The authors examined the relationship between Learner-Centered Practices (LCP) and Students' Intrinsic Motivation (IM) and Midterm Grades (MG). Random sample (N= 971) (584 females, 387 males) of Hashemite University graduate and undergraduate students completed Learner-Centered Practices Students' Perceptions Inventory (LCPSPI) (McCombs and Whisler, 1997), and Intrinsic Motivation Inventory (IMI). The results showed significant correlations between students' (LCPSPI) scores and their intrinsic motivation (IMI) scores (<em>r= 0.46, p<0.01
Run-up Distance, Kinematic Variables, Long Jump, Novice Long Jumpers
Publication year: 2007
Pages: 44 - 58
The purpose of this study was to investigate the best run-up length contributing to long jump distance, and to investigate the relationship between the run-up and the kinematic variables. For this purpose, a regression formula was established to predict jumping performance that can be used for athletes selections. (80) long jumping students served as subjects in this study, in which the best 11 athletes, whose ages range between “13-15”, had been assigned 3 trials in six run-up lengths and these were randomly ordered to each subject (10, 15, 20, 25, 30, 35 and 40m). The kinematic variables were calculated at the center of gravity of the body and they were: Take-Off Angle (TOA), Take-Off Velocity (TOV), Horizontal Take-Off Velocity (HTV), Vertical Take-Off Velocity (VTV), Take-Off Height (TOH) and Run-Up Velocity (RUV). Results showed that (20) meters run-up length was the best for the subjects of the study and that the relationship between the Horizontal Take Off Velocity and the jump distance was strong and proportional. A provisional prediction formula was established and it was suggested to adopt shorter run-up lengths for the primary students in Jordan to achieve a better kinematic relation.
Research findings showed four thinking patterns: correct coherent (5%), correct unjustified (7%), coherent incorrect (45%) and incorrect and inconsistent (43%). Research findings also showed that science student teachers from the junior high stage tend to give incorrect coherent answers (56%), while those from the elementary stage tend to give inconsistent and incorrect answers (60%); besides, student teachers who give incorrect and coherent answers had succeeded in making a conceptual change. The study findings showed that students should be encouraged to take into consideration all dimensions of the problem in their judgment.
The measure was composed of three categories; First: instructional design criteria, second: instructional media design criteria (site components), and third: support services. The measure consisted of (93) criteria with a reliability coefficient of (0.78) by using (Kendall’s tau-<em>b
Distance Education, Time Management, Social Variables.
Publication year: 2007
Pages: 89 - 104
4. There were no statistically significant differences between students’ scores in attitudes towards time management (positive / negative) related to the average hours spent in any daily behavioral activities.
In light of the results of the study, it has been suggested that further studies should be conducted to investigate the effect of gender on mathematical reasoning ability in samples from other grades and levels of education and in other Arab countries as well. The study also recommends helping females of high verbal ability to similarly excel in mathematical ability as male students of equivalent verbal ability do.
Results showed statistically significant differences between the experimental and the control group in favor of the experimental group. The results also showed that no statistically significant differences existed according to gender or age.
The present study aimed at exploring whether Jordanian teachers of English as a foreign language (EFL) are cognizant of, and do perform, essential teaching skills in their classroom instruction. Participants in the study were 60 teachers teaching English Language for basic stage students in the University of Jordan District in Amman. Two research instruments were used to collect data: An open questionnaire and a scale of teacher performance evaluation.
Research findings revealed that participants in the study were aware of the teaching skills necessary for every teacher, namely lesson planning and preparation, lesson presentation and lesson management, classroom climate and discipline, assessment of student progress, and reflection and self-evaluation. However, although the participating teachers were rated to be satisfactorily performing such skills in their classroom practice, this degree of performance is not the standard expected from such established teachers. With respect to experience, it was found that less experienced teachers performed better on lesson planning and preparation and on reflection and self-evaluation; experienced teachers did better on lesson presentation and management, assessment of student progress and discipline.
Based on the findings, it is recommended that pre-service and in-service training courses, focusing on the essential teaching skills mentioned in the study, should be organized for teachers. Further studies that consider other variables, such as academic and professional qualifications, are recommended.
Reading Strategies, First Language (L1), Second Language (L2).
