Jordanian Public Schools Research Articles

Enacting policy change in Jordanian public schools: interrogating the reproductive habitus of Al Faza’a leadership

ABSTRACT An extensive longitudinal study examining the enactment of Jordan’s Education Reform for Knowledge Economy (ERfKE) policy in public schools uncovered the pervasive influence of Al-Faza’a leadership, which is deeply rooted in tribal values of solidarity and kinship. This article analyses Al-Faza’a leadership as a culturally potent force that profoundly challenges policy change for education reform. Through a sociological study guided by Bourdieu’s theory of practice, our findings reveal Al-Faza’a leadership as a distinctive form of illusio that is all the more powerful when intertwined with the doxa of Sheikhocracy. We illustrate how Al-Faza’a leadership embodies a persistent reproductive habitus, obstructing ERfKE’s transformative potential and exemplifying resistance to externally imposed and culturally ill-suited reform agendas in Jordan’s schools. By dissecting nuanced sociocultural dynamics shaping leadership practices, the article focuses on the experiences and perspectives of public school principals charged with policy enactment. It illuminates embedded cultural practices within schools and the Ministry of Education that are steeped in long-held traditions and beliefs which undermine policy objectives. This grounded theory-building study highlights the unsuitability of imported policy ideals that assume universal applicability and emphasizes the necessity of culturally sensitive approaches to education policymaking, policy enactment, and, hence, to education reform.

The role of the cube strategy in cultivating imagination skills among tenth-grade students in scientific and humanities disciplines

The current study aimed to investigate the effect of using the cube strategy on developing the imagination skills of tenth-grade students in scientific and humanities subjects. To achieve this, a quasi-experimental approach was adopted. The study was conducted with an experimental and control group, consisting of 160 tenth-grade students from Jordanian public schools, in the subjects of history and biology. The study concluded that the cube strategy has a statistically significant effect on enhancing the imagination skills of tenth-grade students, favoring the experimental group. Additionally, the study found a statistically significant difference in the development of students' imagination skills based on the type of educational material, with a greater impact observed in the humanities. Based on these findings, the study recommends the use of the cube strategy in teaching humanities subjects, especially those characterized by chronological progression and developmental themes. Keywords: Biology; cube strategy; history; imagination skills; tenth grade.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Role of Art Education Teachers in Developing Artistic Appreciation and Creative Skills Among Students in Public Schools in Jordan

The study aimed to clarify the role of art education teachers in developing artistic appreciation and creative skills. The study relied on the descriptive and analytical approach, and the research population was represented by all art education teachers in the Qasaba of Irbid. The study sample numbered (214) male and female teachers, and two scales were prepared to collect data. Of the study members, the results of the study showed that the level of contribution of art education teachers in developing artistic taste was at a moderate degree, and the level of their contribution in developing creative skills was at a moderate degree. The study also revealed that there were no statistically significant differences at the significance level (0.05) in Responses of study individuals to the study measures according to the variable of gender and type of school.

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

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.

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.

The Reality of the Quality of the Education Delivered in the Vocational Education (VE) Course in Jordanian Public Schools

The Reality of the Quality of the Education Delivered in the Vocational Education (VE) Course in Jordanian Public Schools

The Effectiveness of using QUAAR Strategy in Enhancing English Creative Writing Skills for Primary School Students in Jordanian Public Schools

The purpose of this research was to investigate The Effectiveness of using the QUAAR strategy in Enhancing English Creative writing skills for primary school students in Jordanian public schools. The participants in the present study were two classes of 56 pupils in sixth grade at Madaba Primary School for Boys in Madaba, divided into two groups. The first group (the experimental group) comprised 28 pupils who used the QUAAR strategy. The second group (the control group) comprised 28 pupils taught using the traditional method inside the classroom. The two-group pre-post-test experimental design was administered to assess the Effectiveness of the QUAAR strategy. The study's results revealed that using the QUAAR strategy significantly positively affected the enhancement of English Creative writing skills. The results (preferred by the treatment group) can be attributed to using the QUAAR strategy, all the elements that affected the strategy, and the educational means used. In light of the study's results, recommendations were presented to the relevant authorities and future researchers.
 
