation were present. There were statistically significant gender-based differences favoring females in the level of harmonious passion, no differences resulting from academic specialty, and statistically significant academic level differences favoring third- and fourth-year students. Regarding the level of compulsive passion, the results showed no statistically significant differences by gender but did show differences related to academic specialization favoring special education specialization and differences related to academic level favoring first-year students. Moreover, the study results showed that compulsive and harmonious passions collectively explained 52.3% of the achievement motivation variance. Within this figure, compulsive passion explained 50.3% of the variance, while harmonious passion explained 1.9%.
 Conclusions: Based on the results, it is recommended to maintain the level of harmonious passion and achievement motivation among university students.

Evaluating the Level of the Shuttle Service Quality at Al al-Bayt University Campus Using the SERVQUAL Model

This paper mainly adopts descriptive analysis method and case study method and uses SERVQUAL model and statistical method to measure and evaluate the service quality level of shuttle bus of Al al-Bayt University. The study concluded that the order of the dimensions of measuring the quality of shuttle service was as follows: assurance, reliability, and empathy at a medium level; then tangibility followed by responsiveness at a low level for each. In general, the students' satisfaction level with the shuttle services provided at the campus was low, especially for the tangibility and responsiveness dimensions. This research is of value to transport service providers in understanding the gaps in and requirements of their service provision. To policy makers it highlights the dissatisfaction in the current levels of public transport service, as well as providing some indication of areas in which future interventions can be directed.

The Use of Electrical Resistivity Tomography and Time Domain Electromagnetic Methods to Investigate the Superficial Deposits at Al al-Bayt University, Jordan as a Case Study

DOI:10.17014/ijog.9.3.355-369In this study, an integration of Electrical Resistivity Tomography (ERT) and Time-Domain Electromagnetic (TDEM) methods have been used to investigate the superficial deposit characterization at Al al-Bayt University area. ERT and TDEM results helped to delineate the subsurface geology, and to map soil and basalt flow thicknesses as well as subsurface geological structures. Superficial deposit thicknesses were found in the range of 9 to 16 m, whereas the underlying basalt flow thickness was found to vary from a few meters in the western part to more than 60 m in the most eastern part of the studied area. The ERT results permitted a subsurface lithology characterization of the upper 35 m below ground surface (mbgs), the soil/superficial deposit resistivity was found in the range of 5 ̶40 Ohm.m, and thickness within 12 ̶ 15 mbgs. The TDEM results permitted mapping and delineating the subsurface geology up to 80 m, and allowed mapping the main subsurface structures. The soil/superficial deposits have resistivity in the range of 10 to 90 Ohm.m and the thickness in the range of a few meters up to 15 m. The study recommends a detailed geophysical study before starting any type of geo-engineering construction.

The Degree Academic and Administrative Leaders Practice Knowledge Management at Al Al-Bayt University in the Hashemite Kingdom of Jordan

The study aims to know the degree of academic and administrative leadership practice knowledge management at Al Al-Bayt University in the Hashemite Kingdom of Jordan, and the effect of variables (gender, educational qualification, years of experience, stage, and job title) on that. The study sample consists of (375) faculty and administrative members. To achieve the goals of the study, a tool was built to measure the degree of knowledge management practice, which consists of (37) items distributed into four areas, namely (knowledge organization, knowledge generation, knowledge sharing, and application of knowledge). Validity and reliability were verified, and the descriptive survey method was used. The results of the study show that the degree of academic and administrative leaders’ practice of knowledge management at Al Al-Bayt University in the Hashemite Kingdom of Jordan, from the viewpoint of their colleagues, came with a medium degree in all fields. The results also show that there were statistically significant differences between the averages of the responses of the study sample individuals due to the gender variable, and the differences are in favor of males in all fields. The results also show that there are statistically significant differences attributable to the variable of the academic qualification in the fields of sharing and applying knowledge, and the differences are in favor of the qualification of (Bachelor). The presence of statistically significant differences attributable to the variable of years of experience in the areas of knowledge sharing and application; the absence of statistically significant differences is attributable to the job title in all fields. In light of the results, the study presents a set of recommendations, the most important of which are training academic and administrative leaders on the application of knowledge management; training academic staff on teaching and evaluation methods that help to raise the levels of performance in the educational learning process.

