Jordanian Schools Research Articles

The Extent to Which Mobile Learning is Employed in the Educational Process in Jordanian Government Schools from the Teachers' Perspective

The study aimed to identify the extent of mobile learning employment in the educational process in Jordanian government schools from the teachers' perspective. To achieve the aim of the study, the descriptive approach was utilized where a questionnaire consisting of three domains (cognition, skill, and evaluation) was developed with (20) paragraphs. The paragraphs validity and reliability were established, then the questionnaire was distributed to the study sample that consisted of (360) teachers in Jordanian government schools.The results of the study showed that the extent of mobile learning employment in the educational process from the perspective of Jordanian government school teachers appeared with a low degree, with an arithmetic mean of (1.79). The results further showed a statistically significant difference in the evaluations of the study sample individuals for the authenticity of employing mobile learning in the educational process according to the perspective of Jordanian government school teachers according to the gender and attributed to the males, and on all dimensions, in addition to the presence of statistically significant differences according to the educational qualification and attributed to higher studies, at the macro level of the tool and on the cognition and skill domains.In light of the study results, the researcher recommended that the Ministry of Education should offer more specialized training courses and workshops in the field of teaching technology and mobile learning and recommend teachers to apply them in the educational process. Furthermore, it is required to spread awareness among teachers and students about the advantages of utilizing mobile learning and modern technology in learning. Keywords: mobile learning, educational process. DOI: 10.7176/RHSS/10-12-07 Publication date: June 30th 2020

Medical Students and COVID-19: Knowledge, Attitudes, and Precautionary Measures. A Descriptive Study From Jordan.

The recent coronavirus disease (COVID-19) pandemic is associated with increasing morbidity and mortality and has impacted the lives of the global populations. Human behavior and knowledge assessment during the crisis are critical in the overall efforts to contain the outbreak. To assess knowledge, attitude, perceptions, and precautionary measures toward COVID-19 among a sample of medical students in Jordan. This is a cross-sectional descriptive study conducted between the 16th and 19th of March 2020. Participants were students enrolled in different levels of study at the six medical schools in Jordan. An online questionnaire which was posted on online platforms was used. The questionnaire consisted of four main sections: socio-demographics, sources of information, knowledge attitudes, and precautionary measures regarding COVID-19. Medical students used mostly social media (83.4%) and online search engines (84.8%) as their preferred source of information on COVID-19 and relied less on medical search engines (64.1%). Most students believed that hand shaking (93.7%), kissing (94.7%), exposure to contaminated surfaces (97.4%), and droplet inhalation (91.0%) are the primary mode of transmission but were indecisive regarding airborne transmission with only 41.8% in support. Participants also reported that elderly with chronic illnesses are the most susceptible group for the coronavirus infection (95.0%). As a response to the COVID-19 pandemic more than 80.0% of study participants adopted social isolation strategies, regular hand washing, and enhanced personal hygiene measures as their first line of defense against the virus. In conclusion, Jordanian medical students showed expected level of knowledge about the COVID-19 virus and implemented proper strategies to prevent its spread.

The Level of Teachers’ Awareness of Smart Schools in Jordan

The study aimed to identify the level of teachers’ awareness of smart schools in Jordan. In addition, it sought to find the statistical significant differences (α=0.05) of the level of teachers’ awareness of smart schools in Jordan according to gender, qualifications and experience. The study used the descriptive approach. The researchers developed a questionnaire that consisted of 35 items to collect the data from the study sample. The study population consisted of 1,554 teachers, with the study sample consisting of 466 teachers who were chosen according to the stratified sample approach. The study results showed that Jordanian teachers have different levels of awareness of the smart schools philosophy, principles, requirements, and benefits. Teachers are aware of some elements of smart schools but are not aware of others. Teachers have a high level of awareness that smart schools have become a necessary part of the political, social, economic and educational development of contemporary nations. However, their awareness is moderate on the role of smart schools in promoting participatory (or cooperative) education that allows the exchange of experiences among learners who them benefit from each other. Also, their awareness is moderate on the role of smart schools in the transition of schools to be learning organizations and community institutions that are not separated from the local communities and their realities and problems, and contribute efficiently to the process of comprehensive development. In light of the study findings, it is recommended that the Ministry of Education start a national project to transfer Jordanian schools from their current traditional settings to be smart schools in the near future. In addition, the Ministry of Education and private schools should make Jordanian teachers aware of the philosophies, requirements, and the effectiveness of smart schools.

