International Education Studies

International Education Studies

Published by Canadian Center of Science and Education

Online ISSN: 1913-9039

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Print ISSN: 1913-9020

Journal websiteAuthor guidelines

Top-read articles

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Scoring range of likert scale of the survey
Description of participants
Independent samples t-test
Gender differences in experimental group
Descriptive statistics for high school types in experimental group

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The Effect of Online Assessments on Students’ Attitudes Towards Undergraduate-Level Geography Courses

December 2024

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102,381 Reads

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67 Citations

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720 reads in the past 30 days

A Review of Research on Augmented Reality in Education: Advantages and Applications

December 2024

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77,556 Reads

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371 Citations

Technology in education can influence students to learn actively and can motivate them, leading to an effective process of learning. Previous research has identified the problem that technology will create a passive learning process if the technology used does not promote critical thinking, meaning-making or metacognition. Since its introduction, augmented reality (AR) has been shown to have good potential in making the learning process more active, effective and meaningful. This is because its advanced technology enables users to interact with virtual and real-time applications and brings the natural experiences to the user. In addition, the merging of AR with education has recently attracted research attention because of its ability to allow students to be immersed in realistic experiences. Therefore, this concept paper reviews the research that has been conducted on AR. The review describes the application of AR in a number of fields of learning including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy and History. This paper also discusses the advantages of AR compared to traditional technology (such as e-learning and courseware) and traditional teaching methods (chalk and talk and traditional books). The review of the results of the research shows that, overall, AR technologies have a positive potential and advantages that can be adapted in education. The review also indicates the limitations of AR which could be addressed in future research.

Aims and scope


International Education Studies is an international, double-blind peer-reviewed, open-access journal, published by the Canadian Center of Science and Education. It aims to provide the best platform for researchers and scholars worldwide to exchange their latest findings in the field of education. The scopes of the journal include, but are not limited to education method, education policy and education development, educational technology and educational psychology, special education and cross-cultural education, educational leadership, educational administration and educational evaluation, training, teaching and learning, and language education.

Recent articles


Reviewer Acknowledgements for International Education Studies, Vol. 18, No. 1
  • Article
  • Full-text available

January 2025

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2 Reads

Reviewer acknowledgements for International Education Studies, Vol. 18, No. 1, 2025.


Development of Strategies for Sustainable Development of Chinese Dance Teacher Leadership in Shandong Province

The objectives of this research were 1) to study the current situation and supporting factors that enhance the sustainable development of Chinese dance teacher leadership in Shandong Province, 2) to develop the strategies for sustainable development of Chinese dance teacher leadership in Shandong Province, and 3) Evaluate the feasibility of the strategies for sustainable development of Chinese dance teacher leadership in Shandong Province. The sample group of this research consisted of 331 teachers for questionnaires and 12 experts for interview who worked for Chinese Dance in Shandong Province and were sampled through random clusters. The research instruments included 1) questionnaires, 2) interviews, and 3) evaluation forms. The data analysis statistics were percentages, mean, standard deviations, and content analysis. The results revealed the following: 1) The current situation and supporting factors that enhance the sustainable development of Chinese dance teacher leadership were moderate. 2) The strategies for enhancing the sustainable development of Chinese dance teacher leadership include 7 aspects: Professional quality, organizational mechanism, evaluation system, resource support, teacher training, discipline development plan, and international exchange and cooperation. The adaptability and feasibility evaluation results of the strategies implementation were high at the highest level.


Components of HyFlex learning classroom
Social emotional learning process
Results of evaluation on the suitability of the model of the HyFlex learning ecosystem with social emotional learning to enhance digital emotional intelligence (overall elements)
The results of the evaluation certify the suitability of using the model of HyFlex learning ecosystem with social emotional learning to enhance digital emotional intelligence
HyFlex Learning Ecosystem with Social Emotional Learning

