Dirasat: Educational Sciences

The Effectiveness of a Video-Based Learning Community in Improving Observation ‎Skills and Enhancing Professional Awareness of Primary School Mathematics ‎Teachers in Palestinian Schools - A Case Study

2025-05-19T13:49:49+03:00

Objectives: The study aimed to investigate the effectiveness of a video-based learning community in improving observation skills and enhancing the professional awareness of mathematics teachers. This was explored through an analytical theoretical framework that integrates Pedagogical Content Knowledge (PCK) with Mason's levels of awareness, in an effort to deepen both theoretical and practical understanding of teacher development.

Methods: A qualitative case study approach was used, involving a purposive sample of three mathematics teachers in Palestine. Data were collected through various tools, including the analysis of video clips from the participants’ lessons, written self-reflections, collaborative reflections within the learning community, and pre- and post-interviews for each teacher.

Results: The findings showed that the use of video recordings, followed by learning community discussions, helped enhance the teachers’ awareness of important classroom events that had previously gone unnoticed. It also improved their pedagogical content knowledge. The learning community contributed to developing self-awareness, content-specific awareness, and peer awareness by promoting reflective thinking and observation, leading to tangible improvements in teaching practices and professional competence.

Conclusion: The study offers both theoretical and practical contributions to understanding the professional growth of mathematics teachers in terms of awareness, observation skills, and attention shifts. The researchers recommend applying this approach to a larger sample across different grades and subjects. They also advocate for incorporating video-based learning communities into professional development programs to improve teaching quality and support learning outcomes.

The Effect of a Proposed Program Based Guided Inquiry on Algebraic Understanding Among 8th Female Graders of Different Mathematical Self-Concepts

2025-08-03T11:46:35+03:00

Objectives: This study aimed to investigate the effect of a proposed instructional program based on guided inquiry on algebraic understanding among eighth-grade female students with different levels of mathematical self-concept.

Methods: The study adopted a quasi-experimental design with two groups, experimental and control. The sample consisted of (50) students who were randomly assigned to the two groups: 26 to the experimental group and 24 to the control group.

Results: The findings revealed a statistically significant difference at (α = 0.05) in algebraic understanding attributable to the teaching method, in favor of the experimental group. However, the study showed no statistically significant difference at (α = 0.05) in algebraic understanding attributable to the interaction between the teaching method and mathematical self-concept.

Conclusion: It appears that the use of guided inquiry-based programs improves algebraic understanding, and that the effect of guided inquiry is independent of students’ level of mathematical self-concept. The study recommends developing training programs for mathematics teachers focused on implementing guided inquiry-based lessons and providing a supportive and safe learning environment that encourages students to inquire, experiment, and collaborate.

The Degree of Fulfillment of the Principles of the Universal Design for Learning in the Developmental Kindergarten Curriculum (The Second Level) from the Kindergarten Teachers’ Viewpoints

2025-06-24T07:59:48+03:00

Objectives: This study aimed to determine the degree to which the principles of Universal Design for Learning (UDL) are fulfilled in the Level Two developmental kindergarten curriculum in Jordan, from the viewpoints of kindergarten teachers. It also sought to identify whether significant differences exist based on the variables of region, academic qualification, and teaching experience.

Methodology: A descriptive survey method was adopted. A stratified random sample of 343 female teachers from governmental kindergartens in Jordan was selected. To achieve the study’s objectives, a 43-item questionnaire was developed based on the three main UDL principles. The psychometric properties of the tool were verified.

Results: The findings revealed that the overall level of UDL principles’ fulfillment in the curriculum was moderate. The dimensions of providing multiple means of action and multiple means of representation also scored moderately, while the dimension of providing multiple means of engagement scored high. No statistically significant differences were found across all dimensions based on region, academic qualification, or teaching experience.

Conclusions: The results highlight the need to strengthen the integration of UDL principles into the kindergarten curriculum. The study recommends equipping the curriculum with modern technological tools such as tablets and interactive applications to support children with disabilities. It also suggests using visual aids and sign language to support children with speech or hearing difficulties, interactive screens and tactile models to enhance accessibility, and tools to assess children’s emotional development.

The Degree to Which Gifted Students' Teachers Possess the Necessary Competencies to Implement the Integration of Science, Technology, Engineering, Arts, and Mathematics STEAM" Approach in Teaching Gifted Students in the Kingdom of Saudi Arabia

2025-07-07T11:18:35+03:00

Objectives: The study aimed to identify the extent to which teachers of gifted students possess the competencies necessary to implement the STEAM approach in teaching gifted students in the Al-Baha region.

Methods: The study employed the descriptive method and used a scale as the research tool. The sample consisted of 115 teachers of gifted students.

Results: The findings revealed that the degree to which teachers of gifted students possess the competencies necessary to implement the STEAM approach in teaching gifted students was rated as high. Statistically significant differences were found at the (α ≤ 0.01) level in the mean responses of the sample according to gender, in favor of males; according to academic qualification, in favor of the postgraduate category; and according to years of teaching experience, in favor of those with 5 to less than 10 years of experience. No statistically significant differences were found according to the educational stage taught by the teacher.

Conclusion: The study addressed the extent to which teachers of gifted students possess the competencies required to implement the STEAM approach in teaching gifted students, with these competencies rated as high. The study recommended the continued provision of professional development programs for all teachers in the field of STEAM.

Psychological Resilience and Emotional Regulation and Their ‎Relationship to Coping Strategies of Stressful Life Events among ‎Sudanese University Students

2025-04-30T11:43:58+03:00

Objectives: The present study seeks to examine the levels of psychological resilience and emotional regulation among Sudanese university students, and to explore the relationship of these two variables with strategies employed for coping with stressful life events.

Methods: To address the research objectives, the study utilized three standardized instruments: the Psychological Resilience Scale (Mampane, 2010), the Emotion Regulation Questionnaire (Gross & John, 2003), and the Coping Strategies Scale for Stressful Life Events (Taha, 2020). The sample comprised 560 undergraduate students enrolled in various Sudanese universities, selected through appropriate sampling procedures.

Results: The findings revealed that participants demonstrated high levels of psychological resilience, emotional regulation, and usage of coping strategies in response to stressful life events. Furthermore, a significant positive correlation was identified between psychological resilience and both emotional regulation and coping strategies. A similar positive association was observed between emotional regulation and coping strategies. No statistically significant differences were found in psychological resilience based on demographic variables. However, emotional regulation varied significantly by gender, favoring male students, and by university type, with students from public institutions exhibiting higher regulation levels. Additionally, psychological resilience and emotional regulation together accounted for 27.4% of the variance in coping strategies.

Conclusion: The study underscores the importance of psychological resilience and emotional regulation in managing stress among university students. It recommends further empirical investigations considering additional demographic variables such as academic discipline, year of study, residential status, and family income.