Essential competencies for engineers from the perspective of fresh graduates

Abstract Determining the competencies required for engineering programmes has become important due to the increasing challenges faced by engineers after graduation and the tremendous development in technology. This research aims to identify the general competencies that fresh graduate students of engineering schools in Jordan believe they need to become competent and effective in their profession as engineers. This study was the first of its kind with students as respondents, and it was the first study of this kind in Jordan. Competencies were collected from a previous study with 48 competencies split into 11 groups. A questionnaire was prepared with these competencies, then rated for the degree of importance by answering “What engineering competencies graduates will require for their future work in Jordan?” The study showed that all competencies were vital, including technical, personal, non-technical and attitudinal competencies. This study will help to link the outputs of university education provided by engineering departments with market needs as well as to harmonise study programmes offered by Jordanian universities. Also, the research outputs are expected to facilitate the transition process of students from one university to another. The empirically identified competencies could be used to help assess different engineering study programmes in Jordan.

The Content Analysis of the Values Embedded in the Two Literature Spots the English Curriculum for the Twelfth Grade (Action Pack 12) in Jordanian Schools

This study aimed at analyzing the values included in the literature spots of Action Pack 12 for second secondary students in Jordan. The researchers developed a form of three categories of values based on previous studies that they had come across. It examined the existence of values in Action Pack 12 in terms of religious values, personal and social values. The findings revealedthat the literary pieces were heavily loaded with values related to social and personal values whereas religious values were given the lowest percentage through the two literature spots of Action Pack 12. Additionally, analysis of the results revealed that the selection of literary work plays an important role in motivating students to read them. Finally, the Arabic literature is rich with masterpieces that can be included in the curriculum to teach values, themes and morals. Keywords: Action Pack “12, Content analysis, Values DOI: 10.7176/JEP/11-14-05 Publication date: May 31 st 2020

Awareness, knowledge, and attitudes of health professions students toward health economics and pharmacoeconomics education in Jordan

IntroductionHealth economics education (HEe) and pharmacoeconomics education (PEe) in the Middle East and North Africa area is growing, particularly in pharmacy education. Little is known about the awareness, knowledge, and attitudes of health professions students toward health economics (HE) and pharmacoeconomics (PE) and the extent of education they receive before joining the workforce.Methods: A self-completed validated questionnaire was distributed to students from medical, dental, pharmacy, and nursing schools in Jordan. The questionnaire assessed awareness, knowledge, and attitudes about HE and PE terminologies, applications, and need for training. Chi-square and Kruskal-Wallis H tests were used to outline the differences between students' responses. ResultsA total of 2648 questionnaires were analysed, representing 586 medical, 414 dental, 1080 pharmacy, and 568 nursing students. Approximately 65% of respondents reported they had heard of HE or PE. Supportive views about the necessity for economic education in healthcare professions curricula were reported. Nursing students most often expressed desire to undertake training before graduation while dental students showed the least interest. ConclusionsStudents across health professions groups acquire various extents of HEe and PEe before graduation. Pharmacy schools demonstrated leading interest and progress in providing PEe in Jordan, and medical schools appeared to follow. Both dental and nursing schools were lagging. Regional support from the International Society for Pharmacoeconomics and Outcomes Research Arabic Network, accreditation, and regulatory requirements are leading social and contextual contributors to PEe in Jordan.

The Effectiveness of a training program to reduce stuttering intensity among primary school students in Ajloun schools: فاعلية برنامج تدريبي لخفض شدة التأتأة لدى طلاب المرحلة الأساسية في مدارس محافظة عجلون

The study aimed to reveal the effectiveness of a training program to reduce stuttering disorders in primary school students in Ajloun schools in Jordan. Five dimensions of stuttering disorders were identified. Third grade students in Ajloun Elementary Boys School were distributed equally to experimental and control group. Ij study, there is statistically significant in all disorders of the dimensions of stuttering in the third grade primary students are differences in the two measurements prior and subsequent to the performance of the control and experimental groups students due to the training program used in the study, for the experimental group, which underwent a program to reduce the severity of stuttering students.