January 2025

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7 Reads

The model of the HyFlex Learning Ecosystem is with social emotional learning to enhance digital emotional intelligence. The concept is based on the integration of digital learning ecosystems. HyFlex Learning and social emotional learning this research has the objective (1) To study and synthesize the conceptual framework of The HyFlex Learning Ecosystem with Social-Emotional Learning to Enhance Digital Emotional Intelligence. (2) To develop model of The HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence. (3) To study the suitability of The HyFlex Learning Ecosystem with Social Emotional Learning. Research hypothesis: The suitability of the model of The HyFlex Learning Ecosystem with Social Emotional Learning is at a very high level. The participants in this research include seven experts from various institutions, all of whom are specialized in the design and development of instruction models and instruction systems. The results, which are in consistence with the expectation of the researchers, show that (1) This research can serve as a guideline for developing a flexible integrated learning ecosystem that can enhance digital emotional intelligence, consisting of a 6-step social emotional learning process, integrated with the digital learning ecosystem and HyFlex Learning. (2) the overall suitability of the development to the model of the HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence (Overall composition) It is at a very high level (Mean = 4.98, S.D. = 0.06, IR = 0.00, Q.D. = 0.00), and (3) Overall, In conclusion, The results of the evaluation certify the suitability of using the model of HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence is suitable for actual use at a very high level (Mean = 4.79, S.D. = 0.57, IQR = 0.00, Q.D. = 0.00).


Chinese International Students in the U.S. Higher Education: Underserved & Marginalized

January 2025

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6 Reads

Chinese international students have consistently constituted the largest international student body in the United States (U.S.) higher education for decades. Due to their prominence in U.S. higher education institutions, it is imperative to closely examine their lived experiences. Existing empirical research demonstrates that plenty of Chinese international students are underserved, coping with issues such as culture shock, linguistic barriers, educational disparities, racial discrimination, and mental health concerns. This systematic literature review aims to: 1) Explore whether Chinese international students face challenges in the U.S. higher education; 2) Categorize the challenges (if present) encountered by Chinese international students in the U.S. higher education; 3) Provide recommendations to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to better support the well-being of Chinese international students in the U.S. higher education.


Co-Cultural Identities of Thai-Lao: A Guideline for Cultural Curriculum Development

January 2025

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13 Reads

This qualitative study explores the Thai-Lao co-cultural identities and develops guidelines for integrating these identities into cultural studies curricula. Data were collected through semi-structured interviews with 14 stakeholders in education and cultural preservation from both the Kingdom of Thailand and Lao PDR. Thematic analysis was employed to interpret the data, focusing on historical, literary, and belief systems that characterize Thai-Lao co-cultural identities. The findings highlight key aspects of these identities and propose a curriculum framework that addresses cognitive, psychomotor, and affective learning domains. This framework is designed to enhance students’ understanding of their cultural heritage and to foster intercultural competence. The study contributes to the fields of cultural studies and education by offering insights into the integration of co-cultural identities into educational practices, promoting a richer, more inclusive educational experience.


The Development of Self-Directed Learning in Online English Reading of Thai Students Attending a CALL Learner Training

January 2025

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7 Reads

This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles’s (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting goals, choosing materials, using strategies, and evaluating the outcomes. Each training session covered three components: pedagogical, strategic, and technical training. The training was conducted over ten weeks and included three required sessions and seven optional consultation sessions. During the training, the learners conducted three weeks of self-learning independently. Three sources of qualitative data, including learners’ learning logs, consultation recordings, and interviews, were used to examine the development of learners’ self-directed learning throughout the training. Overall, all participants showed improvement in their self-directed learning in online English reading after the training. However, goal setting and material selection seemed to be the main challenges for most participants. The findings suggested that more research on using CALL learner training should introduce more technology for different online reading tasks since the current study only presented limited tools.


Enhancing Graduate Research Skills via Action Research and Book Clubs

January 2025

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8 Reads

This study investigates the application of action research to enhance the development of research methodology knowledge among graduate students. Students, in this study context, were dissatisfied with current courses, leading to knowledge gaps and limited application of research approaches. Through iterative cycles of action research, a book club intervention was implemented. Key findings highlight several critical design elements: selecting engaging textbooks, optimizing group size for interaction, scheduling sessions during breaks, actively facilitating discussion and misconception correction, and integrating technological tools for communication and reflection. Overall, this study underscores the potential of action research as a valuable framework for developing effective educational methodologies, emphasizing the need for thoughtful design in creating supportive learning environments. Future studies should explore innovative teaching approaches that incorporate diverse perspectives to further enrich graduate education.