اتجاهات طلبة قسم الكيمياء في جامعة آل البيت نحو استخدام التعليم الهجين في تدريس المساقات العملية في ظل جائحة كوفيد-19 = Attitudes of the Students of the Department of Chemistry at Al Al-Bayt University towards the Use of Hybrid Education in Teaching Practical Courses in Light of the COVID-19 Pandemic

التعليم الهجين | التعلم الإلكتروني | التدريس الجامعي في ظل جائحة كوفيد- 19 | جامعة آل البيت | طلبة قسم الكيمياء | المساقات العملية | Hybrid Education | E-Learning | University Teaching in Light of the COVID-19 Pandemic | Al Al-Bayt University | Students of the Department of Chemistry | Practical Courses

The Availability of Services and Facilities Provided for Students with Disabilities at Al al-Bayt University in Jordan from Their Own Perspective

The study aims to examine the availability level of services and facilities provided for students with disabilities at Al Al-Bayt University from their own perceptions. Descriptive and analytical methodologies were used. Data was collected using a questionnaire consisting of (65) criteria distributed on (6) domains. Participants included all students with visual, hearing, and physical disabilities, with a total of (53) students from all faculties. All students receive support from the disability support division at the university. Results indicated that the availability of services and accommodations provided for students with disabilities were ranked respectively as follows: facilitations regarding information resources, social services, administrative facilitation, academic services and accommodations, physical accommodations, and finally library services and accommodations. The mean degree on the total score was (M = 1.81) which indicates a medium level. Also, results showed no statistically significant differences at (α = 0.05) due to type of disability on all domains and on the total degree for the nature of services and accommodations provided. There were also no statistically significant differences at (α = 0.05) due to the type of faculty on all domains and on the total degree for the nature of services and accommodations provided.
 
 Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

Geotechnical Engineering Evaluation of Superficial Deposits Utilizing Seismic Methods at Al al-Bayt University, Jordan

Integration of seismic refraction tomography and multi-channel analyses shear wave methods were used at Al al-Bayt university campus in Mafraq, NE Jordan to delineate the shallow subsurface layering and determine their geotechnical properties, in addition, to estimate the geotechnical engineering parameters of the superficial deposits for detailed purposes. The P-wave refraction velocities were found to range from 180 to 2300 m/s for the three identified layers which indicating superficial soil deposits with an increasing degree of compaction with depth. The S-wave velocities were found to lie in a narrow velocity range (250 to 600 m/s), which badly resolved the subsurface layering. Moreover, four soil samples were taken from the sites of seismic survey points for density calculations. The average calculated density was found to be 1.85 g/cm3. Two soil samples from nearby seismic profile-1 and seismic profile-4 were tested for geotechnical properties. The results showed that the seismic method is an effective tool to estimate the different elastic moduli; Poisson's ratio, Young's modulus, Bulk modulus, Shear modulus, Lame's constants, and geotechnical engineering parameters; N-value, bearing capacity, material index, concentration index, and stress ratio of the superficial soil deposits. The study recommends conducting a detailed geophysical study before starting any type of geoengineering construction in the area.

