Journal of Educational and Psychological Studies [JEPS]

The level of environmental awareness of carbon footprints among ninth-grade students in the Sultanate of Oman in the light of some variables

2024-10-01T10:26:29+04:00

Abstract: The current study aimed to reveal the level of environmental awareness among ninth grade students in the Sultanate of Oman regarding the carbon footprint, considering variables such as gender, educational governorate, and place of residence. The study followed a descriptive-analytical approach, with a sample consisting of 601 ninth-grade students from Muscat and North Al Sharqiyah Governorate. To achieve the study's objectives, an environmental awareness measure prepared by the researchers was applied. This measure consisted of 39 statements divided into three components: cognitive, emotional, and behavioral. Its validity was verified by presenting it to a number of experts, and its internal consistency was calculated using Cronbach’s alpha coefficient, reaching a value of 0.94. The study results indicated a high level of environmental awareness regarding the carbon footprint across the overall average and all three components. Additionally, the study found no statistically significant difference at the significance level (α = 0.05) in the gender variable. However, there was a statistically significant difference at the significance level (α = 0.05) in the educational governorate variable, attributed to North Al Sharqiyah Governorate. The results also revealed a statistically significant difference at the significance level (α = 0.05) in the place of residence variable, attributed to the village. In light of these findings, it is recommended that further studies be conducted to explore environmental awareness regarding the carbon footprint among other age groups.

The Effectiveness of Blended Learning by the Blackboard in Developing Critical Thinking and Technical Skills among Female Students of the College of Education at the University of Hail

2024-10-01T10:32:25+04:00

Abstract: The research aimed to investigate the effectiveness of blended learning via the Blackboard platform in developing critical thinking and technical skills among female students of the College of Education at Hail University. A quasi-experimental design was used to achieve this goal, with a sample of 60 female students, and they were divided into two groups, one of which was experimental, with a number of 30 students studying using the experimental treatment of the research, and the other was a control group with a number of 30 students studying in the usual way. Some measurement tools were also used, namely: the Watson & Glass (1982) scale for critical thinking standardized in the Saudi environment, and the technical skills scale prepared by the researcher. The research resulted in the superiority of the experimental group in both the critical thinking test as a whole and at the level of its sub-skills, and the technical skills scale as a whole and at its sub-levels over the control group, with a statistically significant difference, indicating the effectiveness of blended learning in developing critical thinking and technical skills with a very large effect size. Except for the skill of using social networking sites, there are no statistically significant differences between the average scores of the students of the experimental and control groups. The research presented a number of recommendations, including holding training courses and workshops for faculty members to learn about blended learning models and how to apply them in the teaching process, and to develop various learning outcomes, especially critical thinking skills.

Special Education Classroom Teachers’ Knowledge and Willingness in the Modification Process of Special Educational Curriculum for Students with Special Needs in Inclusion Schools in Kuwait

2024-10-01T11:10:45+04:00

Abstract: The study aimed to reveal the level to which special education classroom teachers’ knowledge and willingness in the modification process of special educational curriculum for students with special needs in inclusion schools in Kuwait; and whether it varies according to demographic variables. And to achieve the study purposes, a questionnaire for of knowledge and willingness of modification process of special educational curriculum from the point of view of special education classroom teachers was used. A sample of 228 special education classroom teachers selected. Results showed that the level of special education classroom teachers’ knowledge about the modification process for developing the special educational curriculum ranged from medium to high, and that the level of readiness to implement the modification process was high, and that there were statistically significant differences attributed to the variable of educational qualification in favor to special education major. In light of the results, recommendations were provided, including directing those in charge of elementary inclusion schools in Kuwait to intensify professional development courses for special education classroom teachers with specializations in curricula and teaching methods, and teacher preparation programs in Kuwait regarding the necessity of reviewing and developing graduation major-sheets, in order to enhance the knowledge and skill aspects for the modification process to be able to develop the special educational curriculum successfully.

The Effectiveness of the Cover, Copy, Compare (CCC) strategy in Developing Personal Information Writing Skills for Female Students with Intellectual Disabilities in Middle School

2024-10-01T11:14:40+04:00

Abstract: The purpose of this study was to evaluate the effects of the Cover, Copy, Compare (CCC) strategy on teaching writing personal information to middle school students with intellectual disability. Four female students, aged between (12-15) years, participated in the study. A multi-probe design across participants was used to examine the effects. Results indicated that using this strategy was an effective method for facilitating the acquisition of the skills as all participants were able to write their information in three consecutive sessions with (100%). Maintenance data showed that the skill level was sustained, with average percentages ranging from (66%-100%). In addition, participants were able to generalize the acquired skill to write their information and fill out a new form with average percentages ranging from (70%-100%). Social validity data showed that the participant’s teachers favorably viewed the procedures and outcomes of intervention. Study outcomes extend the research on the effectiveness of (CCC) strategy for improving students’ writing skills. Study results support the use of such strategy in various education contexts due to its simplicity and effectiveness. The results and their implications are discussed.

Effectiveness of the Flipped Classroom Strategy in Developing Functional Writing Skills among Students of the University of Technology and Applied Sciences in Shinas and Their Attitudes towards It

2024-10-01T11:23:45+04:00

Abstract: The research aimed to assess the efficacy of the flipped classroom approach in enhancing functional writing skills and gauging student attitudes towards it among University of Technology and Applied Sciences students in Shinas. The study, comprising 60 male and female participants, utilized a quasi-experimental design with a control group (30 students) male and female and an experimental group (30 students) male and female. Two assessment tools were employed: a functional writing skills test and an attitude measurement towards the flipped classroom strategy. The findings revealed significant disparities in the mean scores of the experimental group between pre- and post-applications of the functional writing skills test, favoring the post-application and attributed to the instructional method. Moreover, the post-application scores on the attitude scale exhibited statistically significant differences compared to the pre-application scores. Based on these outcomes, the study advocates for leveraging technology to enhance students' functional writing abilities and recommends training Arabic language instructors in integrating technology within the communication skills curriculum.

The Effects of an Evidence-Based Instructional Program on Science Teaching to Students with Special Needs in Inclusive Classrooms

2024-10-01T11:35:41+04:00

Abstract: The current study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods—single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs—data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided.

Parenting Styles, Attachment and Emotional Support as Determinants of Adjustment to College Life among Fresh Undergraduates

2024-10-01T11:45:11+04:00

Abstract: The study examined the relationship of parenting styles, attachment and emotional support with adjustment to college life among fresh undergraduates. The study employed a correlational design as a guide. Three hundred fresh undergraduates of the Federal University, Oye-Ekiti, Nigeria -123 males; 177 females, who were selected through Stratified random sampling approach participated in the study. The Student Adaptation to College Questionnaire (SACQ; α= .93); Parental Authority Questionnaire (PAQ; α= .92); Attachment Style Questionnaire (ASQ; α= .88); and Perceived Emotional Support Scale (PES; α= .89) were the instrument used for data collection. The data generated were statistically analysed with the aid of Pearson Product Moment Correlation and Multiple Regression Model. The statistical results showed that the three predictor variables jointly accounted for a total of 60% of the overall variance in adjustment to college life. Based on the contribution of each of the predictor variables, Authoritarianism and Permissiveness parenting styles, negatively and significantly predicted adjustment to college life. However, attachment styles, Authoritative parenting style and emotional support significantly and directly predicted adjustment to college life. Seeing the investigated variables had significant effect on college adjustment, it was recommended that university authorities and policy makers should design a program that will lessen the impact of negative parenting and improve secure attachment styles and emotional support among fresh undergraduates.