Publication year: 2007
Pages: 163 - 175
This study aimed at examining the extent to which Jordanian college-level students Practice the reading strategies in reading Arabic (L1) and English (L2). The sample of the study consisted of (918) Yarmouk University students enrolled in the two courses of (Arabic 100 and English 100A) for the second semester of the academic year 2004/2005. To achieve the purpose of the study, the Reading Strategies Questionnaire (RSQ) was adopted by the researchers. The students’ responses to the (RSQ) were analyzed to examine the extent to which they use the reading strategies, and an independent t-test was conducted to test whether there were any significant differences between their use of the strategies in reading Arabic and in reading English. The results of the study revealed that there were disparities in the students’ use of the reading strategies, and that there were statistically significant differences in favor of using the whole-, pre-, and while-reading strategies in reading English, and in favor of using the post-reading strategies in reading Arabic.
Finally, implications and recommendations for educators, instructors and researchers were suggested.
Authors: Jawdat A. Saadeh , Yosra A. Zaidan , Ismael J. Abu Zyada
Sixth Grade Pupils’ Priorities of Rokeach Scale Value According to Some Variables
Publication year: 2007
Pages: 176 - 194
This study aimed at ranking the terminal and instrumental values by grade six pupils in Salfeet Governorate (Palestine) according to three variables: sex, students place of housing and the work type of their fathers.
Rokeach values survey of (36) items, which was adapted to the Jordanian educational environment by Batsh and Abdul-Rahman (1990) was evaluated by (31) jury group members, in order to select the most appropriate items to the Palestinian educational environment and to the age of sixth graders. (10) terminal values and (10) instrumental values were selected.
The reliability coefficients of ranks were calculated by applying the instrument two times, and were between (0.35-0.84).Cluster sampling of (151) sixth graders was chosen, (77) male and (74) female pupils.
To answer the study’s four questions, and to test its three hypotheses, the researchers used rank means, “t” test, and One-Way ANOVA. The results showed that the first rank went to the national security as terminal value and to the cleanness as instrumental value. There was statistical significant difference for equality and free choice values in favor of the male students, and for the salvation values in favor of female pupils. There was no significant difference for each of the instrumental values according to the sex variable. The results showed also a significant difference for free choice and sacrifice values, in favor of pupils who lived in the (A) area, where the security control is for Palestinians, and for ambitions value in favor of pupils who lived in the (B and C) areas, where the security control is for Israelis. There was also a significant difference for free choice and encouragement values, in favor of pupils, whose fathers receive a monthly salary.
Most results were attributed to the severe life conditions of sixth graders, because of the Israeli occupation to Palestine.
This study aimed at evaluating practical teaching programs by principals, cooperative teachers and practical teaching students involved. The sample consisted of (37) principals, (135) teachers and (143) students. Three questionnaires, which were tested for validation and reliability, were developed for this purpose.
The results showed the appropriateness of the organizational and administrative sides to the practical teaching programs. Suggestions were duly submitted to enhance the development of such programs. A reasonable satisfaction of the sample was manifested regarding the roles of the supervisors, the teaching staff and students' performance.
The study recommended the need to update the practical teaching programs to cope with the developments of the field in Jordan and world wide. It also recommended the urgency of periodical meetings between the teaching staff in the curriculum and instruction division and principals and teachers involved in order to provide the latter with the later innovations in the specialization, in addition to increasing practical teaching periods for the students involved. The last recommendation was to find criteria for choosing the cooperative schools and teachers to ensure a high level of training.
This study was conducted to answer the following questions:
1. What is the effectiveness of using the cooperative learning strategy in deaf children’s acquiring of scientific concepts comparing it with the ordinary strategy?
2. What is the effect of cooperative leaning strategy on treating the science misconceptions carried by deaf children?
3. What is the effectiveness of the cooperative learning strategy in changing and improving classroom learning practices among deaf children?
The sample of the study consisted of 20 deaf second grade male and female children divided into two groups. The experimental group was taught using the cooperative learning strategy and the control group was taught using the traditional learning strategy. Two female teachers volunteered to team-teach the two groups for eight weeks. Data were collected and quantitatively and qualitatively analyzed. The study revealed that the cooperative group outperformed the control one with regard to the level of acquisition of scientific concepts (α =0.05). Analysis of the qualitative data revealed that the experimental group showed some promising behaviors such as interests in learning, immersing in cooperative activities, less competition and less violence and acceptance for correcting mistakes by other colleagues. The researcher recommended deep revision and modification of teaching and learning strategies implemented in deaf children classes to meet their social and emotional needs.