scholarly journals The Impact of the Use of YouTube and Facebook on Students’ Academic Achievement in Geography Course at the University of Jordan for the Bachelor's Degree

2018 ◽  
Vol 12 (3) ◽  
pp. 164 ◽  
Author(s):  
Mamon Saleem Al Zboon ◽  
Saif Al Deen Al Ghammaz ◽  
Malik Saleem Al Zboon
Keyword(s):  
Academic Achievement ◽  
Bachelor's Degree ◽  
Control Group ◽  
Validity And Reliability ◽  
First Semester ◽  
Quasi Experimental ◽  
University Of Jordan ◽  
The University ◽  
The Impact ◽  
Academic Year

The aim of this study is to investigate the impact of the use of YouTube and Facebook on students’ academic achievement in geography course at the University of Jordan for the bachelor's degree, and the effect of the variable of the cumulative average. The study was conducted in the first semester of the academic year 2017/2018. The study consists of two groups: the first was taught by using YouTube and Facebook and the number of its members is (43) students, and the second group which is the control group was (34) students.A quasi-experimental approach was used and the study’s tools were the educational material designed in a manner consistent with the methods of YouTube and Facebook, and a 25-point achievement test to measure the students' achievement in geography course. The validity and reliability of the study tools were verified by known scientific methods.The results showed that there was a statistically significant effect on the achievement of the students of the University of Jordan in the geography course due to the variable of method of teaching and to the two experimental groups that were taught using the methods of YouTube and Facebook. There are too statistically significant differences (α = 0.05) due to the cumulative average and the significance was in favor of those with good, very good and excellent assessments. 

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

scholarly journals The Effect of Teaching Science Using Hawkins Method in Developing Scientific Curiosity among Students of Intermediate Basic Stage

2019 ◽  
Vol 13 (2) ◽  
pp. 408
Author(s):  
Abdelsalam M. Adili
Keyword(s):  
Science Teachers ◽  
Experimental Approach ◽  
Teaching Science ◽  
Control Group ◽  
First Semester ◽  
Scientific Curiosity ◽  
Basic Stage ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of teaching science using Hawkins methods in developing scientific curiosity among students of 6th grade from one of Zarqa city school/Jordan in the first semester of the academic year 2018/2019. The subjects of the study consisted of 63 students, divided into two groups: the experimental group of 32 students was taught the “Electricity in our life” unit using Hawkins method and the control group 31 was taught the same unit by the traditional method. To achieve the objectives of the study, a quasi-experimental approach was used. A valid and reliable curiosity scale was prepared  and applied on the subjects of the study before conducting the experiment to test the equivalence of the two groups, and after conducting  the experiment to  achieve the aim of the study. The result revealed statistically significant differences  in the students' curiosity due to the method of teaching in favor of the experimental group which was taught according to Hawkins method. In light of the result, the study recommended that science teachers should use Hawkins method in teaching science.

scholarly journals The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd Eltahir ◽  
Elmuez Dawi ◽  
Atef Abdelkader ◽  
Samer Zyoud
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Groups ◽  
Case Study Design ◽  
Quasi Experimental ◽  
Physics Course ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.

scholarly journals The Extent of the Impact of Blended Learning on Developing Habits of Mind from the Standpoint of Students of Learning and Scientific Research Skills Course at the University of Jordan

2021 ◽  
Vol 10 (4) ◽  
pp. 196
Author(s):  
Dr. Jawaher Abdelkareem Al-Ghoweri ◽  
Dr. Mamon Saleem Al-Zboun
Keyword(s):  
Blended Learning ◽  
Scientific Research ◽  
Habits Of Mind ◽  
Validity And Reliability ◽  
Research Skills ◽  
Significant Difference ◽  
University Of Jordan ◽  
The University ◽  
The Impact

The study investigates the extent of the impact of blended learning on developing habits of mind from the standpoint of students of the Learning and Scientific Research Skills Course at the University of Jordan. The study sample consists of (150) students. A measure of the extent of the impact of blended learning on developing habits of mind is prepared, consisting of (32) items. The validity and reliability of the study instrument are also verified.The results show that the extent of the impact of blended learning on the development of habits of mind among students of learning and scientific research skills at the University of Jordan is medium on the measure as a whole. The results also show statistically significant difference in the impact of blended learning on habits of mind according to the gender variable and it favors of males. Besides, the results show that no statistically significant differences in the extent of the impact of blended learning on developing habits of mind among students according to the faculty variable.

scholarly journals EFFECTIVENESS OF LITERATURE CIRCLES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 1 (3) ◽  
pp. 179 ◽  
Author(s):  
Dini Irawati
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Experimental Research ◽  
Literature Circles ◽  
Control Group ◽  
English Department ◽  
Intensive English ◽  
First Semester ◽  
Quasi Experimental ◽  
Academic Year

