Jordanian Schools Research Articles

The Impact of Achieving the Fourth Goal of the Sustainable Development Goals (Good Learning) in the First Schools of Irbid Governorate in Raising the Level of Motivation of Teachers Towards Work from Their Point of View

The study aimed to reveal the impact of achieving the fourth goal of the Sustainable Development Goals (good learning) in the first schools of Irbid governorate in raising the level of teachers' motivation towards work from their point of view. To achieve the objectives of the study, the researcher prepared a tool consisting of (26) paragraphs, and the study population consisted of all primary and secondary school teachers in the Jordanian public schools of the Irbid First Directorate, numbering (858) teachers, a simple random sample of (352) teachers was selected during the first semester of the year (2022-2023). The results of the study showed that the total arithmetic averages to achieve the fourth goal in the schools of Irbid Governorate, the first in raising the level of teachers' motivation towards work, came to an average degree and showed that there are differences in the school stage and in favor of secondary school teachers, and the existence of differences due to the difference in the variable years of experience and in favor of more than ten years, and the existence of differences due to the difference in the academic qualification and were in favor of members of the bachelor's qualification. The study recommended the need to prepare educational leaders that achieve the objectives of the strategic plan for education and achieve distinguished administrative systems, and spread awareness of the requirements of employing the fourth goal of sustainable development and ensuring its activation in Jordanian schools, and develop comprehensive and achievable transformational plans to enhance the capabilities of school principals.

The Availability Degree of Leadership Skills for Students of Public Basic Schools in Jordan According to the Japanese Education System Tokatsu

This study aimed at finding out the availability degree of leadership skills for students of public basic schools in Jordan according to the Japanese education system Tokatsu. The study used descriptive survey methodology. The study sample consisted of (220) principals and teachers. To achieve the purpose of the study, a 70-item questionnaire was used for data gathering. The findings showed that the availability degree of leadership skills for students of public basic schools in Jordan according to the Japanese educational system Tokatsu was high. Furthermore, the results showed significant differences at the level of (α=0.05) for the responses of the sample members due to the variable of experience, the differences came in favor of (less than five years), where there were no statistically significant differences at the level (α = 0.05) of the responses of the study sample due to the variable of sex. Job title and academic qualification. In light of the results, the researchers recommended the Ministry of Education to pay attention to educational activities that develop students' leadership skills

The Impact of Distance Education on the development of Self-Learning in light of the Corona Pandemic from the point of view of Secondary School Students in Mafraq Governorate in Jordan

This study aimed to reveal the impact of distance education on the development of self-learning in light of the Corona pandemic from the point of view of secondary school students in Mafraq Governorate in Jordan to achieve the objectives of the study, the researcher designed an electronic questionnaire consisting of (30) items, the validity and reliability of questionnaire were assured. Distributed to the study’s sample, which consisted of (280) high school students in Mafraq Governorate in Jordan, The study adopted the descriptive survey methodology, The results of the study showed that the impact of distance education in the development of self-learning in light of the Corona pandemic from the point of view of Secondary school students at Mafraq Governorate in Jordan, came with a high degree. The results also showed that there were statistically significant differences at the significance level (α = 0.05) in the estimations of the study sample members due to the effect of gender, academic branch and class variables in all domanis and the total degree in favor of female students, scientific branch and second grade of secondary stage respectively. The results also showed that there was a direct positive correlation between distance education and self-learning. In light of the results of the study, the researcher presented a set of recommendations, the most important of which is the interest in applying distance education in the development of self-learning in all Jordanian schools.

Women’s access to school, educational attainment, and fertility: Evidence from Jordan

In socially conservative Muslim societies, the absence of a sex-appropriate school in one’s community has historically been a major constraint to girls’ schooling. We use the expansion of access to girls’ or mixed schools in Jordan to investigate the effects of access to school on women’s education and fertility. We find that having access to a sex-appropriate school in a woman’s sub-district of birth led to 3.0–3.4 additional years of schooling and 1.0–1.4 fewer births. Using access to girl-appropriate schools as an instrument for female educational attainment, we find that an additional year of schooling reduces total fertility by 0.3–0.4 births. The impact of schooling on fertility is mostly for births occurring at older ages (30+) and higher parities (6+). We also find evidence of effects on intergenerational transmission of education but we find no evidence that school access has translated into higher participation in the labor market.

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers’ perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children’s education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process.

