Schools In Palestine Research Articles

Teaching posterior composite restorations: A survey of dental schools in Palestine

AimThis study aimed to assess different aspects of teaching posterior composite restorations in two dental schools in Palestine. Materials and methodsA questionnaire was emailed to the heads of the operative and conservative dentistry departments to collect detailed information on the teaching practices related to posterior composite restorations. The questionnaire comprised 22 questions structured to collect information on the time dedicated to teaching the topic, competency assessments, future plans for allocating time for each restoration type, relevant indications and contraindications, specific materials and techniques utilized in the application, and fees charged for posterior restorations. The gathered responses were collated in Excel and analyzed. ResultsBoth dental schools allocated similar teaching times to posterior composites and amalgam in their preclinical operative dentistry courses. However, there was a greater emphasis on composites in the clinical course than in the preclinical course at both institutions. Despite these differences, both institutions expressed a shared intention to allocate more time to teaching posterior composites while reducing the emphasis on teaching amalgam procedures. Consistency was observed across competency testing, cavity design preferences, and contraindications, with both schools favoring slot-type cavities. Furthermore, uniformity was noted in the management of operatively exposed dentin and matrix techniques, although variations existed in moisture isolation. Notably, both schools taught circumferential and sectional metal matrices but did not teach clear sectional matrices or use of bulk-fill composites. Additionally, the adhesive and light-curing practices remained consistent across both institutions. ConclusionThe findings of this study indicate that the teaching of posterior composite restorations is consistent across both Palestinian dental schools. Their curricula are aligned with contemporary international practices, demonstrating a strong commitment to modern operative dentistry and adherence to global standards. These findings offer valuable insights for educators and researchers and emphasize the need for ongoing adaptations to maintain high clinical standards.

Developing an analytic hierarchical process-based tool for assessing sustainability in public schools: a developing country context

ABSTRACT Sustainability and the seventeen sustainable development goals (17SDGs) are gaining increasing importance in different contexts in the globe. Among them are SGD 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action) and SDG 15 (Life on Land). To promote these goals, this study aims to develop a reliable tool to assess the economic, environmental and social sustainability in public schools in Palestine, based on the analytic hierarchical process (AHP) approach. To this end, primary data were collected from a random sample of 70 schools via personally administered questionnaires answered by school principals. A school sustainably assessment tool (SSA-tool) was developed based on the analytic hierarchical process (AHP) results using Expert Choice 11 software. The AHP results revealed that environmental, economic and social sustainability weights are 30.3%, 36.5% and 33.2%, respectively. Also, a comparison of the SSA-tool’s weights with other international rating systems, namely, LEED, CASBEE, BREEAM and GP-tool was conducted. To facilitate the use of the SSA-tool, an Excel template of the SSA-tool was developed and validated. The study concludes with recommending specific implementable actions in each sustainability dimension.

تقييم تأثير قبول تقنيات الواقع الافتراضي وتأثيرها على الدافعية في المدارس المهنية في فلسطين