This study reports an experimental study to see the effect of literatures circles to improve reading comprehension of English department students of  State Islamic Institute (IAIN) of Samarinda. A quasi experimental research using nonrandomized control group pretest-posttest design was conducted to see effectiveness of literature circles on students’ reading comprehension. A number of 24 students were taken as sample from the first semester students joining in an intensive English course program in  academic year 2011/2012. Using independent t-test, the analysis of the posttest means the finding yielded a t-value of 3.11. The t-value (3.11) is higher than the critical table 1.678 at p=.05 and df=44 (one-tailed).  The result evidently shows that literature circles contribute a significant effect to improve students’ reading comprehension.   

scholarly journals Measuring Moral Judgment of Education Profession Ethics Among Pre-Service Teachers of the School of Educational Sciences at the University of Jordan

2019 ◽  
Vol 12 (12) ◽  
pp. 71
Author(s):  
Nisreen M. Al-Disi ◽  
Saleh Moh’d Rawadieh
Keyword(s):  
Academic Achievement ◽  
Moral Judgment ◽  
Validity And Reliability ◽  
Program Specialization ◽  
Education Profession ◽  
Educational Sciences ◽  
University Of Jordan ◽  
Stage 1 ◽  
The University ◽  
Profession Ethics

This study aimed at identifying moral judgment for education profession ethics among pre-service teachers programs of the School of Educational Sciences at the University of Jordan. Accordingly, the researchers developed a Moral Judgment Scale based on Kohlberg (1984), and on the Adult Moral Judgment Scale localized by Abdul-Fattah (2001). The scale consisted of five dilemmas related to ethics in education profession. Validity and reliability of the scale were confirmed. Study population involved (420) students from (5) programs in the academic year 2018/2019. The results of the study showed that the prevailing moral judgement is the second level (conventional morality) of Kohlberg with (308) students of (89.3%), and the fourth stage (Upholding/enforcing norms and laws) with (245) students of (71%) of total students. No students were in the first level, stage 1, stage 2, nor in stage 6. However, significant differences were observed in the level of moral judgment attributable to the academic achievement variable, while no differences were attributable to the program specialization. Moreover, significant differences were found in the moral judgment stages attributable to the academic achievement and students’ program. These findings argue for investment in pre-service teachers’ education to increase their moral judgment during education profession.

The Effect of Using Proposed Software by the Students of Instructional Technology to Acquire New Instructional Technology Skills

2021 ◽  
Vol 13 (45) ◽  
pp. 125-146
Author(s):  
Dawood Abdulmalek Al-Hidabi ◽  
Eissa Mohammed Ali Saleh
Keyword(s):  
Instructional Technology ◽  
Control Group ◽  
Technology Skills ◽  
Technology Students ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Self Learning ◽  
Academic Year

This study investigated the effect of using proposed software by the students of Instructional Technology Department to acquire new instructional technology skills. To achieve the study objectives, the quasi-experimental research with both experimental and control groups was conducted among 40 second-level students of the Instructional Technology Department at Ibb University in the academic year 2018-2019. Participants took pre and post-tests in order to compare the statistical difference before and after the implementation of the proposed software. The research instrument used in this study was an observation card to measure the extent to which students have acquired the new instructional technology skills. After developing a list of new instructional technology skills, building the proposed software and conducting the treatment, the results showed that students in the experimental group were better than the control group in acquiring the new instructional technology skills. These results demonstrated the impact of using the proposed software for acquiring the new instructional technology skills compared to the conventional methods. The study recommended computerizing specialization courses of the Instructional Technology Department, using self-learning methods that would help students acquire better skills so as to improve and develop the learning process. Keywords: proposed software, new instructional technology skills, Instructional Technology students.

scholarly journals The Effect of Computer-Assisted Educational Games on Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Adil Kayan ◽  
İbrahim Seçkin Aydın
Keyword(s):  
Academic Achievement ◽  
Educational Games ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Quasi Experimental ◽  
Teaching Grammar ◽  
The Impact ◽  
Experimental Group

Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.

scholarly journals Smartphones as a New Paradigm in Higher Education Overcoming Obstacles

2017 ◽  
Vol 11 (4) ◽  
pp. 114 ◽  
Author(s):  
Mansour A Alwraikat
Keyword(s):  
Graduate Students ◽  
Validity And Reliability ◽  
New Paradigm ◽  
First Semester ◽  
Item Questionnaire ◽  
The University ◽  
Descriptive Survey ◽  
Degree Level ◽  
Work First ◽  
Academic Year

<p><em>This article will investigate obstacles hindering graduate students use of smartphones in their learning at The University of Jordan. The study employed a descriptive survey research method using a self-administered 21-item questionnaire. Out of the entire population of 1,100 graduate students from the School of Educational Sciences, a randomly purposeful sample of 227 was selected. Individuals within the sample owned smartphones. </em><em>A total of 108 students responded to the questionnaire. This was 45% of the original study sample during the first semester of the 2016-2017 academic year. </em><em>The validity and reliability of the questionnaire were both secured. The study’s findings showed that the overall degree level of obstacles reported by graduate students was high. </em><em>In addition, there were no statistically significant differences in student estimates of obstacles due to their gender, age, place of work, first degree (BA), or computer skills. The researcher offered  suggestions for overcoming these obstacles in light of the student estimates.</em></p>

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