Task-based Instruction and English Speaking Skill of Fluency in Jordanian Context

This study investigates the effect of a Task-Based Instructional (TBI) program on Al al-Bayt University students' English speaking skill of fluency. A sample of 64 students was divided into three groups: a pilot study group, a control group and an experimental group. The experimental group was taught for eight weeks using a suggested TBI speaking program. The control group was taught for eight weeks using the teacher's book. To assess students' speaking skill of fluency, a speaking pre-post test was designed and a scoring scale was adapted. Students' responses were recorded on audio files. They were scored by two different raters and correlation coefficient was calculated. The findings of the study revealed that there were statistically significant differences at (α=0.05) in the mean scores of the fluency post test between the experimental group students and the control group students in favor of the experimental group students due to using the TBI program . Key words : speaking fluency, English speaking skills, task-based instruction, instructional program DOI: 10.7176/JEP/12-9-08 Publication date: March 31 st 2021

Assessing instructors’ usage of emojis in distance education during the COVID-19 pandemic.

This research assessed instructors’ usage of emojis in distance education for high diploma students. A quantitative approach was employed comprising an e-survey consisting of 11-items, one closed-ended question, and two open-ended questions. The participants were a randomly selected sample of 343 high diploma students, 243 attending Al al-Bayt University (AABU) in Jordan and 100 students attending the Arab Academic College in Haifa (AAC). The results indicated that instructors’ usage of emojis in distance education was moderate in both universities. All students strongly preferred instructors to use emojis to express what is on their minds as an alternative to facial expressions, and female instructors were more active in using emojis in virtual lectures. The emoji used most frequently by distance education instructors for the sample was the thumbs-up emoji ( ). Based on the results, several recommendations are put forth that will be of value to researchers and workers in this field.
 
 Keywords: Distance Education; Emojis; COVID-19

The Question of Identity in Abu-Jaber’s Birds of Paradise: * This article has been carried out during sabbatical leave granted to the author from AlAl-Bayt University during the academic year 2019-2020

This article examines the problematics of identity in the light of the traditional American family’s restrictions, parental over-protectiveness, father’s patriarchal authority, and mother’s internalization of such an authority as presented in Abu-Jaber’s Birds of Paradise (2011). By examining the connection between family and children’s attempts of constructing subjectivity, the article reveals the psychological anxiety of parents about children’s potential autonomy. The result of this investigation suggests rejection of parent’s control on shaping children’s identity, and provides a critical perspective into identity construction and formation. My approach delves into identity theories and (feminist) psychology to shed light upon how identity is performed and conceived in this contemporary literary text. Key Words: Identity, Patriarchy, Gender, Selfhood, Object Petit a, Imaginary Order, Symbolic Order, Anxiety, Motherhood

The Degree of Academic Leaders’ Practice of Excellence Management in Jordanian Public and Private Universities from the Faculty Members' Viewpoint

This study aimed to identify the degree of academic leaders’ practice of excellence management in public and private Jordanian universities (Yarmouk University, University of Science and Technology, Al Al-Bayt University, Irbid National University, Jadara University, and Jerash University) from the faculty members’ viewpoint. The descriptive survey method was adopted and to achieve the objectives of the study, a questionnaire was built to measure the degree of practicing excellence management consisting of (32) items distributed into (4) areas: leadership (10) items, policies, and strategies (5) items, human resources (5) items, and partnerships and resources (12) items. The study population consisted of all the (2077) faculty members in the Jordanian public and private universities in the first semester of the academic year 2020/2021. Where the study sample consisted of (405) academics who constitute (19%) of the study population. and were selected by a random stratified method. The results showed that the overall degree of academic leaders' practicing of excellence management in the public and private Jordanian universities was moderate, and the order of the areas on the scale was respectively as follows; Partnerships and Resources, leadership, Policies and strategies, and human resources, and that all of these areas came at a moderate degree. The results also showed that there were statistically significant differences at the level of statistical significance (α = 0.05) between the estimates of respondents in all areas (leadership, policies and strategies, human resources, partnerships, and resources) attributable to the difference in; the gender variable in favor of males, academic rank in favor of the professor, and the type of university in favor of public universities. Regarding these results, the researcher recommends giving more attention to the Department of Excellence, especially in the field of leadership, as well as the inclusion of Excellence Management as a basic criterion of performance quality standards in Jordanian public and private universities.