Objective: In this particular research, the primary aim is to analyze the impact and the role of employing virtual reality (VR) technology in enhancing the performance of 11th-grade students in vocational institutions in Palestine. More specifically, this study seeks to address some factors which include; ease of use, perceived usefulness, and VR characteristics based on the Technology Acceptance Model approach. Methods: Using fifty students, this research has taken place in Hebron Industrial High School and Hebron Evening High School. These participants have been engaged in practical VR lessons on their mobile phones. Taking their performance into account, the PLS-SEM methodology was used to examine the relationships between the examined characteristics and students’ motivation. A conceptual model has been constructed to show this relationship. Results: Students’ VR motivation levels had a fairly strong positive relationship with the use of VR techniques. The relationship between perceived usefulness and the VR features used in the instructional approach greatly influenced the student’s motivation. It was however noted that ease of use did not have a direct influence on motivation. It would therefore appear that it is the interaction and engrossing elements of VR that are more effective in student motivation. Recommendations: As the study highlights the potential of using VR as a powerful tool in vocational education, it recommends integrating VR technology into vocational education curricula to enhance students’ motivation and better connect classroom learning with real-world applications, thereby preparing students more effectively for the contemporary job market. الهدف: الهدف الأساسي في هذا البحث هو تحليل تأثير ودور استخدام تقنية الواقع الافتراضي في تحسين أداء طلاب الصف الحادي عشر في المؤسسات المهنية في فلسطين. وبشكل أكثر تحديدًا، تسعى هذه الدراسة إلى معالجة بعض العوامل التي تشمل؛ سهولة الاستخدام، والفائدة المتصورة، وخصائص الواقع الافتراضي بناءً على نهج نموذج قبول التكنولوجيا (TAM). المنهجية: تم إجراء هذا البحث وذلك بمشاركة خمسين طالبًا في مدرسة الخليل الصناعية الثانوية ومدرسة الخليل المسائية الثانوية. وقد شارك هؤلاء المشاركون في دروس الواقع الافتراضي العملية على هواتفهم المحمولة. مع الأخذ في الاعتبار أدائهم وقد تم استخدام منهجية PLS-SEM لفحص العلاقات بين الخصائص المدروسة ودوافع الطلاب، حيث تم إنشاء نموذج مفاهيمي لإظهار هذه العلاقة. النتائج: كانت مستويات دافعية الواقع الافتراضي لدى الطلاب ذات علاقة إيجابية قوية إلى حد ما باستخدام تقنيات الواقع الافتراضي. أثرت العلاقة بين الفائدة المتصورة وخصائص الواقع الافتراضي المستخدمة في النهج التعليمي بشكل كبير على دافعية الطلبة. ومع ذلك، فقد لوحظ أن سهولة الاستخدام لم يكن لها تأثير مباشر على الدافعية. وبالتالي، يبدو أن عناصر الانغماس والتفاعل في الواقع الافتراضي هي الأكثر فعالية في تحفيز الطلاب. التوصيات: نظرًا لأن الدراسة تسلط الضوء على إمكانات استخدام الواقع الافتراضي كأداة قوية في التعليم المهني، فإنها توصي بدمج تكنولوجيا الواقع الافتراضي في مناهج التعليم المهني لتعزيز دافعية الطلاب وربط التعلم في الفصول الدراسية بشكل أفضل بتطبيقات العالم الحقيقي، وبالتالي إعداد الطلاب بشكل أكثر فعالية لسوق العمل المعاصر.

Publication practices of medical students at medical schools in palestine: Experiences, attitudes, and barriers to publishing

Introduction and Importance: The progression in research and studies made by each nation’s scientific communities serves as one of the primary metrics for evaluating that nation’s scientific development, in this study of medical students at Palestinian medical colleges, attention was given to individuals who had been involved in research activities during their undergraduate training. Materials and Methods: We conducted an online survey among medical students in Palestinian medical institutions, focusing on those engaged in research processes throughout their undergraduate studies. The study started in March 2022 and ended in the final week of May 2022. Participants were instructed to respond to statements regarding research work in the online self-administered questionnaire. Results: In our study, out of 425 participants, only 4.9% published an article. There were no significant gender disparities between males and females who published at least one article. There was a strong association between the year of study and publishing, with clinical students being more likely to publish (90.4%) than preclinical students (8.6%). our study revealed that students published either to enhance their curriculum vitae (33.0%) or out of personal interest (19.0%). Conclusion: While participants in our study demonstrate high levels of awareness and favorable attitudes toward research, active participation in the research community is still insufficient. More opportunity and mentorship are among the stated obstacles to participation in research. To overcome these obstacles, we suggest making long-term investments in research training, starting research clubs, and offering coaching and mentorship.

