This study aims at examining the Jordanian English Language teachers’ theoretical orientations of reading instruction as they relate to the three orientations of reading instruction, namely, Phonics, Skills, and Whole Language. A survey developed by Diane Deford (1985), Theoretical Orientation to Reading Profile (TORP) was used. This study examined differences with regard to teachers’ orientation as they relate to both their educational level and gender. Results have revealed that teachers who hold a bachelor degree tend to score higher than those who hold a bachelor degree. The results also revealed that female teachers tend to score higher than male teachers, this implies that female teachers are more knowledgeable or acquainted with the concept of whole language approach to reading instruction.
The study recommended teachers to use Suchman’s Inquiry Method in the classroom activities, the supervisors to train the teachers on how to use this method in instruction, and the curriculum designers to include this method in science textbooks activities. It also recommended the future researchers to conduct further studies to investigate the effect of Suchman’s Inquiry Method on students' achievement in other scientific subjects and grades, and on their attitudes and motivations towards learning science and science process skills.
Recommendations were presented to the Jordanian Olympic Committee and other sport organizations to develop their structural measures and policies to support the participation of Jordanian women in leadership position in sport organizations.
Child development, Infant mental development, Infant development, Infant motor development, Bayley scales, early intervention, child assessment, early childhood assessment, early childhood diagnosis.
Publication year: 2006
Pages: 67 - 83
Means and standard deviations of children's mental and motor performance were computed for the 13 age groups. These means and standard deviations represent the performance level of the Jordanian children on both scales. The increments in children performances across age levels indicate progress in mental and motor abilites.
The researcher analyzed the contents of the books depending on the THEME, which was used by different studies of values. The study revealed many results: The textbooks contain eight kinds of values in different rates. This distribution doesn’t depend on a special system. The general result for this study revealed that the distribution of values doesn’t follow a special system. There is a necessity for pre-planning and knowledge of the kinds of values and their existence according to stage and class.
This study aims at exploring the social phenomenon associated with marriage in Jordan in light of modernization and tradition. More specifically, this study tries to answer eight questions concerning the responses of the subjects towards fifteen items concerning traditional and modern marriage. In addition, it tries to find out the relation of the following variables: sex, religion, income, family size, father’s educational level, mother’s educational level, and place of residence with these social phenomena.
In order to answer the questions of the study, and after reviewing the related literature, a fifteen-item questionnaire was randomly distributed to 410 subjects.
The results of the study revealed positive behaviors towards modern marriage rejection of the following: early marriage, arranged marriage, late marriage, family interference in the selection processes, divorce, the necessity of acquaintance between the partners. Also, the study found that the majority of the respondents especially among females perceive dowry as a good tradition, they also rejected polygamy and marriage from foreign spouses. The T-test with the variables sex and religion and the F-test with the variables: father’s and mother’s educational level, and monthly income, and place of residence show a positive statistical significance for many items. Finally, the study presented some recommendations to further investigate the late marriage phenomenon and its consequences.
This study aimed at investigating the effect of E-learning and students’ gender on the immediate and delayed achievement of ESF students in instructional technology course in comparison with the conventional method. The study sample consisted of (60) students (males = 21, females = 39) who were registered in the instructional technology course in the first semester 2003/2004, and were randomly chosen from the study population which consisted of 5 sections. One of the selected two sections was the experimental group and the other was the control group. The experimental group was taught the instructional technology course using the E-learning method, and the control group was taught the same course using the conventional method. An achievement test of (100) items was constructed and validated. The reliability coefficient was calculated and found to be (0.88).
Analysis of covariance (ANCOVA) was used, and the study revealed that there were statistical significant differences at ( = 0.05) in the means between the experimental and control groups attributed to teaching method in favor of
E-learning, and gender in favor of female students. Also, the study showed that there were no statistical significant differences at ( = 0.05) in the means of groups due to the interaction between the teaching method and gender. In addition to other recommendations, the researcher recommended that more research should be conducted on using
E-learning in enhancing the achievement of undergraduate students in other different subjects.
Authors: Mohammad A. Al-Qudah , Nasser A. Al-Khawaldeh
Publication year: 2006
Pages: 146 - 158
This study aimed at identifying the religious and educational attitudes of university female students in choosing their husbands, and knowing its cultural, social and economic dimensions. To achieve that, this study answered the two following questions:
1. What cultural, social and economic factors affected the university female students in choosing their husbands?
2. Are there statistically significant differences referred to the economic level and the academic year?
In order to achieve the results of the study, the researchers used a special survey which consisted of (35) items after ensuring its validity and reliability. It was distributed to the sample of the study which consisted of (207) female students.