The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective of Their Teachers

Nowadays Artificial Intelligence (AI) affects most of our lives; it is positive in some ways, but there are limitations in others. Teachers' perceptions of AI are still poorly studied, despite ongoing debate and growing research in the field. One of its main effects is on students in the first grades; however, this study aimed to investigate the effect of AI on the first three grades of students in basic schools in the governorate of the capital Amman Jordan, from the perspective of its teachers as a case study. The study was performed using a scientific questionnaire, and 125 participants completed this survey. The findings of an analysis of teachers' beliefs regarding using AI technologies to teach the first three grades in elementary schools in Jordan's capital, Amman Governorate, are presented in detail. As a result of the significance of these axes in educational curricula and strategies, as well as related sustainability, the focus was on five axes in the questionnaire questions: the validity of information derived from artificial intelligence, supporting students' technical knowledge and conceptual knowledge, focusing on development practices for students' skills, and finally achieving educational outcomes. The findings show that in-service teachers need to be trained to use current AI-based tools more effectively. To integrate AI into regular education, teachers must participate in the process of co-designing materials while taking into account contextual circumstances and, most importantly, curricula. Teachers' input during the development can help put AI in perspective, resulting in tangible effects and significant educational advances.

Evaluating a stepped care model of psychological support for adults affected by adversity: study protocol for a randomised controlled trial in Jordan

BackgroundThe burden of common mental disorders in low and middle-income countries (LMICs) is growing with little known about how to allocate limited resources to reach the greatest number of people...

A Proposed Educational Guide to Enhance the Role of the Jordanian Secondary School Administration, and in Raising Awareness among its Students about the Seriousness of the Phenomenon of Drug Abuse

This study aimed to find out the reality of the role of the Jordanian secondary school in educating its students about the danger of the phenomenon of drug abuse from the point of view of school principals and teachers, by identifying the reality and importance of the school’s role in dealing with the phenomenon of drugs. Governmental secondary schools in Jordan and the study sample consisted of (766) principals and teachers who were chosen by the stratified random method. The study used a questionnaire consisting of (29) items whose validity and reliability were confirmed.The estimates of the study sample for the areas of the awareness-raising questionnaire on the seriousness of the drug abuse phenomenon came at a high level, where the (teachers) field came first at a “high” level, and the (school curricula) field came in the last place at a “medium” level. The study recommended that the Ministry of Education adopt the proposed educational guide to activate the school’s role in educating students about the danger of the drug phenomenon, and emphasize the need to spread awareness among school students to be a feature of their personality and part of their composition, through curricula, activities, teaching methods and evaluation.

Reluctance of Students to Utilize Virtual Educational Environments in Public Schools: Real World Experiences

This study aimed to explore the perspectives of public-school students who were hesitant to use the Darsak Educational Platform (DEP) during the COVID-19 pandemic in order to understand their real-life experiences. To achieve the aim of the study, the researchers employed a qualitative approach in its phenomenological form. The study sample consisted of 12 male and female students from various public schools in Jordan. The participants were chosen using an intentional method. Semi-structured interviews were used to collect the data. The study’s findings revealed a variety of causes that contributed to students’ resistance to using DEP. These causes include the students’ lack of readiness to learn through DEP, the DEP’s failure to comply with international design standards, the inadequate physical and technical teaching environment, and the limited digital competencies of teachers needed in the virtual learning environment. Given the findings of this research, the researchers advise that additional consideration should be given to the design of DEP. They also advise providing students with appropriate guidance in the usage of educational platforms.

Learners’ Motivation and Modular-Distance Learning Amid the COVID-19 Pandemic: Policy Implications from Narratives and Sentiments Towards Effective Learning Delivery

The COVID-19 pandemic caused an abrupt shift in how basic education was delivered. In the Philippines, most of the education sector implemented modular-distance learning, in consideration of the on-the-ground realities of students and their families. This article is an example of action research investigating Philippine students’ motivations to learn and the modular-distance learning setup amid the pandemic. A self-administered questionnaire, with qualitative and quantitative items, was answered by senior high school students in a secondary school in Jordan, Guimaras province, the Philippines. This study analyzed the survey data to understand how the qualities of a module may influence learners’ motivation. At the same time, it attends to how gaps and opportunities in the learning method may help improve learning outcomes. The way the modules were organized, structured, and delivered is found to be highly associated with and relevant to learners’ motivation to undertake the module work. Student narratives affirmed that if the module is judged to be good, it can help them to get through the lessons. The article also provides insights on how government policies can further develop the implementation of this learning setup. Keywords: Learners, Modular-distance learning, Motivation, Narratives, Pandemic.

Physical Activity Barriers Among Adolescents in Jordan: A Cross-Sectional Study.