1914 as an inflection point: Arabic teaching in the Jewish community in Palestine

The late Ottoman period in Palestine witnessed the establishment of some prominent Hebrew educational institutions which, in addition to Hebrew, taught Arabic and other languages. Arabic was primarily taught in Arabic by native speakers – either Palestinians of Muslim or Christian origin, or Jewish-Sephardic teachers (from Palestine or neighboring countries) who were fluent in both the language and the culture. In light of pedagogical developments in the field of Arabic studies in the Middle East, and the widespread instruction of Arabic in Jewish schools, an Arabic-language pedagogical and educational elite developed in Jewish schools in Palestine, composed of Jewish and Arab natives to the region. Yet political and demographic changes transformed Arabic-language study at the start of the century. Whereas at the close of the 19th century, Jews constituted 3% of the population, they had increased to 10% by 1914, and included more and more European Jews as well as Jews who immigrated to Palestine as part of the Zionist movement’s efforts. In other words, for the first time in history, on the eve of World War I most Jews in the country were immigrants from Europe who represented new national Zionist ideologies. Their attitudes toward Arabic instruction were different, their pre-school capabilities in Arabic were nonexistent, and their presence transformed relations between Jews and Arabs alongside Arabic pedagogy in the Jewish school system. Thus, 1914 symbolizes the end of an era of Arabic-language instruction dominated by individuals intimately familiar with Arabic language and culture and ushered in the demise of the Arabic-Sephardic Jewish leadership that had been instrumental to Jewish Arabic-language instruction until that time.

USING ENGLISH SONGS TO DEVELOP SPEAKING AND LISTENING SKILLS OF STUDENTS IN THE FIRST-FOURTH GRADES AT PALESTINIAN SCHOOLS

Mastering any language needs a competency of the four main basic skills that affect the way people use and learn that language. These skills are listening, reading, writing and speaking. However, improving student’s abilities to communicate successfully is not an easy task and needs many coordinated efforts. One of the most important and influential factors which can be used to enhance student's positive attitudes towards the English language is the use of songs inside the English classes. Accordingly, this study aims to shed light on the influence of songs in promoting speaking and listening skills in primary classes (1-4) at our schools in Palestine. The study stresses the role that songs can play in this respect along with the factors that affect their learning positively in Jenin schools. It also presents the drawbacks and difficulties while using this technique among our students reaching main conclusions and helpful suggestions in addition to some suggested solutions and recommendations.

Assessment of epilepsy awareness, knowledge, and attitudes among preclinical and clinical medical students in the West Bank of Palestine

ObjectiveThe purpose of this research was to evaluate the level of epilepsy-related awareness, knowledge, and attitude exhibited by medical students at a specific medical school in Palestine, as well as the students' reactions to the treatment and social activities provided to patients with epilepsy. MethodsA cross-sectional, observational research of 306 medical students at An-Najah National University in the West Bank, Palestine, was conducted. We used a validated survey taken from previous publications. We split the medical students into preclinical (2nd and 3rd year) and clinical (4th, 5th, and 6th year) groups to see if there were significant differences in their awareness, knowledge, attitude, and their practices toward patients with epilepsy. Several elements, such as sociodemographics, awareness, knowledge, attitude, and practices regarding epilepsy, were included in the survey. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 29.0. Quantitative data were expressed as mean and standard deviation, whereas qualitative data as frequencies and percentages. The chi-square test was used to compare groups.Any P-value below 0.05 was considered statistically significant. ResultsIn general, clinical medical students exhibited better epilepsy awareness, knowledge, and attitude than preclinical students. Of note, 73.6% of clinical students believe epilepsy is a treatable disorder, compared to 44.6% of preclinical students (P-value < 0.001). Some students believe that depression/anxiety (39.6%), psychosis (35.7%), jinns (evil spirit) (7.8%), evil eye (5.8%), and punishment from God (4.5%) cause epilepsy. Clinical students were more likely than preclinical students to have rotated in a neurology clinic or department (40% vs. 4.6%, P-value < 0.001). In total, 95.5% of clinical students and 86.9% of preclinical students (P-value = 0.006) thought patients with epilepsy should marry. Clinical stage students were more likely than preclinical stage students to think that patients with epilepsy can have children (92.7% vs. 83.1%, P-value = 0.009). Preclinical stage students were more likely than clinical stage students to believe that students with epilepsy should not play sports (22.3% versus 13%, P-value = 0.030). Generally, there were no significant gender differences in awareness, knowledge, and attitudes. ConclusionThe study found that medical students knew little about epilepsy types, causes, triggers, and first aid. Negative attitudes toward people with epilepsy living alone and discrimination against people with epilepsy were also observed. Students' perceptions of this prevalent disease must be improved through educational programs that provide increased opportunities for clinical exposure to this condition as well as proper inclusion of epilepsy in the regular curriculum.