The results showed that:
1. The cultural domain had the highest mean. On the other hand, the means of the social and economic domains were less than that of the cultural one.
2. There were no statistically significant differences in religious and educational attitudes of university female students in choosing their husbands concerning the economic level and the academic year.
The researchers recommended that it is necessary to include university courses and educational means and instruments with religious, moral and cultural dimensions in the curriculum, to help female students to choose their husbands.
This study aimed at investigating the friendships’ degree of working womens’ children in the city of Amman / Jordan and its relation with creative variables such as: birth order, the status of the father and students’ grade.
To achieve the objective of the study, (408) children were randomly selected. A questionnare consisting of (64) items was constructed to measure the friendship's degree. The reliability coefficient was computed and found to be 0.87.
Using the 3 - way Anova (2×3×3), the findings revealed that there are differnces in the friendship degrees’ levels according to each variable independently. In addition, significant differences were found due to the interaction between the birth order variable and the status of the father's variable.
However, no significant differences were found due to the interaction of the three variables together. The findings recommended that there is a need for more research.
Authors: Younes Alyounes , Umayya Bakeer , Mohammad Hamdan
Comprehensive Evaluation, Evaluation of Magazine, Chilren Magazine
Publication year: 2006
Pages: 177 - 200
The purpose of this comprehensive evaluational study was to investigate the different perspectives of "Hatim" Magazine youngster readers, their parents, and the specialists in the field of child education. The degree of their satisfaction of the Magazine was examined.
After analyzing the content of the first two volumes, three questionnaires were constructed to cover the participants. The first targeted the specialists in the field of child education. It included eight themes: main stories, the stories of adventures and cartoon, entertainment, intellectual thinking, laughter fun people and magazine competition poll, fiction, values and attitudes and magazine production. The second targeted the youngster readers. It included four main parts: form and content, information that connects the child to the magazine, a hierarchal order of the reasons motivating children to read the magazine, the readability level of the magazine topics. An open-end question was included. The participants were asked to write their opinion on what could be included to improve the Magazine publishability. The third targeted the parents of the readers. It included the following main parts: the value of magazine topics, parents’ initiatives, and information related to form and publishability. Also, an open-end question was included. The parents were asked to write their opinion on what could be done to improve the Magazine.
After establishing the validity and reliability of the study tools, they were administered to the study sample: (28) of child education specialists, (665) youngster readers and (319) parents participated in the study.
The findings of the study showed that the Magazine had several strengths and weaknesses. Accordingly, it was concluded that the decision-makers involved in the Magazine could build on the strengths and develop strategies to avoid the weaknesses.
This study aims at exploring the effect of activating the previous knowledge on reading comprehension for a student sample who are having learning disabilities in the fourth grade level. Moreover, the study tried to discover the effect of activating the previous knowledge on both the comprehensive reading within its lateral level and its inferential level and to investigate whether there are any differences due to the student’s gender.
The study sample consisted of sixty students (30 males and 30 females) with learning disabilities who can read at the fourth grade level and are placed in resource rooms in fourteen public and private schools which were randomly chosen from Amman’s educational directorates.
The sample members were distributed into two groups: an experimental group (30 students) who were educated by using the previous activation strategy, and a control group (30 students) who were taught by using the ordinary method. The comprehensive reading was measured for students by using a multiple choice test, which is intended to measure the comprehensive reading task in both levels (the lateral and the inferential), where this test has shown the required reliability and validity.
In addition, the analysis results showed the effectiveness of using the activating previous knowledge method in improving the comprehensive reading skill in both levels (the lateral and the inferential) in students with learning disabilities. Moreover, the results of the study showed no effect for gender on the students' comprehensive reading.
Finally, the study recommended that teachers of learning disabilities students should activate their students’ knowledge through providing them with previous knowledge on the topics which they study, as well as providing the essential training to use the strategy of activating the previous knowledge so as to improve their comprehension.
