Educational challenges in videos (Vlog) on YouTube and the ways to face them - Field study on primary school teachers in Jeddah, Kingdom of Saudi Arabia -: التحديات التربوية في مقاطع فيديو (الفلوق) على اليوتيوب وسبل مواجهتها دراسة ميدانية على معلمي المرحلة الابتدائية بمدينة جدة بالمملكة العربية السعودية

This study aimed to explain the conceptual framework of educational challenges in the YouTube program "vlog", in addition to identifying ways to meet those challenges from the teachers' point of view. This study relied on the descriptive approach, and questionnaires were conducted as a tool to collect data and information, the study sample consisted of (705) teachers from Jeddah. The results showed that the most prominent educational challenges in (vlog) videos on YouTube were that the study sample members agreed on educational challenges in (vlog) YouTube videos with an average arithmetic score of (3.49 of 5) and that the study sample members agreed with the educational challenges in (vlog) videos on YouTube regarding the negative aspects of the (vlog) program, with an average score of (3.38 out of 5) And that the study sample members agree on the means of facing educational challenges in (vlog) videos on YouTube with an average of (3.80 out of 5.00).

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Oral Health Knowledge among Private Primary School Teachers in Riyadh City, Kingdom of Saudi Arabia

Archives Of Pharmacy Practice ◽

10.51847/fhjzmuqxob ◽

2021 ◽

Vol 12 (3) ◽

pp. 121-124

Author(s):

Ghada Misfer Albisher ◽

Hayat Mohammed Alghamdi ◽

Saffannah Hatim AlAbbadi ◽

Nouf Ibrahem Almukhyzim ◽

Reem Abdulaziz Al Fayez ◽

...

Keyword(s):

Saudi Arabia ◽

Oral Health ◽

Primary School ◽

Health Knowledge ◽

School Teachers ◽

Kingdom Of Saudi Arabia ◽

Primary School Teachers ◽

Oral Health Knowledge ◽

Riyadh City

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Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v9n1p9 ◽

2018 ◽

Vol 9 (1) ◽

pp. 9

Author(s):

Nsreen A. Alahmadi ◽

Mogeda El Sayed El Keshky

Keyword(s):

Learning Disabilities ◽

Saudi Arabia ◽

Primary School ◽

Specific Learning Disabilities ◽

Structured Learning ◽

School Teachers ◽

Kingdom Of Saudi Arabia ◽

Primary School Teachers ◽

Significant Difference ◽

Specific Learning

PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia. MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data. RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities. CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

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Market share of credit facilities and their impact on the profitability of banks in the Kingdom of Saudi Arabia – An applied study on Saudi banks –: الحصة السوقية للتسهيلات الائتمانية وأثرها على ربحية المصارف في المملكة العربية السعودية – دراسة تطبيقية على المصارف السعودية –

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم الاقتصادية والإدارية والقانونية ◽

10.26389/ajsrp.q250320 ◽

2020 ◽

Vol 4 (11) ◽

Author(s):

Amal Abdullah Abdullah Al- Qahtani

Keyword(s):

Saudi Arabia ◽

Data Analysis ◽

Market Share ◽

Panel Data Analysis ◽

Rate Of Return ◽

Return On Assets ◽

Kingdom Of Saudi Arabia ◽

Return On Equity ◽

Applied Study ◽

Descriptive Approach

The objective of this study is to reveal the effect of the market share of credit facilities on the rate of return on assets and the rate of return on equity in Saudi banks. The study sample consisted of all Saudi banks, which included twelve banks listed on the stock market of 2008 and before 2018. The study relied on the analytical descriptive approach by using the Panel Data Analysis. One of the main findings of the study is that the market share positively affects the rate of return on assets, while the market share of credit facilities does not affect the rate of return on equity. Among the most important recommendations in the study is the need to reduce the rate of return on credit facilities, which may contribute to increasing its market share, which will increase the contribution to the achievement of profits and work on the balance between liquidity and profitability by maintaining the market share in the volume of deposits to give the bank the ability To increase credit facilities and thus increase profits in banks and to conduct further research related to the market share of credit facilities in Saudi banks.