 Received: 17 May 2023 / Accepted: 16 October 2023 / Published: 5 November 2023

The Importance of Teaching Reading Skills of English Language Using Variety of Techniques in Jordanian Curriculum

The study aims at shedding light on the application andimpacts of the importance of teaching reading skills in English languageusing a variety of techniques in Jordanian curriculum. These techniquesof reading skills simplify reading English text and help students do tasksthat are presented by English teachers in Jordanian public schools, whoteach Action Pack pupil‟s book. In order to achieve the objectives of thisstudy, the researcher followed the analytical descriptive method in termsof applying the study tools, data collection and analysis. The studysample consisted of a group of seventh grade students from Al-AghwareDirectorate of Education, at two schools for girls of (128) students. Thestudy found that there is an effect of the strategy of reading skill insimplifying reading texts and articles, as the researcher recommendedthe need to work on these techniques to be used within the classroomlanguage.

Impact of electronic games addiction post COVID-19 on the mental health of public-school students in Jordan

The present work aimed to find out the reality of electronic games addiction and its impact on mental health among adolescent students post-COVID-19 in public schools in Jordan. The study followed the descriptive analytical technique using a simple random method. A sample of 795 adolescent students was selected from Jordanian schools for the academic year 2022-2023. The results showed that the mean of the responses of the study sample on the scale of electronic game sites addiction among adolescent students at the aggregate level, came with a high degree, with a mean (1.52) and a standard deviation (0.51), which reflected the existence of addiction manifestations among teenage students to electronic games. The results also confirmed that there are statistically significant differences in the percentages of students who suffer from addiction to electronic games according to the gender variable and in favor of males. The study recommends the intervention of educational institutions with experts in psychological counseling to develop values such as digital citizenship among students to contribute to reducing the manifestations of addiction to electronic games. Also, other studies on the phenomenon of electronic games addiction and its relationship to other variables such as life pressures, personality traits, and emotional intelligence are highly encouraged.

The Degree of Employing Blended Learning in the Educational Process in Jordanian Public Schools from the Point of View of Teachers

The Degree of Employing Blended Learning in the Educational Process in Jordanian Public Schools from the Point of View of Teachers

The Impact of Ethical Leadership on Educational Excellence Among Kindergarten Teachers in Public Schools Affiliated with the Ministry of Education in Jordan

Objectives: The objective of this study is to examine the impact of ethical leadership on educational excellence among kindergarten teachers in Jordanian public schools affiliated with the Ministry of Education. Methods: For this study, a descriptive-analytical approach was employed. The researcher developed a questionnaire consisting of 32 items to collect primary data on the variables. The questionnaire was distributed to a sample of 300 teachers. Results: The study's findings revealed that both ethical leadership and the measure of educational excellence were high. Furthermore, there was a statistically significant effect of moral leadership, specifically its dimensions of moral values, moral adherence, moral relationships, and ethical personal practices, on educational excellence among Jordanian public school kindergarten teachers. Conclusions: Moral leadership, including its aforementioned dimensions, was identified as a crucial factor in the educational process. It was concluded that kindergarten teachers in government schools affiliated with the Ministry of Education possessed personal characteristics, relationships, and moral values that reinforced their moral commitment. Additionally, the presence of ethical leadership positively influenced kindergarten teachers in government schools affiliated with the Jordanian Ministry of Education, fostering a culture of educational excellence and motivating their participation in excellence awards such as the Queen Rania Al Abdullah Award for Educational Excellence.

Analyzing the Component of Literature Incorporated in EFL Textbooks in Primary Public Schools, Jordan

Literature, culture, and language are associated with each other (Kahraman, 2016). The component of literature revealed common properties essential in the community and the way language is used to express cultural values, thoughts, behavior, feelings, opinions, and beliefs. Therefore, it is vitally important to include literature components into classroom teaching since it encourages more thoughtful and authentic language learning. This study aimed at analyzing the quantity of literature components in Action Pack Series (1-10) currently used at public schools in Jordan. To achieve the study objectives, a total of (50) male and female teachers of English answered a questionnaire devised for this purpose in addition to (15) supervisors of English were interviewed. Content analysis and semi-structured interviews were conducted. The data has been carefully analyzed and revealed that a very limited number of literary texts were embedded in the current textbooks, and they were not distributed equally. The inclusion of literature components in APS (1-6) was completely marginalized. The study underlined the importance of including additional literary texts in Action Pack Series for a variety of benefits mentioned in the paper. The researchers recommended presenting a proper perspective by syllabus designers and methodologists to integrate adequate literature components in the prescribed textbooks.

The challenges that basic stage EFL students face in online listening comprehension from their teachers' perspectives in Jordan

This study explored the challenges that Basic Stage EFL students encountered in online listening comprehension from their teachers' perspectives during the Corona Virus pandemic. It included (161) EFL teachers from public schools in Jordan who were randomly selected from Marka Directorate of Education in Amman during the first semester of the academic year 2021/2022. A special questionnaire was developed for data collection. The results indicated that teachers regardless of their experience and gender confirmed a set of challenges that face EFL students in online listening comprehension. The results also revealed that the students’ domain of these challenges received the highest mean score. Based on the study’s results, the researcher proposed some recommendations to overcome online listening comprehension challenges.