Pairwise comparison of mean scores for emotional intelligence, mindfulness, stress, happiness, self-compassion, and compassion for others at pre-experiment, immediate post-experiment, and three months post-experiment
Effects of Mindfulness-Based Therapy and Counseling Group on Emotional Intelligence and Mindfulness of Clinical Psychology Students

January 2025

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70 Reads

This study assessed the impact of mindfulness-based group therapy and counseling on emotional intelligence, mindfulness, stress, happiness, self-compassion, and compassion for others among clinical psychology students. A quasi-experimental design was employed involving fourth-year undergraduate students in a clinical psychology program at a university in northeastern Thailand. Fourteen participants were purposefully selected based on slightly elevated stress levels and received therapy and counseling utilizing mindfulness techniques. Data collected through various assessment tools revealed that immediately after the intervention and three months later, participants demonstrated significantly higher levels of emotional intelligence, mindfulness, happiness, self-compassion, and compassion for others compared to pre-intervention levels. Moreover, stress levels significantly decreased post-intervention and remained lower three months later. These findings suggest that incorporating mindfulness-based therapy and counseling can effectively enhance emotional well-being and mitigate stress among clinical psychology students.


Program Development for Enhancing Competencies of Vocational College Teachers in Mechatronics and Robotics under the Office of the Vocational Education Commission

January 2025

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15 Reads

The purposes of this research were to 1) study the components and indicators of teacher competency in Mechatronics and Robotics, 2) study the current states, desirable states, and the needs for teacher competency development in the Mechatronics and Robotics Department, 3) design and development of teacher competency-enhancing programs in Mechatronics and Robotics, and 4) study the results of implementing the teacher competency-enhancing program in the Mechatronics and Robotics Department. This research was research and development conducted in 4 phases following the research purposes. The results showed that 1) Components and indicators of teacher competency in Mechatronics and Robotics have 5 components and 36 indicators confirmed by experts are appropriate at the highest level. 2) The current state of teacher competency in the Mechatronics and Robotics Department overall is moderate, and desirable condition overall is at the highest level, The competency development methods consist of (1) Self-study (2) Training (3) Workshops (4) Study visits and (5) Practice in the workplace, and the priorities of the needs to develop competencies are (1) Self-development (2) Ethics and professional ethics of teachers (3) Learning measurement and evaluation (4) Curriculum administration, and learning management (5) Building relationships and cooperation with communities for learning management, respectively. 3) Teacher Competency-enhancing Program in the field of Mechatronics and Robotics consists of (1) Principles, (2) Objectives, (3) Models and methods for development, (4) Content and development activities, amounting to 5 modules, and (5) Evaluation. The program evaluation results by qualified experts are appropriateness, utility, and possibility at the highest level. 4) The results of implementing the teacher competency-enhancing program in Mechatronics and Robotics were found as follows: (1) Pre-development knowledge of teachers in Mechatronics and Robotics education showed an average score of 17.30 out of 30 (57.66%), while post-development knowledge increased to an average score of 26.30 out of 30 (87.67%). (2) Overall, teachers’ competencies improved from a moderate level to the highest level after program implementation. (3) The satisfaction evaluation of program participants indicated the highest level of satisfaction in overall and each aspect.


Figure 1. Hypothetical model
Descriptive statistics and correlations among the study variables (N = 163)
Autonomy-Supportive Classroom Climate and Attitudes Towards Social Participation: A Practice in Mixed-Grade Classes in a Japanese Elementary School

January 2025

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3 Reads

This study focuses on the relationship between an autonomy-supportive classroom climate and changes in attitudes towards social participation in mixed-grade classes. The research field involved the learning activities conducted in a Japanese elementary school. Learning activities were carried out in mixed-grade classes, and the children engaged in problem solving with their peers from different grades in collaboration with the local community. It was hypothesized that a perceived autonomy-supportive classroom climate would affect attitudes towards social participation and that this effect would be mediated by intrinsic motivation and reflection. Participants were 163 third- and fourth-grade children from mixed-grade classes. Data were collected repeatedly over a three-year period through a questionnaire survey. Latent growth curve modeling analyses revealed that an autonomy-supportive classroom climate was related to intrinsic motivation, which in turn, was related to reflection. Additionally, intrinsic motivation and reflection predicted the initial level of attitudes towards social participation. Intrinsic motivation was negatively related to the extent of change in attitudes towards social participation. These results suggest that an autonomy-supportive classroom climate promotes children’s positive attitudes towards social participation. In mixed-grade classes, teachers must create classrooms in which children can support each other’s autonomy.