Knowledge of COVID-19 Updated Guidelines among Undergraduate Nursing Students in Selected Nursing Schools in Palestine

The aim of this study was to assess undergraduate nursing students’ understanding of updated guidelines for the coronavirus disease (COVID-19). For the methodology, the study used a cross-sectional, descriptive, quantitative design. Three hundred undergraduate nursing students from 10 nursing schools in the West Bank, in the occupied Palestinian territories, were surveyed between April and May 2022 using a computerised survey questionnaire. The questionnaire was divided into two sections, the first comprising sociodemographic data, and the second evaluating nursing students’ knowledge. Based on the study findings, 48.3% of the nursing students had inadequate knowledge, 50.3% had satisfactory knowledge, and just 1.3% had good knowledge. Students with higher academic levels (p &lt; 0.001); students who began clinical training in healthcare facilities (p &lt; 0.001); and students who had one or more family members employed in the healthcare sector (p = 0.038) all showed significantly higher levels of knowledge of COVID 19 guidelines. In conclusion, nearly all elements of COVID-19, including its clinical presentation, treatment, and prevention, were poorly understood by nursing students as a whole. Evaluating nursing students’ knowledge about COVID-19 will assist policy-makers in developing appropriate techniques for moving forward with mindfulness and states of mind about COVID-19 to encourage oversight of the pandemic and increase nursing professionals’ adherence to disease anticipation and control measures.

Machine learning techniques for identifying mental health risk factor associated with schoolchildren cognitive ability living in politically violent environments.

Mental health and cognitive development are critical aspects of a child's overall well-being; they can be particularly challenging for children living in politically violent environments. Children in conflict areas face a range of stressors, including exposure to violence, insecurity, and displacement, which can have a profound impact on their mental health and cognitive development. This study examines the impact of living in politically violent environments on the mental health and cognitive development of children. The analysis was conducted using machine learning techniques on the 2014 health behavior school children dataset, consisting of 6373 schoolchildren aged 10-15 from public and United Nations Relief and Works Agency schools in Palestine. The dataset included 31 features related to socioeconomic characteristics, lifestyle, mental health, exposure to political violence, social support, and cognitive ability. The data was balanced and weighted by gender and age. This study examines the impact of living in politically violent environments on the mental health and cognitive development of children. The analysis was conducted using machine learning techniques on the 2014 health behavior school children dataset, consisting of 6373 schoolchildren aged 10-15 from public and United Nations Relief and Works Agency schools in Palestine. The dataset included 31 features related to socioeconomic characteristics, lifestyle, mental health, exposure to political violence, social support, and cognitive ability. The data was balanced and weighted by gender and age. The findings can inform evidence-based strategies for preventing and mitigating the detrimental effects of political violence on individuals and communities, highlighting the importance of addressing the needs of children in conflict-affected areas and the potential of using technology to improve their well-being.