The Practice Degree of Scouting Activities of Upper Basic Education Grades in the Public Schools in Jordan based on Radar Methodology from the Viewpoint of Male Scout leaders and female Guides

The study aimed at identifying the practice degree of scouting activities of upper basic education grades in the public schools in Jordan based on Radar methodology from the viewpoint of male scout leaders and female guides. The sample cosisted of (600) leaders.To achieve the goal of the study, a questionnaire developed consisting of (50) items in the four fields of: (leadership, politics and strategy, individuals, the partnership and resources), the validity and reliability of the questionnaire was assured.
 The results of the study concluded that the practice degree of scouting activities of upper basic education grades in the public schools in Jordan based on Radar Methodology from the viewpoint of male scout leaders and female guides came moderate in general, Also the results showed that, there were significant differences due to the variable of scout qualification and variable of geographical location.

The Reality of Educational Media in Jordanian Governmental Secondary Schools in Facing Intellectual and Cultural Challenges Facing Students and the Obstacles they Face

This study aimed to find out the reality of the role of educational media in the Jordanian Ministry of Education to confront intellectual and cultural challenges and obstacles facing it. The study population consisted of all principals of governmental secondary schools in Jordan, and they numbered (1227) male and female principals, and the study sample reached (127) male and female principals. They were chosen by the stratified random method, and the descriptive, methodology was used. To collect study data, a questionnaire was developed, consisting of (27) items, distributed in two areas, namely: the reality of the role of educational media in facing intellectual and cultural challenges in Jordanian public high schools, and the obstacles that limit the effectiveness of educational media to confront intellectual and cultural challenges. The degree of the reality of the role of educational media to face intellectual and cultural challenges in governmental secondary schools in Jordan in general was medium. The results also indicated that there were no statistically significant differences due to the effect of two variables: gender and educational qualification, while there were statistically significant differences attributed to the variable of experience, and in favor of the long experience category (10 years or more).

Transactional Leadership Among Principals of Public Schools in Jordan

هدفت الدراسة إلى معرفة درجة تطبيق أبعاد القيادة التبادلية لدى مديرات المدراس الحكومية بالأردن، ولتحقيق أهداف الدراسة تم اعتماد المنهج الوصفي المسحي، وقد طوّرت الباحثة استبانة مكونة من(30) فقرة، وزّعت على ثلاثة أبعاد، بعد التأكد من صدقها وثباتها، طبقت على عينة عشوائية طبقية بسيطة مكونة من (372) معلمة في المدارس الحكومية في لواء الرّصيفة، ومن أبرز النتائج التي توصلت إليها الدراسة: أنّ درجة تطبيق أبعاد القيادة التبادلية لدى مديرات المدراس الحكومية بالأردن كانت ضمن المستوى المرتفع، كما كشفت نتائج الدراسة عن عدم وجود فروق ذات دلالة إحصائية عند مستوى (α ≤ 0.05) في درجة تطبيق أبعاد القيادة التبادلية لدى مديرات المدراس الحكومية بالأردن تُعزى إلى متغير المؤهل العلمي، وسنوات الخبرة. أوصت الدراسة بضرورة بناء خطط استراتيجية قابلة للتطبيق لتسهل توظيف القيادة التبادلية بجميع أبعادها في جميع المدارس الأردنية.

Unleashing innovation: The role of internal marketing in education sector

The education sector is undergoing huge transformations in response to changing situations and circumstances. In order to effectively adapt to the evolving demands of the new situation, innovative work behaviours among educators have become increasingly crucial. This study aims to investigate teachers’ perceptions of innovative work behaviours in Jordan, evaluate the implementation of internal marketing within the Jordanian education sector, and examine the influence of internal marketing on enhancing innovative work behaviours. Drawing on a qualitative research methodology, semi-structured interviews were conducted with teachers of the first three grades in Jordanian public schools. Thematic analysis was employed to interpret the interview data. The main themes that emerged from the analysis were motivation and collaboration. Findings show that motivated teachers are more likely to invest their time and effort in experimenting with innovative teaching methods and finding solutions to educational challenges. Collaboration fosters an environment of shared knowledge, support, and creativity among teachers. These findings imply the influence of internal marketing in guiding the motivation and collaboration among teachers. By understanding the impact of internal marketing on innovative work behaviours, policymakers and educational institutions can develop effective strategies to enhance the quality of education in the country.