There is lack of studies that describe the experience of studying a health promotion course using an interactive approach and students' perceptions about this method of teaching. The purpose of this study is to describe students' experiences and perceptions about health promotion course using an interactive learning approach. A descriptive qualitative design was used among 16 undergraduate university students at a governmental university. Four main themes emerged from the data analysis including: (1) fruitfulness and satisfying experience of interactive learning, (2) interactive learning versus traditional learning, (3) barriers to interactive learning, and (4) suggestions to enhance interactive learning. Students reflected positive attitudes toward interactive learning. Interactive learning helped students to be engaged in learning process physically and cognitively. Students mentioned several advantages of learning health promotion course using interactive learning, including, enhancing understanding, sharing ideas and opinions, promoting self-esteem and self-confidence, keeping their minds active and attentive, and improving interpersonal communication. Updated and contemporary learning strategies and methods should be introduced for enhancing interactive learning courses.

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The purpose of this study is to investigate the effect of using a blended learning method on ninth grade students' achievements in English and their motivation towards learning it. The sample consisted of 100 female students selected purposefully and distributed into two groups: experimental and control. The experimental group studied English through a computerized program in the traditional method, while the control group was taught by the traditional method only. The results revealed statistically significant differences between the two groups in favor of the experimental group both in the achievement and the motivation towards learning English. The researchers recommended using computerized teaching in addition to the traditional method due to the positive results shown by the current study. In addition, they recommended conducting studies that measure the effect of blended learning on some aspects related to English language such as: vocabulary, spelling, pronunciation, or any other aspects.

The aim of this study is to investigate the impact of using electronic games on teaching English vocabulary to kindergarten students to find out if these selected games could facilitate the competences of English language learners. To accomplish the goal of the study, a pre-and post-test was conducted in order to measure the level of the students in English. The sample of the study consisted of 100 kindergarten students in private kindergartens in Irbid during the first semester 2016-2017 and was given out into four parties, which were chosen purposefully: two experimental and two control groups. The results of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group.Furthermore, there were no statistically significant differences in the achievement of the students due to gender or to the interaction between group and gender.

This study aimed at comparing private and public schools in terms of students' achievement in English Language and parents' attitudes towards teaching their children in private schools. To achieve the aim of the study the researchers conducted a test to measure students' achievements in English language and they also distributed a questionnaire among the parents of the students in private schools. The sample of the study consisted of 165 students from two public schools and two private schools, and 66 parents. Means, standard deviations and T-test were used to analyze the results. Results showed that there are statistically significant differences in students' achievement in English language between students of private and public schools in favor of private schools, it also shows that there are statistically significant differences at (a= 0.05) in the parents' attitudes towards teaching their children in private schools due to the academic level, gender, and financial level variables.