Figure 1. Number of warnings by type and conformance level 
Figure 2. Percentage of warnings by type 
Figure 3. Percentage of websites which do not match each conformance level 
Figure 4. Average number of errors by conformance level 
Figure 5. Inaccessibility rate of every website for each depth level 
Assessment of Web Content Accessibility Levels in Spanish Official Online Education Environments

December 2024

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486 Reads

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18 Citations

Diversity-based designing, or the goal of ensuring that web-based information is accessible to as many diverse users as possible, has received growing international acceptance in recent years, with many countries introducing legislation to enforce it. This paper analyses web content accessibility levels in Spanish education portals according to the international guidelines established by the World Wide Web Consortium (W3C) and the Web Accessibility Initiative (WAI). Additionally, it suggests the calculation of an inaccessibility rate as a tool for measuring the degree of non-compliance with WAI Guidelines 2.0 as well as illustrating the significant gap that separates people with disabilities from digital education environments (with a 7.77% average). A total of twenty-one educational web portals with two different web depth levels (42 sampling units) were assessed for this purpose using the automated analysis tool Web Accessibility Test 2.0 (TAW, for its initials in Spanish). The present study reveals a general trend towards non-compliance with the technical accessibility recommendations issued by the W3C-WAI group (97.62% of the websites examined present mistakes in Level A conformance). Furthermore, despite the increasingly high number of legal and regulatory measures about accessibility, their practical application still remains unsatisfactory. A greater level of involvement must be assumed in order to raise awareness and enhance training efforts towards accessibility in the context of collective Information and Communication Technologies (ICTs), since this represents not only a necessity but also an ethical, social, political and legal commitment to be assumed by society.


Teachers’ Teaching Practice and Student Achievement in Basic Economics—A Comparison in Two Types of Schools in Malaysia

December 2024

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508 Reads

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3 Citations

The purpose of this study is to compare teachers’ teaching practice based on students’ perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The respondents involved in this study consist of 125 17 year old students from four SMK schools and 125 students from three SMJK schools in Penang. Survey method was employed in the data collection. The quantitative data obtained was analysed using the SPSS. The research shows that there are significant differences between SMK and SMJK in terms of teachers’ teaching practice towards Basic Economics. The result of correlation analysis indicates that correlation between teachers’ teaching practice and the students’ achievement in SMK is significant unlike in SMJK.


Table 1 . Demographic characteristics of the sample and requested destination
Table 2 . Global results and impact of the ERASMUS stay
Table 3 .
Table 4 . Results detected for the extrinsic factor informative support
Table 5 . Results of the intrinsic stimulus factor immersion in the community
The Motivational Factor of Erasmus Students at the University

December 2024

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1,770 Reads

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44 Citations

This study involved 377 ERASMUS students from the University of Oviedo in an academic year. An ad-hoc questionnaire was applied in on-line format to determine students’ perceptions and opinions and to understand the motivations that impel them to participate in these activities and their degree of satisfaction. The study analyzes the process of Erasmus mobility, noting that, as a result of the stay, the students describe their mastery of the host country language as good or excellent in most cases. Academic and cultural factors, the desire to get to know a new environment and to have a European experience impel most of the students to travel abroad. Job prospects are another motivating factor, and the overall assessment of the planned stay is acceptable, good or excellent in most cases.


Factors Affecting Motivation and Job Satisfaction of Academic Staff of Universities in South-South Geopolitical Zone of Nigeria

December 2024

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499 Reads

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44 Citations

This study determined the factors affecting motivation and job satisfaction of non-management academic staff of universities in South-South geopolitical zone of Nigeria. It employed an expost-facto research design. Three research questions and two hypotheses were raised for the study. A sample of four hundred and fifty non-management academic staff was administered the instrument for data collection. The instrument was vetted by three experts in the field of education, and face and content validity was established. The reliability coefficient of 0.82 was computed using Cronbach Alpha formula to measure the internal consistency of the questionnaire items. The three research questions were answered using mean and standard deviation, while the two hypotheses were tested using the z-test statistics at 0.05 level of significance. Results revealed that there is no significant difference between male and female non-management academic staff motivation and job satisfaction. It was also found that highly motivated non-management academic staffs perform their job better than poorly motivated staff. It was recommended that university authorities and the government should pay increasing attention to the motivation of non-management academic staff in order to boost their job performance and satisfaction thereby enhancing high productivity.