Physical activity is critical for health promotion and the prevention of noncommunicable illnesses, especially among teenagers. However, teenagers' active participation in physical exercise may be hampered by perceived impediments to physical activity. This study aimed to identify the external and internal barriers to physical activities among adolescents, as well as any differences in these barriers between males and females. A cross-sectional study was carried out among 600 adolescent students (aged 11-16) from a public school in Jordan. A self-administered questionnaire with 12 items assessed barriers to physical activity. Internal and external barriers were identified, and statistical analyses were performed using SPSS. Male adolescents reported more perceived hurdles to physical exercise than female adolescents, with lack of time and lack of self-confidence being the most significant impediments. External impediments were more prominent than internal barriers, particularly a lack of resources. The total score for external barriers was significantly higher than that for internal barriers. "Lack of resources" was the most important external barrier (mean = 3.49), and "lack of self-confidence" was the most significant internal barrier (mean = 3.47). Male and female teenagers differed in the obstacles of "lack of self-confidence" (p = .045) and "lack of time" (p = .040). The most significant perceived hurdles included a lack of awareness of the health benefits of exercise, concerns about appearance while exercising, limited access to fitness centers, lack of exercise equipment at home, and insufficient spare time due to a packed class schedule. It is critical to implement interventions that address the identified barriers to physical activity, particularly among female adolescents, such as improving opportunities for physical activity and providing social support for participation.

The Effect of Brain-Based Learning Strategy on the Development of Academic Achievement Levels in Biology Course amongst Tenth Grade Students

The purpose of this study was to demonstrate the impact of brain-based learning strategy as an instructional strategy on the academic achievement level among tenth grade students in the field of life sciences. The researchers adopted a quasi-experimental approach. Four-eighty male and female students are participants of this study. The school was chosen randomly from the Latin Patriarchate Mixed Schools in Jordan because the school administration agreed to collaborate with the researcher. The sample was divided into two groups: Group A, the experimental group taught the brain-based learning strategy, and Group B, the control group taught the conventional strategy. To achieve the objectives of the research, the researcher prepared the teacher's guide and the suitable activities for the new strategy. After the preparation, the researchers used pre-test and post-test for measuring the academic achievement level of the students. The data was analyzed using descriptive statistics, one-way and two-way analysis of variance. The results show that there is a relationship between overall and detailed level academic achievement students' outcomes and the groups. The results also indicate no significant difference between genders in the study due to interaction with the strategy in teaching life sciences and the overall and detailed level as domains of analysis. The researcher formulated some recommendations, by the study's results, that the brain-based learning strategy helps the academic achievement levels in the teaching of life sciences.

Artificial Intelligence Readiness Among Jordanian Medical Students: Using Medical Artificial Intelligence Readiness Scale For Medical Students (MAIRS-MS).

Artificial intelligence (AI) application is increasingly used in all fields, especially, in medicine. However, for the successful incorporation of AI-driven tools into medicine, healthcare professional should be equipped with the necessary knowledge. From that, we aimed to assess the AI readiness among medical students in Jordan. A cross-sectional survey was conducted among medical students across 6 Jordanian universities. Prevalidated Medical Artificial Intelligence Readiness Scale for Medical Students questionnaire was used. The questionnaire was distributed through social media groups of students. SPSS v.27 was used for analysis. A total of 858 responses were collected. The mean AI readiness score was 64.2%. Students scored more in the ability domain with a mean of 22.57. We found that academic performance (Grade point average) positively associated with overall AI readiness (P = .023), and prior exposure to AI through formal education or experience significantly enhances readiness (P = .009). In contrast, AI readiness levels did not significantly vary across different medical schools in Jordan. Notably, most students (84%) did not receive a formal education about AI from their schools. Incorporation of AI education in medical curricula is crucial to close knowledge gaps and ensure that students are prepared for the use of AI in their future career. Our findings highlight the importance of preparing students to engage with AI technologies, and to be equipped with the necessary knowledge about its aspect.

The Effect of the MAP Growth Test on Primary School Students’ Reading Comprehension: American Excellence Schools as a Case Study

Objectives: The purpose of this study is to investigate the effect of using the MAP Growth test in improving the reading comprehension of primary school students. The study uses American Excellence Schools in Jordan as a case study. Methods: The study sample included 30 male and female students who studied at American Excellence Schools which is a private school registered with the Directorate of Education of Amman. The study used a quasi-experimental design. The sample was divided into two experimental groups based on their performance in the MAP Growth pre-test assessment. A special instructional program was designed for each experimental group according to the directions in the user guide of the MAP Growth test so as to focus on the weaknesses and missing skills of each group, which were identified based on the results of the MAP Growth pre-test assessment. Upon the completion of the intstructional program, students took the MAP Growth post-test assessment, and data was analyzed to find whether there is any statistically significant differences at (α = 0.05) in the students’ mean scores in the reading comprehension post-test due to the use of the Map Growth test. Results: The results showed that there were statistically significant differences at the level (α = 0,05) in the total score of students’ reading comprehension for the two groups in favor of the post-test due to the use of the instructional program. Conclusions: The researchers recommend using the MAP growth test to enhance students’ reading comprehension skills. Speak Speak Speak

Distance Electronic Learning Strategy in Medical Teaching During the COVID-19 Pandemic: Cross-Sectional Survey Study.

