Education In Sultanate Of Oman Research Articles

“Hugging the middle” on selection of educational philosophy: empirical evidence from higher education in Sultanate of Oman

PurposeThis research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.Design/methodology/approachThe study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.FindingsAnalysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.Research limitations/implicationsThis research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.Practical implicationsThis research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.Social implicationsThis research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’ instructional practices is vital in facilitating effective teaching and learning.Originality/value To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

The Advantages and Challenges of e-Learning During COVID-19 Pandemic in Omani Schools from Parents’ Perspectives of Cycle Two Schools (5-9)

This paper aimed to investigate parents' perspectives regarding the advantages and challenges of e-leaning faced them during follow-up their children’s learning through the e-learning platforms of the Ministry of Education in Sultanate of Oman. Target: students’ parents in Al Batinah South Governmental schools. Data were collected from 346 parents through online questionnaire taking random samples of parents. The questionnaire measured the parent’s perspectives about e-leaning advantages and challenges. The study revealed that the students’ parents were interested in using e-learning for their children, for example, the e-learning helps their children to use modern educational programs and the constant access to the recorded videos of the daily lessons effortlessly. Yet, it explored some obstacles faced them during following their children in e- learning, such as the technical challenges faced them related to limitations of network and logistical challenges related to the difficulty of time management. The collected data were analysed, and accordingly the recommendations were forwarded to be applied for future strategies and policies of e-learning in Omani schools.

Obstacles That Limit the Implementation of STEM Approach in Science Education from Teachers’ Point View: معوقات تطبيق منحى STEM في تدريس العلوم من وجهة نظر المعلمين في سلطنة عمان

The current study aims to reveal the obstacles that limit the implementation of STEM integrated approach in science education in Sultanate of Oman, and investigate the impact of gender variable in exisestance of these obstacles. To achieve the aims of the study, the descriptive approach was used and a questionnaire as a data collection tool which is divided into three parts: obstacles related to the teachers in implementing STEM that included 13 items, obstacles related to the learning environment that included 11 items, and obstacles related to the content that included 12 items. After verifying the validity and reliability, the questionnaire was applied to the sample which was chosen purposively and consisted of 117 science teachers have a training to apply STEM in their schools. The findings showed the degree of obstacles lies between high to medium. The third part (obstacles related to content) ranked first with an average of 3.51 with a high degree, followed by the second part (obstacles related to the learning environment) in the second rank with an average of 3.31 with a medium degree, and finally the first part (obstacles related to the teacher) with an average of 2.77 and medium degree. Also, there were no statistical significance between averages due to the variable of gender (male/female). In the light of these findings, the study recommends that the science curricula should be developed through STEM approach. Also, supporting classrooms with materials and tools that help students to apply lessons according to STEM, and developing the performance of science teachers by providing intensive training courses on the ideal application of STEM in teaching science.

Economic Benefits of Implementing Cloud in Higher Education Institutions, a reflection

Most of the organisations have deployed communication and information systems that provide them seamless connectivity with partners and branches, and control on the resources, resulting in efficiency, easy management, time saving and enhanced productivity. As information and communication systems are becoming part and parcel of organisations without which modern enterprises cannot even think of existence, their reliability, security and cost effectiveness are some major concerns for enterprises to deal with. The adoption of cloud computing had been a revolutionary milestone in this regard. Higher education institutions have also benefited from cloud implementations. The cloud implementations in higher education in Sultanate of Oman although being abysmally low has a gradual shift towards cloud hosting and implementation of clouds in higher education institutions. This research is a mere effort to highlight the economic benefits that higher education establishments can achieve by the implementation of cloud computing.

Self-Esteem among Counselling Students in High Education in Sultanate of Oman

Self-Esteem among Counselling Students in High Education in Sultanate of Oman

The Role Of Electronic Communication In Enhancing Employees’ Eustress In Ministry Of Education In Sultanate Of Oman

The Role Of Electronic Communication In Enhancing Employees’ Eustress In Ministry Of Education In Sultanate Of Oman

Factors Influencing the Employees’ Service Performance in Ministry of Education in Sultanate of Oman

Literatures explored that the employees’ service performance depends on the quality of training and performance appraisal. Although high skilled employees are possessing higher qualifications and sound standard of education, training is inevitable due to dramatic changes happening every second. Interestingly, the formal training not only increased productivity and bridged the gap between company performance and industry productivity standards but also improved product quality and reduced the product scrapping rate. As a result, the objective of this study is to examine the factors influencing employees’ service performance in ministry of education in Oman. A total of 514 employees were selected from the human resource department of ministry of education in Oman. The survey questionnaire’ validity was tested using Exploratory Factor Analysis (EFA). A multiple regression analysis was conducted to examine the predictors of employees’ service performance. The results revealed that training and performance appraisal are the valid predictors of examining employees’ service performance. Thus, the findings suggested that training and performance appraisal have a significant influence on improving employees’ service performance those who are working in the human resource department of ministry of education in Oman