The current study has aimed to identify the status of teaching mathematics in simultaneous virtual classes, in the light of the Covid 19 pandemic, by uncovering the teaching practices in the fields of lesson planning, teaching the new mathematical knowledge, classroom management, and raising the level of interaction, and that of evaluation. The descriptive approach was used in this study, and a random sample, which consisted of 385 mathematics teachers in the Qassim Education Department, was chosen during the first semester of the academic year 2020/21. The questionnaire was the tool used to collect the data after confirming the validity and the reliability thereof. The results of the study showed that the status of teaching mathematics in simultaneous virtual classes in the light of the Covid 19 pandemic was at a high level (3.80/5), according to the respondents' point of view. The results were respectively as follows: planning "high" 3.87; teaching new mathematical knowledge high "3.81"; the evaluation at a high degree of 3.80; and class management, as well as raising the level of interaction at a high degree of 3.67. The results of the study have revealed that there is a discrepancy in some practices, a matter which requires the identification of the training needs of mathematics male and female teachers in the field of e-learning in virtual classes, such as diversifying the methods of receiving students' responses to activities (chatting - WhatsApp --... etc.); the use of electronic participatory learning strategies in building and organizing the work of cooperative learning groups, employing electronic communication applications in providing reinforcement and feedback to students, employing electronic sports activities in presenting the lesson, and by using virtual engineering tools, while solving mathematical problems.
This study was based on two independent studies which in total consisted of 1812 school pupils aged 6-12 years in Saudi Arabia. Study I consisted of 1591 school pupils (609 boys and 982 girls) attending state schools, and Study II consisted of 211 boys with learning disabilities. Intelligence (measured using the Standard Progressive Matrices Plus for Study I and the Standard Progressive Matrices for Study II), head size and height were measured for the two samples. The results showed that intelligence was statistically significantly correlated with head circumference (r=0.350, p<0.001 for Study I and r=0.168, p<0.05 for Study II) and height (r=0.271, p<0.001 for Study I and r=0.178, p<0.05 for Study II).
The present study aims to analyze the common writing errors made by EFL students at Dhofar University in the Sultanate of Oman. The study included 93 first-year students enrolled in a university requirement course. The students’ written English essays were collected to carry out the analysis. A number of errors in the students’ essays are identified and classified into various types. The results of the analysis of the students’ writing samples show that the common errors of EFL students at Dhofar University are basically related to spelling and grammar. Spelling and grammatical errors are classified into different types, with a frequency count for each type of error. Grammatical errors account for the biggest number of errors which are distributed on eight different types. These types are listed in order based on their frequency as follows: (1) verb tense and form, (2) plurality (3) subject-verb agreement (4) prepositions (5) part-of-speech (6) word order (7) articles (8) adjective form. Spelling errors, on the other hand, are classified into four types which are listed in order as follows: (1) omission (2) substitution (3) insertion (4) transposition. Based on these results, a number of recommendations for treatment of writing errors are suggested.
The study aimed to prepare a program in action research based on Project-Web Learning Approach, and investigate the effectiveness of this program to develop the action research skills for master's students at Dhofar University in Oman. The study was based on the semi-experimental design of one group (pre-post application). The study sample comprised (27) master's students of Education Department in College of Arts and Applied Science of Dhofar University. Data were collected via the test of action research skills for the sample in the courses of educational research and seminar in curriculum & instruction. The study was carried out during 13 weeks. Data were analyzed using means, standard divisions, and T test. The study concluded that there was a significant difference at (0.01) between the mean grades of students in the pre-test of action research and that of the post-test in favor of the post-test. In light of the results, the study recommended preparing the content of all courses to master's students in accordance with the Project-web learning Approach, and improving the instructors' performance to develop action research skills for their students.
Although mathematical literacy self-efficacy (belief that one can do mathematics) is essential to success in learning mathematics, it is not explicitly addressed in many educational institutions. The current paper used Reigeluth’s Model of increasing achievement and self-efficacy for mathematical literacy. It is one of the educational models that depend on the constructivist theory that contributes to helping the student to link his or her previous information with his or her new experiences. The sample consisted of 141 male and female students in the eleventh grade from Al Nahda School in Dhofar region, Oman. Students in the experimental group (N = 70) received instruction according to the Reigeluth model, and students in the control group (N = 71) received instruction in the traditional way. Students achievement and self-efficacy in mathematical literacy increased significantly more for the experimental group. There was relationship between achievement and self-efficacy on mathematical literacy for the student sample. It is recommended that the mathematics curriculum for all courses of education be prepared according to the Reigeluth model, and that mathematics teachers be trained in modern models for developing the achievement and self-effectiveness of their students’ mathematical literacy.
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