The impact of the discussion strategy on the level of achievement in science subject among the Seventh Students in Jordan: أثر استراتيجية المناقشة على مستوى التحصيل في مبحث العلوم لدى طلاب السابع الأساسي في الأردن

The present study aimed to identify the impact of the discussion strategy on the level of achievement in science subjects among the Seventh Students in Jordan School in Faisal I Elementary School for Boys, affiliated to the Directorate of Education of the Governorate of Aqaba during the academic year 2018/2019, where Division (B) represented the experimental group, and consisted of (20) students, and Division (C) represented the control group, and consisted of (20) students. The results of (t-test) for two independent samples showed that there were statistically significant differences between the average scores of students on the achievement test in science due to the variable of the teaching method. Where the control group received an overall average (11.96) versus the experimental group with an overall average (18.02), and for the benefit of the experimental group In light of the results of the study, the researcher recommended that teachers be trained to use the discussion strategy in teaching science to its effectiveness in teaching. It also recommended studies on the introduction of other teaching methods.

The understanding of research ethics at health sciences schools in Jordan: a cross-sectional study

BackgroundResearch ethics is required for high-quality research that positively influences society. There is limited understanding of research ethics in Middle Eastern countries including Jordan. Here, we aim to investigate the level of understanding of research ethics principles among health sciences faculty members in Jordan.MethodsThis is a cross sectional study where faculty members from the University of Jordan were surveyed for their knowledge and, attitude of research ethics principles. The study was conducted in the period between July 2016 to July 2017 using a customized-design questionnaire involving demographic data and participants’ contributions toward research, and assessment of participants’ knowledge, belief and attitude towards research ethics. Different question-formats have been used including multiple-choice, yes or no, and a four point Likert-type questions. Obtained responses were tabulated according to gender, academic-rank, and knowledge about research ethics principles.ResultsThe study had a response rate of 51%. Among the 137 participants of this study, most (96%) were involved in human and animal research, yet, only 2/3 had prior training in research ethics. Moreover, 91% believed that investigators should have training in research ethics and 87% believed that there should be a mandatory postgraduate course on that. The average correct scores for correct understanding of researchers towards research ethics was 62%. Yet, there were some misconceptions about the major ethical principles as only 43% identified them correctly. Additionally, the role of research ethics committees was not well understood by most of the respondents.ConclusionsAlthough there is acceptable knowledge about research ethics, discrepancies in understanding in research ethics principles seems to exist. There is a large support for further training in responsible conduct of research by faculty in health sciences in Jordan. Thus, such training should be required by universities to address this knowledge gap in order to improve research quality and its impact on society.

Predictive Ability of Future Anxiety in Professional Decision-Making Skill among a Syrian Refugee Adolescent in Jordan.

This study aimed to examine how and to what extent future anxiety contributes to the level of professional decision-making skills among Syrian refugee students in the tenth grade in public schools in Jordan for the year 2018/2019. Using a quantitative approach, 227 tenth-grade Syrian refugee students in public schools in the University Brigade Institute of the Ministry of Education in Jordan were measured on scales of future anxiety and professional decision-making. The results showed that the level of future anxiety was high, while the level of professional decision-making was moderate. In addition, the results showed that there were statistically significant differences in the future anxiety depending on gender (i.e., male/female) and achievement level (i.e., high achievement/low achievement), whereas for professional decision-making, there were differences depending on gender but not achievement level. Finally, it showed that future anxiety is predictive of professional decision-making skills.

Refugees’ Dreams of the Past, Projected into the Future

Refugees’ Dreams of the Past, Projected into the Future

Cyberbullying and Emotional Deprivation among School Students: A Case of Bullies, Bullied and Bystander at Jordanian Schools

Cyberbullying and Emotional Deprivation among School Students: A Case of Bullies, Bullied and Bystander at Jordanian Schools

The Obstacles Facing the Vocational Education (VE) Teachers in Public Primary Schools in Jordan