Table 1 . Examples of the SMS that had been sent to support students' learning
Table 2 . T-Test for dependent samples for the pretest and posttest of the control and experimental groups
Table 3 . T-Test for independent samples for the pretest and posttest of the control and experimental groups
Table 4 . Analysis of covariance for the posttest of the control and experimental groups
The Impact of Using SMS as Learning Support Tool on Students’ Learning

December 2024

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2,673 Reads

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24 Citations

This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students’ learning in an introductory programming course. In addition, the study examined students’ perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study were 52 students who were enrolled in two sections introductory programming course. For the purpose of the study, nonrandomized control group, pretest–posttest and qualitative interview designs were used. The control group consisted from 23 students, while the experimental one consisted from 29 students. A total number of 36 SMS messages were sent to each student, in the SMS group, over a period of 12 weeks. The messages contained different types of information, i.e. short review of programming concepts, hints to solve assignments, and triggering questions. At the end of the experiment, semi-structured interviews were conducted with ten students from the SMS group. The analysis of the collected data showed that the use of SMS as learning support tool contributed significantly in improving students’ learning. All the interviewed students believed that the use of SMS technology as learning support tool has more advantages than disadvantages. Based on the findings, this study provided some recommendations regarding the implementation of the SMS in the Jordanian higher education settings.


Upholding the Malay Language and Strengthening the English Language Policy: An Education Reform

December 2024

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4,507 Reads

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26 Citations

Today’s global economy and dependency on technology has led to educational reforms in Malaysia, which includes language policies; namely the Upholding the Malay Language, and Strengthening the English Language (MBMMBI) policy. This policy underpins the project presented and discussed in this paper; on the development of a bilingual education and assessment framework for higher education providers (HEP). This paper discusses the analysis of documents on the language planning and its implementation policies at three HEPs; namely Universiti Kebangsaan Malaysia (UKM), Universtiti Teknologi Mara (UiTM) and Universiti Kuala Lumpur (UniKL) as well as the Malaysian Education Blueprint 2013-2025. Findings of the comparative analysis indicate that each university interprets bilingual policy differently thus implement it differently which in return resulted in different language abilities among their graduates. This also implies the vital need for a clear framework on bilingual education as well as its assessment in order for the education reform to be successful in its aim to strengthen the English language competency and at the same time uphold the Malay language among its nation.


Table 1 . Memory Strategies
Table 2 . Cognitive Strategies
Memory and Cognitive Strategies of High Ability Students in a Rural Secondary School

December 2024

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724 Reads

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4 Citations

This study was conducted to examine language learning strategies employed by the high ability students in a rural secondary school. Memory and cognitive strategies employed by the high ability students were the main focus in this study. A survey design was used and data was collected using Oxford’s questionnaires. Findings reveal that the high ability students use cognitive strategies more frequently than the memory strategies. One memory strategy is shown to have been employed most frequently by the high ability students. Teachers are therefore recommended to teach them how to use the less frequently chosen strategies and the strategies used by successful language learners.


The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives

December 2024

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717 Reads

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26 Citations

Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners’ perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies, International Islamic University Malaysia, to teach Arabic speaking skills. The data were collected using a focus group interview with 6 Arabic language learners at the centre. The findings show that the learners were dissatisfied with the teaching methodology as it emphasizes memorization. Instead they prefer a communicative approach where they can apply orally what they have learned, be corrected and improve.