FAVORITE TEACHING METHODS AND THEIR RELATIONSHIP WITH THE MIND HABITS AMONG PHYSICAL EDUCATION TEACHERS IN PALESTINE

The study aimed to identify the preferred teaching methods and their relationship to the habits of mind of physical education teachers in Palestine. The study population consisted of all physical education teachers in public schools in Palestine, who numbered (1067) male and female teachers. The study was conducted on a sample of (407) male and female physical education teachers in Palestine, including (130) male and (277) female teachers; They were chosen by stratified random method, where the study sample represents 38% of the study population, and the descriptive analytical approach was used as a method of study, and for the purpose of data collection, a questionnaire was used to measure the preferred teaching methods. Mind habits as study tools, and through the use of the Statistical Package for Social Sciences (SPSS) program, the study concluded that the training method was the most preferred teaching method for physical education teachers. While the imperative method was the least preferred teaching method for physical education teachers. The results also indicated that the habit of "driving" is among the most common mental habits of physical education teachers. While the habit of "thinking beyond knowledge" was considered one of the least mental habits used by the physical education teacher. In light of the results of the study, the researcher recommended the necessity of empowering physical education teachers with contemporary mental habits that raise the level of the educational process to improve the performance of physical education teachers and develop their mental abilities and skills. Key words: Teacher; Physical Education; Habits of Mind; Multiple Intelligences

Requirements To Execute Community Participation In Technical And Vocational Schools In Palestine

Requirements To Execute Community Participation In Technical And Vocational Schools In Palestine

CAMPUS RESPONSES TOWARD DEMOLITION DECISION OF THE KHAN AL-AHMAR SCHOOL

This study aims to describe Campus Response toward Demolition Decision of Khan Al-Ahmar School in Palestine. The research method used is qualitative a case study design. Data were collected using four techniques: in-depth interviews, audio-visual material, study documents, and observations. Validity was confirmed through a focus group interview after completing the results and constancy was verified because the researchers were given the same topics. The results of this study were accessed five themes: safety, fear, support, persistence and oppression. The results of this study contribute to shedding light on the extent of the suffering experienced by students and female employees in the school. Our contribution is to find topics through studying responses, which shed light on the importance of supporters and the role of the media in postponing the enforcement date of demolition decision, as well as prepare a new ground for studies by identifying topics in the results that can be studied in future cases separately and analyzing what are the long-term effects that can appear on students and employees. One of the most important recommendations made by the study is to provide services and material and moral support to the school and village and follow up the case with the lawyer, to enhance their steadfastness.

Connecting the Dots: Reflections on Young Children’s Voices during COVID -19

The recent COVID-19 pandemic has affected the education system in Palestine in all respects, with perhaps the most important change being the need for a rapid transition away from in-person instruction to digital e-learning, which resulted in a months-long closure of physical schools in Palestine. While this rapid pivot to online learning had implications for all children's learning and development, this is vividly illustrated in the experiences of young children enrolled in kindergarten. As such, this study highlights the voices of 50 kindergarten children in Jerusalem, ages four and five, as they describe their responses to the shift from in-person to online learning. Drawing from interviews and analyses of synchronous and asynchronous lessons, the findings suggest that the young children selected for this study demonstrated minimal engagement and low motivation to participate in passive online learning, with a strong desire to return to in-person learning in schools.

The effectiveness of e-learning in light of the spread of the Corona virus from the point of view of teachers in public schools in Palestine: فاعلية التعلم الإلكتروني في ظل انتشار فيروس كورونا من وجهة نظر المعلمين بالمدارس الحكومية في فلسطين

This study aimed to reveal the effectiveness of e-learning in light of the spread of the Corona virus from the point of view of teachers in public schools in Palestine.To achieve the objectives of the study, the descriptive analytical approach was relied.The study sample consisted of (50) English language teachers in public schools in Palestine who were taught during the spread of the Corona virus through the e-learning system.The necessary data were collected using a questionnaire whose reliability coefficient was (0.804) and was applied to the study sample. The results of the study revealed that the study sample’s evaluation of the effectiveness of e-learning in light of the spread of the Corona virus from their point of view was reached (2.45) with a medium degree. The researchers recommended holding training courses in the field of e-learning for both teachers and students and to help get rid of all obstacles that prevent benefiting from the e-learning system followed, and the need to combine face- to- face education and e- education in higher education institutions in the future.