The present study aimed to explore the reality of the obstacles facing the vocational education (VE) teachers in public primary schools in Jordan from the perspective of those teachers. The researcher selected a sample consisting from 100 vocational education teachers. Those teachers were selected from the public primary schools in Jordan. The researcher developed a two part questionnaire. The first part collects demographic data from the respondents (i.e. gender and years of experience). The second part sheds a light on the obstacles facing the vocational education teachers. The examined obstacles include the obstacles related to (infrastructure, tools & equipment, and the apparatus of occupational safety and health). It was found that the severity of the obstacles facing the vocational education teachers in public primary schools in Jordan is low from the perspective of those teachers. It was found that there isn’t any statistically significant difference between the respondents’ attitudes in this regard which can be attributed to (gender or years of experience). Several recommendations are proposed. For instance, the researcher recommends exerting effort by the Jordanian Ministry of Education to increase the level of occupational security and safety inside the workshops that are designated for the vocational education course. That can be done through providing these workshops with the necessary equipment that can raise the level of occupational security and safety. Keywords: obstacles, vocational education DOI: 10.7176/JEP/11-8-11 Publication date: March 31 st 2020

The Degree of Procedures’ Availability to Identify the Career Path for 10th Grade Female Students at Basic Stage in Public Schools in Jordan According to System Theory Framework of Career Development, from Principals, Teachers and Educational Counsellors’

The present study aimed at identifying the degree of procedures’ availability to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools according to System Theory Framework of Career Development from principals, teachers, and educational counsellors’ point of view. It also aimed at identifying whether there were any significant differences at (a=0.05) in the need for procedures to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools from principals, teachers, and educational counsellors’ point of view which can be attributed to region, qualification or position. The study community consisted of (437) principals, teachers and educational counsellors who were working in females’ Basic Stage public schools. The schools were from three governorates that represented the three main regions in Jordan (Northern, Central and Southern). The questionnaire consisted of (5) dimensions and (56) statements. It was found that the degree of procedures’ availability to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools according to System Theory Framework of Career Development from principals, teachers, and educational counsellors’ point of view was moderate, the overall mean was (3.16). This signifies that several measures must be taken by the Ministry of Education in Jordan to develop procedures to identify the career path for 10 th Grade female students at Basic Stage in public Jordanian schools. It was also found that there were significant differences in the means for procedures to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools from principals, teachers, and educational counsellors’ point of view that can be attributed to region and qualifications, whereas, no significant differences in the means that can be attributed to position were found. Based on the results, several recommendations were suggested such as developing a work plan to identify the career path for 10 th grade female students at Basic Stage in public Jordanian schools and conducting more studies on identifying career path targeting other target groups and other variables. Keywords: Career Path, Basic Education, The System Theory Framework for Career Development DOI: 10.7176/JEP/11-9-07 Publication date: March 31 st 2020

Teachers' Perceptions on the Impact of Flipped Learning on Student Learning and Teacher's Role in Jordanian Schools

The current study investigated Jordanian teachers' perception on the impact of flipped learning on students' learning, teachers' role, and challenges facing its implementation. Teachers' perceptions were investigated in respect to their sex, experience, and teaching subjects. Participant in the study were all the (126) teachers who had already implemented flipped learning and they were considered innovative in their schools as they were the first to implement flipped learning in their teaching practices in Amman, the capital of Jordan. All participants filled teachers' perception on flipped learning questionnaire, which consisted of (37) items in three dimensions: flipped learning's impact on students' learning, teacher's role, and challenges to its implementation. The study was conducted during the second semester of the academic year 2018/2019. Means, standard deviations, MANOVA, and Scheffe's test were used to answer the research questions. The results of the study showed teachers' overall positive attitude toward flipped learning model believing that it improves student learning and transforms teachers' role. Additionally, the results showed that female teachers had stronger views that flipped learning improves students' learning, transforms teachers’ roles in the classroom, and faces challenges.