This study aimed to identify controversial issues in the Jordanian society as seen by educationists and opinion leaders, and the importance of its inclusion in the curriculum of social studies for the secondary stage. The study used the opinions of teachers and supervisors. The study also investigated the effect of the position of the respondent (teacher, supervisor), the experience, qualification and the interaction between experience and qualification. The sample of the study included (191) teachers and (25) supervisors from the educational directorates in the capital Amman, Zarqa, Irbid and Jerash during the scholastic year 2003/2004.
All necessary data were gathered by a questionnaire developed by the researchers. The validity and reliability of the questionnaire were tested. It was composed of 62 (controversial issues) divided into five domains: (political, social, economic, religious and educational issues).The study revealed the following results:
- Educationists and opinion leaders, specify controversial issues in the Jordanian society as (political issues 14, social issues 12, economic issues 13, religious issues 11, and educational issues 12).
- The assessment of teachers and supervisors for the importance of the inclusion of controversial issues in the curriculum of social studies in the secondary stage was of a moderate level in every domain. Teachers and supervisors put the political issues in the first rank, economic issues the second rank, and religious issues come last.
- No statistical differences exist among teachers and supervisors assessment due to educational position.
- No statistical differences exist due to experience and qualification of teachers and supervisors and the interaction between them, except statistical differences due to the interaction between experience and qualification of teachers in the first domain (political issues) to the preference of teachers with experience (more than 5-10) years and the bachelor degree.
Finally, the researchers recommend to develop the social studies curriculum to include controversial issues in the Jordanian society, and assure the importance of social studies curriculum for issues concerning technology, peace and war, democracy, and patriotic unity.
This study aimed at examining the effect of a group counseling program relying upon reality therapy in developing social skills and adjusting locus of control among children at risk. The study attempted to answer the following questions:
1. What is the effect of the reality therapy group counseling program in developing social skills and adjusting locus of control?
2. Is there an interaction effect between sample age and the counseling program with regard to developing social skills and adjusting locus of control?
The researchers used the social skills scale and Rotor's locus of control scale. The sample consisted of sixty children at risk from both age groups (12 – 15 years) and (16 – 18 years), all of them were male children. The sample was randomly assigned into two groups; experimental and control. Both groups were divided into two subgroups according to their age, every subgroup contained (15) children. The experimental group received the reality therapy counseling program while the control group didn't. The group counseling program was conducted through (14) sessions. Using 2-WAY ANOVA, the results showed that there were effects of the reality group counseling program in developing social skills and adjusting locus of control. The children became of internal locus of control. The results also showed no interaction between sample age and the counseling program in terms of developing social skills and adjusting the locus of control.
The current study aimed at exploring the level of social interaction among students with and without learning disabilities and its differences according to gender, nature of school, academic grade, and type of learning disabilities in regular schools in Amman. It also aimed at studying the differences in the level of social interaction according to the type of learning disability, and the number of years the student attended a resource room.
The sample of the study consisted of 284 students with learning disabilities attending regular schools in Amman, and receiving the services of resource rooms.
A rating scale to assess the nature of social interaction among students with and without learning disabilities in regular schools was prepared and applied.
The results revealed that the social interaction among students with and without learning disabilities was positive in a moderate degree.
The results also showed that statistically significant differences in social interaction existed according to the grade level and type of learning disability. But there were no significant differences in the social interaction according to gender, nature of school and number of years the student attended a resource room.
Science Teaching, Chemistry Laboratory, Lab Work, Safety Precautions, Gender, Achievement, Colleges of Education, Sultanate of Oman.
Publication year: 2006
Pages: 275 - 290
The purpose of this study was to investigate the level of Omani chemistry students' understanding of safety precautions in chemical laboratories. The sample of the study included (54) 4th year chemistry students from colleges of education in Oman. (22) of them were males; whereas (32) were females. An instrument has been used to tackle the problem of the study which is a test measuring the understanding level of safety precautions, and consisted of (55) items distributed into (5) domains.
The results revealed from the study were as follows:
1. The students’ understanding level of safety precaution was lower than the educationally accepted criterion.
2. There is no significant difference in students’ average performance on the safety precautions whole test and its sub-domains with respect to gender.
3. There is no significant difference in students’ average performance on the safety precautions in the whole test and its sub-domains with respect to the previous chemical achievement level (except for the second domain), in favor of the achievement level (over good).
The researchers then recommended implicating an instructional unit for safety precautions in chemistry and including such precautions as part of the regular practical exams. The researchers also recommended conducting further studies in the field of safety precautions in laboratories at the different stages of studying.