Evaluation Patterns and Assessment Tools of E-Learning for High School Students in Palestine: Solutions and Suggestions

Evaluation for E-learning was and is still a problem for many educators and lecturers in universities and even schools in Palestine especially nowadays after COVID-19. Based on this fact, the current study aimed at diagnosing the validity of the E- learning assessment tools applied by the ministry of education in secondary schools and also developing new E- learning evaluation tools for assessing students’ learning at the secondary schools in Palestine from teachers, supervisors and university lecturers’ points of view. The research followed a descriptive analytic research method in order not only describing the problem under investigation, but also providing numerical data that identify the extent to which the sample agree on the items exposed. To achieve the aim of the study, the researcher distributed a questionnaire for surveying the points’ of view of (40) teachers, supervisors regarding the E-learning evaluation tools applied lately in high schools in Palestine throughout the pandemic and then a semi structured interview conducted with(5) supervisors and university lecturers for giving solutions and suggestions concerning the best E- learning assessment tools that can be used for evaluating the E-learning process from their points of view. SPSS package was used to validate tools and analyze data. The results showed that only 59.6% believed that “The ministry mechanism for E-learning was clear”. Moreover, only 15.9 % agreed that this mechanism was efficient. In fact, the results showed that this mechanism encountered many obstacles during its implementation. It was found that only 21.7 % agreed that “E-learning evaluation mechanism was completely free from any obstacles during the implementation process.” Based on the results, the researcher recommended the ministry of education to approve standardizing electronic exams and deciding about firm procedures to be used with those who are non-committed, make a deal with tele-communication companies to restrict the search ability via google throughout exams times, and connect students’ emails with Rawafed G-suit in order not to allow students to join the exams with unreal emails. Also, teachers were recommended to prepare questions that measure the high level of thinking.

Digital Learning Games Scale (DLGS): A Scale Development Study

The purpose of this study is to develop a valid and reliable measurement tool for measuring contribution of digital learning games in the learning process . The study group consists of 280 teachers working in elementary schools in Palestine in the 2020-2021 academic year. The construct validity of the scale was examined by exploratory factor analysis. According to the results of the analysis, the scale measures a six- dimensions structure. The six - dimensions structure of the scale was confirmed by stepwise linear regression analysis. The total variance ratio explained by the scale was determined as 68.38. In order to determine the reliability of the scale, the internal consistency coefficient of Cronbach’s alpha was evaluated and this value was determined as .914. The results of all validity and reliability analyzes show that the digital leaning game as a valid and reliable measurement tool in the future studies about digital learning games.

Causes and remedies for secondary school dropout in Palestine

This study was conducted to assess the experience and causes of school dropout among public secondary (high) schools in Palestine, and to explore processes to combat this. We identify the factors and illustrate a conceptual model for student dropout from school. This involves diverse factors including family background, teachers, school’s environment, student role. This paper recommends that policies to prevent early school leaving require multi-perspectival targeting, involving individual, school, community and family. Among actions which would reduce dropout, we identify plans for eliminating illiteracy, developing a good interpersonal relationship with students, and strengthening community participation in educational programmes.

Solar Photovoltaic Systems on Public Schools Buildings: A Case Study in Palestine

Renewable energy exploitation has proved its promising characteristics in sustainably securing energy needs. This work is a comprehensive assessment of the potential of renewable penetration in securing electricity needs in Palestine. Methods of assessment have been determined based on solar potential. Al-Dahriya secondary school in the south Hebron directorate of education was used as a case study, where these building have low working hours all over the year, which will increase the total income of the annual solar energy. AutoCad software simulation program was used to draw the rooftop of the school. The powerful HOMER Pro^R software was used for the simulation processes of the PV system and its requirements. Results showed that, the rooftop could accommodate 144 panels, with 57.16 KW. This system will produce 92,866 KWh every year, which could be an input of 5.12% of the total annual power consumption in Palestine if this system installed on every school in Palestine, which are in total 3074 schools. Due to the number of working hours and low energy consumption in schools, the payback period of the project will be 4.38 years. The income of the surplus when installing such project on all schools in Palestine will be around 43 million USD to the Palestinian Treasury every year after the payback period.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.