The Effect of Teaching Using Artificial Intelligence Software’s on the Academic Achievement of the 10th Grade Students in Computer Science Subject and Their Attitudes Towards It in Jordan

This study aims to identify the effect of the teaching method using educational software based on artificial intelligence in the academic achievement of 10 th -grade students in computer science in Jordan and their attitudes towards it. To achieve the goal of this study, a computerized software was designed to be applied to a purposefully selected sample consisting of (50) 10 th -grade students at The University of Jordan School. The study sample was randomly distributed into two groups: an experimental sample taught using the educational software, and a control sample taught in the traditional method, where the researcher prepared an achievement test to measure the academic achievement of the 10 th -grade students in the Computer Science Subject, where the validity and reliability of the test has been validated, and the test-retest reliability coefficient was (0.86). A questionnaire was prepared for the attitudes, where their validity and reliability were validated. The reliability factor of the questionnaire based on Cronbach’s alpha equation was (0.01). To analyze the results, an analysis of covariance (ANCOVA) was used, where the results of the study showed that there are statistically significant differences in favor of the experimental group taught using educational software based on artificial intelligence in learning computer science subject. The results also showed that there are medium positive attitudes of the experimental group towards educational software. The study recommended designing and developing computerized software in the field of teaching computer science subject s and training and encouraging teachers to use artificial intelligence-based learning in the field of basic education. Keywords: artificial intelligence software, academic achievement, student attitudes, University of Jordan School DOI: 10.7176/JEP/11-7-10 Publication date: March 31 st 2020

Status of the role of Jordanian schools in confronting the moral crisis from the teacher's perspective: واقع دور المدارس الأردنية في مواجهة الأزمة الأخلاقية من وجهة نظر المعلمين

The study aimed to identify the role of Jordanian schools in confronting the moral crisis from the point of view of teachers in Jordanian schools. The study population consisted of all the teachers in Jordanian schools of the Jordanian ministry of education for the academic year 2017/2018. The study sample consisted of (50) teachers who were selected as representatives of the study society. The study followed the method of qualitative research due to its relevance to the nature of the study and used the interview for this purpose. The results of the study showed that there is a role for the Jordanian schools in facing the moral crisis، which was clear and effective by the commitment of the schools to the teachings of the Islamic religion. The study recommended the need to highlight the ethical aspects in the curriculum and linking them to the Islamic faith and develop the role of the teacher in the development of the moral values of students.

Teachers and Students Code-Switching: The Inevitable Evil in EFL Classrooms

Code-switching has been primarily investigated in a variety of sociocultural contexts, especially in foreign and second language settings. The majority of code-switching instances, whether in teacher-initiated activities or teacher-student interaction, seem to suggest that these interactions reflect a sophisticated language use and serve a variety of pedagogical purposes. This study aims to find out the main functions and roles of code-switching among EFL high school teachers and students in Jordan. For this purpose, classroom observation and a questionnaire were used as instruments. Two EFL teachers were regularly observed, and notes of their code-switching behaviour over four weeks were taken, examined, classified, and finally analysed. A questionnaire was used for 330 students from two secondary schools in Jordan. The students were asked to fill in a Likert-type questionnaire. From the classroom observation, the results showed that teachers code-switch for several reasons including affective function, giving instructions and directions, and linguistic incompetence. The questionnaire administered to students showed that students code-switch for non-linguistuc purposes such as maintaining rapport and interpersonal relationships as well as keeping the line of communication without interruption to avoid any sort of conflict or misunderstanding. This study concludes by recommending that teachers should improve students’ English language skills in non-linguistic domains such as the affective and interpersonal ones. https://doi.org/10.26803/ijlter.19.2.5

Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

The Extent of Employing the Active Learning Strategies in the Vocational Education Course in Jordan from the Perspective of Teachers and Students

The present study aimed to identify extent of employing the active learning strategies in the vocational education course in Jordan from the perspective of teachers and students. The sample consists from 80 teachers who teach vocational education course. It also consists from 120 primary school students. Those teachers and students were selected from several public schools in Jordan. To meet the study’s goals, the researcher developed a fourteen item questionnaire. This questionnaire was developed based on the questionnaire of Wondifraw & Dorothy (2019). It was found that the extent of employing the active learning strategies in the vocational education course is high from the teachers’ perspective. It was found that the extent of employing the active learning strategies in the vocational education course is moderate from the students’ perspective. Several recommendations were proposed by the researcher. For instance, the researcher recommends increasing the extent of employing the active learning strategies in the vocational education course in public schools in Jordan. That can be ensured through providing those schools with the required tools that enable the teachers to employ the active learning strategies effectively. Keywords : Active learning strategies, vocational education course DOI: 10.7176/JEP/11-6-19 Publication date: February 29 th 2020