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Obstacles to teaching gifted students from the point of view of female teachers in the middle and high school in Jeddah

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.e191118 ◽

2019 ◽

Vol 3 (9) ◽

Author(s):

Ebtisam Rashad Abdullah Hameedah

Keyword(s):

High School ◽

Gifted Students ◽

Point Of View ◽

Assessment Tools ◽

Average Score ◽

Female Teachers ◽

Study Population ◽

Descriptive Approach ◽

Talented Students ◽

The Impact

This study aimed to identify the most important obstacles to the teaching of gifted students from the point of view of teachers in the middle and high school of gifted in Jeddah، namely (educational obstacles، self-obstacles، social obstacles، administrative obstacles)، and the impact of study variables gender، For the teacher، the descriptive approach was used، and a questionnaire was developed to collect the data. The study population consists of all 70 gifted teachers in Jeddah's intermediate and secondary schools. A random sample of(70). The results of the study showed that the most important obstacles are the lack of special curricula for gifted students، the neglect of the school for the creations produced by the students، the lack of consideration of the assessment tools for the personality aspects of the learner، and the obstacles to the teaching methods of gifted students came in a medium degree and an average score of (3.31) And the results of the study showed that the obstacles of teaching talented students to the field of evaluation methods to teach talented students came in a medium and an average score of (3.39). The results of the study also showed that the obstacles of teaching talented students to the field of teaching tools The results showed that there were statistically significant differences between the estimates of the sample of the study to the extent of the obstacles of teaching gifted students from the point of view of the teachers in the middle and secondary school in Jeddah، due to the gender variable، and the lack of Differences attributed to the variable of scientific qualification and years of experience.

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Qualifications for teachers and teachers of gifted students in Jeddah

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.e221117 ◽

2018 ◽

Vol 2 (4) ◽

Author(s):

Ibtisam Rashad Abdullah Hameedah

Keyword(s):

Random Sample ◽

Gifted Students ◽

Point Of View ◽

Average Score ◽

Stability Factor ◽

Years Of Experience ◽

Jeddah City ◽

Study Population ◽

Descriptive Approach ◽

The Stability

This study aimed to identify the qualitative competencies of teachers and teachers of gifted students in Jeddah from their point of view and to indicate the extent of these competencies according to the variables of the study: gender, scientific qualification and years of experience. We have used the descriptive approach, as a questionnaire was developed to collect data, verified its validity and stability in the appropriate educational and statistical methods, and the value of the stability factor, Kronbach Alpha, (0.75). The study population is composed of all teachers and teachers of the gifted students in the schools of Jeddah city (70) teachers and teachers, a random sample was selected (40%). The results of the study showed that the qualitative competencies of teachers and teachers of gifted students came in a medium and an average score of (3.31) according to the Likert quintile scale. The results also showed that there were statistically significant differences between the estimations of the sample of the study of the qualitative competencies of teachers and gifted students in Jeddah For the sex variable, and the absence of differences attributed to the variable of scientific qualification, and years of experience.

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TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

CURRENT RESEARCH JOURNAL OF PEDAGOGICS ◽

10.37547/pedagogics-crjp-02-08-08 ◽

2021 ◽

Vol 02 (08) ◽

pp. 27-33

Author(s):

Feruza Damirovna Qodirova ◽

Keyword(s):

Primary School ◽

Point Of View ◽

Topical Issue ◽

School Teachers ◽

Primary School Teachers

The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.

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The Degree of Awareness of Certified Trainers in the Kingdom of Saudi Arabia about the Importance of Certified Trainer's License the degree to which they benefit from it: درجة وعي المدربين المعتمدين في المملكة العربية السعودية بأهمية رخصة المدرب المعتمد ودرجة استفادتهم منها

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.h300820 ◽

2021 ◽

Vol 5 (5) ◽

Author(s):

Kholoud Mohammed Naïf Al-Suheimy Al-Qahtani, Remsh Nasser Sa

Keyword(s):

Saudi Arabia ◽

Training Experience ◽

Kingdom Of Saudi Arabia ◽

Type Region ◽

Study Population ◽

Descriptive Approach ◽

Very High

The study aimed to identify the degree of awareness of trainers about the importance of license and the degree to which they benefit from it. It used the descriptive approach, and a questionnaire was built, it was distributed to all the study population (trainers who have a certified trainer license in the Kingdom), the number of sample was (330). The results showed that the degree of awareness of the trainers is very high, but the degree of the benefit of it is high. There were no differences in the degree of awareness of the trainers by (type, region, qualification, training experience), there were no differences about the degree to which they benefit from it by (region, training experience), but there were differences by (type, qualification).

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Prospective preschool and primary school teachers’ knowledge and opinion about gamification

Acta Didactica Napocensia ◽

10.24193/adn.14.1.8 ◽

2021 ◽

Vol 14 (1) ◽

pp. 104-114

Author(s):

Edina-Tímea OPRIȘ ◽

Éva BÁLINT-SVELLA ◽

Iuliana ZSOLDOS-MARCHIȘ

Keyword(s):

Preservice Teachers ◽

Primary School ◽

Time Allocation ◽

Negative Attitude ◽

Point Of View ◽

School Teachers ◽

Online Questionnaire ◽

Primary School Teachers ◽

Open Questions ◽

High Level

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

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