The coefficients of reliability (test-retest and Alpha) for (SNSDHHS) in Jordan
The means and standard deviations of the dimensions of the (SNSDHHS)
The means and results of independent samples t-test of the dependent variables comparing gender
The means and results of one-way analysis of variance of the dependent variables comparing the degree of hearing loss of hearing-impaired students
The means and results of independent samples t-test of the dependent variables comparing communication methods
Assessing Special Needs of Students with Hearing Impairment in Jordan and Its Relation to Some Variables

December 2024

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680 Reads

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13 Citations

The main purpose of the present study was to assess special needs for students with hearing impairment. The sample of the study consisted of 231 students enrolled at schools for deaf children in Jordan, 113 males and 118 females. A special needs scale was developed and used in assessing special needs for students. The reliability and validity of the scale were established. The investigator used the t-test and ANOVA to answer the research questions. The results indicated that the differences between all pairs of means for both male and female respondents were statistically non-significant. Also, findings showed that the hearing-impaired students who have 55-69 dB hearing loss were more affected by communication needs, audiological rehabilitation needs, and learning style needs than hearing-impaired students who have 90 dB hearing loss and beyond hearing loss. In addition to, findings revealed that the grade groups of 2-5 and 6-8 were more affected than grade group of 9-11 for the following dependent variables: communication needs, social and emotional needs, personal needs, behavioral needs, and academic needs. Also, the grade group of 6-8 was more affected than the grade groups of 2-5 and 9-11 with respect to the dependent variable of learning style needs. Differences between mean scores of students who used sign language and total communication were in favor of students who used total communication on the dimensions of communication needs, audiological rehabilitation needs, behavioral needs, and learning style needs. The study recommended on meeting the needs of students with hearing impairment throughout planned programs.


Perceived Social Support and Well Being: First-Year Student Experience in University

December 2024

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2,472 Reads

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155 Citations

The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research utilized individual semi-structured interview protocols to gather narrative data from 16 university students. All students were interviewed twice in order to see changes and developments in receiving social support from university community, peers and family members. Data were tape-recorded, transcribed and analyzed by using thematic approach. It was then coded by independent coders. It has been found in this study that academic adjustments, social adjustment and emotional among new students are dependent on their abilities in receiving socio-educational support from friends (supportive friendship) and families. Results also revealed the powerful influence of parents and the importance of socio-relationship for student wellbeing. This study suggests that the concept of social support should go further than simply identifying it within the context of a university. Findings of this study also indicate the importance of student community, senior students and family-networks in adapting to a new learning environment. There are cumulative evidences from this research to suggest different types of networks in a multicultural university. Students’ self-management skills are found to be vital for smoothness of transition to universities.


Frequencies and percentages of responses for the 10 components of the building blocks questionnaire
Differences between females and males in building block questionnaire variables
Students with Learning Disabilities and Challenging Behaviors in Jordan

December 2024

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490 Reads

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15 Citations

This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were asked to rate (168) students with LDs on the Arabic version of the Building Blocks Questionnaire (Mather & Goldstein, 2008). The findings indicate that over half of the students with LDs are suffering from challenging behaviors. In addition, students with LDs in private schools presented a better learning and behavioral profile than students with LDs in public schools. The results also showed that there are female under representation in special education services in Jordan. Implications and limitations of the study are discussed with reference to previous research and directions for future investigation.


Figure 1
Table 1 .
Figure 3
An Introduction to Student Quality Circle at College of Business Administration, Salman bin Abdulaziz University, Al Kharj, Kingdom of Saudi Arabia—An Empirical Study

December 2024

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1,314 Reads

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2 Citations

Catch’em young for imparting hands-on rigorous academic training. This is what has been relentlessly pursued while dealing with the undergraduate students of business management who are to be thoroughly exposed to the whole gamut of quality work life. Whether they opt for corporate career or pursue masters or choose be an entrepreneur, their exposure to the dynamics of quality management must be ensured most likely at student level. Needless to say that the student is more adaptive to change of attitude, behavior, learning etc., and is prone to imbibing the changes without any resistance. One of the collaborative approaches gaining popularity globally is the Student Quality Circle (SQC), an initiative for raising the bar of quality learning and quality teaching. To the best of our knowledge, Quality Circle very much in the vogue, does exist at scores of manufacturing units in Kingdom of Saudi Arabia but this has not yet taken roots in the academic field. This research is essentially a pilot study done at College of Business Administration, Salman bin Abdul-Aziz University, Al-Kharj. The concept “student’s quality circle” has been proved quite effective to a larger extent and its encouraging findings will prompt other colleges to opt for it. The study has done an objective analysis of pre and post session implementation of student quality circle and it has carefully measured its empirical impact on student’ s traits, attitude, learning, extracurricular activities, individual versus team chemistry, leadership, incubation of quality mind set, total quality environment, and student faculty relationship etc.