Teaching hospitals have been regarded as the primary settings where doctors teach and practice high-quality medicine, as well as where medical students learn the profession and acquire their initial clinical skills. A percentage of instruction is now done over the internet or via electronic techniques. The present COVID-19 epidemic has pushed distance electronic learning (DEL) to the forefront of education at all levels, including medical institutions. This study aimed to observe how late-stage medical students felt about DEL, which was put in place during the recent COVID-19 shutdown in Jordan. We conducted a prospective, cross-sectional, web-based, questionnaire-based research study during the COVID-19 pandemic lockdown between March 15 and May 1, 2020. During this period, all medical schools in Jordan shifted to DEL. A total of 380 students responded to a request to fill out the questionnaire, of which 256 completed the questionnaire. The data analysis showed that 43.6% (n=112) of respondents had no DEL experience, and 53.1% (n=136)of respondents perceived the DEL method as user-friendly. On the other hand, 64.1% (n=164) of students strongly believed that DEL cannot substitute traditional clinical teaching. There was a significant positive correlation between the perception of user-friendliness and the clarity of the images and texts used. Moreover, there was a strong positive correlation between the perception of sound audibility and confidence in applying knowledge gained through DEL to clinical practice. DEL is a necessary and important tool in modern medical education, but it should be used as an auxiliary approach in the clinical setting since it cannot replace conventional personal instruction.

Altruism among the Teachers Working at UNRWA Schools in Jordan

This article addressed the reality of altruism among the teachers working at the schools of UNRWA in Jordan. The sample of the study consists of (150) male and female teachers. Those teachers were chosen from UNRWA schools in Jordan. To meet the objectives of the study, a two-part survey was developed. The first part collects the relevant data about demographic characteristics. The second part collects data about (the teacher's altruistic acts for the favor his students, colleagues, and the school administration). The study found that there is a significant difference at the level of significance (α = 0.05) between the respondents’ attitudes towards the targeted reality for the favor of the females. There is no significant difference between the respondents’ attitudes towards the targeted reality. The researcher recommended that teachers must be provided by more training courses about altruistic behaviors in the educational field and other fields.

Required training needs for talented student teachers after the coronavirus pandemic

This study aims to identify the training needs of gifted students and the modern education system during the study of the coronavirus pandemic. This research is a combination of observation and in-depth analysis. One hundred eleven valid survey questionnaires were collected from a sample of 150 teachers in the Capital Governorate schools in Jordan and distributed to the study's participants, which included teachers of gifted students. The conclusion was reached that Jordanian teachers of gifted students require far more training than what is now offered. The study also highlights that the most prominent training demands were related to the field of clarifying teaching plans. In light of the findings from the prior studies, the researcher suggests many recommendations such as, it is vital to pay attention to holding training courses periodically to raise the level of teachers of talented students for modern teaching approaches in the areas of teaching plans, teaching process, and assessment methods. Keywords: Assessment; talented student; teaching plans; teaching process; training

Difficulties and obstacles in integrating students with disabilities in Jordanian schools

Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.

Artificial Intelligence and Its Relationship to Teaching School and University Mathematics in Jordan

This study aims to study the scenarios that may arise with the introduction of artificial intelligence in education, especially in mathematics education in Jordanian schools and universities, and what its implications are for the future of schools. The study design was phenomenological, a qualitative approach that looked at the perspectives of participants from various fields. The findings suggest that as AI in education becomes more prevalent, schools and teachers will encounter new products, advantages, and disadvantages. The findings highlight several recommendations for using AI and preventing potential problems and while participants generally seemed to have positive views of AI, there were some negative aspects as well, to which mathematics teachers and academics in particular drew attention in relation to the future of education. While educators view AI as a tool to bring quality and benefit to all in the education sector, they are more focused on the rationale for AI in education and potential future issues.

The Impact of a Group Counseling Program on a Sample of Bereaved Refugee Adolescents in Jordanian Schools

The Impact of a Group Counseling Program on a Sample of Bereaved Refugee Adolescents in Jordanian Schools