Figure 2. Gagne (2008) Differentiated Model of Talent Development (DMGT)
Figure 3. Teacher Character as Environmental catalyst in DMGT 
Teacher Character Strengths and Talent Development

December 2024

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3,166 Reads

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19 Citations

Students are the nation’s asset or natural resources who need to be educated to achieve their optimal level of development. They need to be properly nurtured to allow holistic development in all domains namely; physical, mental, social, emotional, and spiritual. This is crucial for the building of a strong and respectful nation and its civilization. Teachers are entrusted to educate students. Educating is more than just mere teaching. It is necessary for teachers to possess good characters to be supportive and accommodative of their students’ learning needs, and to nurture students’ intra and interpersonal skills the crucial elements in developing gifts into talent as proposed by the Differentiated Model of Talent Development (DMGT). This paper discusses teachers’ characteristics and the underlying character strengths. Character strengths are positive psychological ingredients, which influence thinking, feeling, and behaving. A qualitative survey was carried out via face book social network, to capture respondents’ reflections on their teachers’ characters that have affected them positively. The respondents were university students and graduates from many different fields of studies. They were from prestigious schools where only academically talented students were selected to enroll. They were invited to response to this posting; “Dear friends, please feed me with some data from your own reflection. What teachers’ characters have affected you positively? Thank you for sharing”. Thirty one people had responded to the posting. Their responses were analyzed to identify themes that described their teachers’ characters, which had affected them positively. Three most frequent character strengths identified by the respondents were; wisdom and knowledge, humanity, and transcendence.


Table 1 . Operating principles and concepts of persuasion models, theories and approaches
Table 2 . First coding step
Table 4 . Coding reliability
Table 5 . Experts details
A Check List for Evaluating Persuasive Features of Mathematics Courseware

December 2024

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140 Reads

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14 Citations

The main propose of this study is to introduce a check list for evaluating persuasive features of mathematics courseware. Since, mathematics is a source of anxiety among students (Zeidner & Matthews, 2010), this research is an attempt to employ persuasive features that can be used in mathematics courseware. Specifically, we sought to determine criteria that are important for persuading learners; and to ascertain persuasive factors have this ability that employed in computer based mathematics learning. These features originated 13 different prior persuasive models, theories, and approaches that are categorized in seven groups. Content Analysis was used to extract 16 features. For reporting results of Content Analysis method, were conducted 9 research steps. In the next step, the check list was prepared by using extracted persuasive principals with 16 criteria. So, three of more popular mathematics courseware in Iran, were evaluated by new designed check list; and are reported the results. The results have shown the most popular mathematics courseware which its name is “Kusha & Misha”, could only earned approximately half of check list points. Two others courseware only be able to obtain a third of persuasive points. Totally, it can be concluded that, with more regard to the persuasion, perhaps we can overcome on negative attitudes toward mathematics in school students.


Figure 1. Hierarchical Relationship Between Each Category of Description 
Table 1 . Comparison of Abi Faraj (2011), McManus (2008), and the current study
Exploring Primary School Teachers’ Conceptions of “Assessment for Learning”

December 2024

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1,223 Reads

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25 Citations

This paper presents primary school teachers’ conceptions of ‘assessment for learning’ in government schools in Brunei Darussalam. The Ministry of Education in Brunei introduced a 21st century education system (codenamed SPN21) in 2007 and one of the initiatives brought by SPN21 was the implementation of School Based Assessment for Learning (SBAfL). Prior to SBAfL, assessment in primary government schools was highly examination oriented, which placed a great emphasis on ‘assessment of learning’ rather than ‘assessment for learning’. The current study sought to explore teachers’ experiences in implementing SBAfL in government primary schools in Brunei. A qualitative approach to research using phenomenographic methodology was applied to provide in-depth insights into the ways in which these teachers applied assessment for learning in their lessons, having been teaching for many years in an education system that was highly examination oriented. Semi-structured in-depth interviews were used as the main data collection instrument. Interviews were transcribed verbatim and analysed to form categories of description depicting the qualitatively different ways in which these teachers experienced assessment for learning (SBAfL). A total of four categories of description emerged from the data analysis, and the findings suggest variations in the ways in which assessment for learning is conceptualised by the teachers, which in turn, may affect the effective implementation of SBAfL in promoting a 21st century education system in Brunei.


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