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This study aimed to investigate the effectiveness of interactive training programs in developing a set of non-cognitive skills in students at the University of Petra. Furthermore, it sought to examine the impact of the sex, academic year, and university major variables on developing these skills in students who underwent the training program, as well as whether a correlation exists between the GPA of students in the experimental group and how they acquired these non-cognitive skills. The study focused on the following six non-cognitive skills: (a) locus of control; (b) planning; (c) empathy; (d) self-confidence; (e) growth mindset; and (f) grit. The study sample was randomly distributed into three groups: the first (Group A) attended an interactive training program; the second (B) attended a training course using a traditional teaching strategy; while the third (C) did not attend any programs whatsoever. The researchers have designed an interactive training program and a questionnaire to measure the sample's non-cognitive skills on all six dimensions. The results indicate statistically significant differences between the different teaching methods used on all three groups (A, B, and C) in the overall test, as well as on three dimensions of empathy, growth mindset, and grit in favor of the experimental group (A). Additionally, findings have revealed no significant differences in the extent to which students in the experimental group (A) have acquired non-cognitive skills on the variables of sex, academic year, and university major. Moreover, the study did not show significant correlation between the extent to which students acquired these non-cognitive skills and their GPAs.

<p>This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya’s Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving skills in daily-life issues. The study sample consisted of 65 female students majoring in class teacher. Data were collected using two questionnaires: the mathematical problem solving test which was developed by the researchers and daily life problem solving scale which was developed by (Hamdi, 1998). The findings indicate that students had high level skills in solving daily problems; there are no statistically significant differences in daily problem solving in relation to their academic year or high-school stream. Conversely, the findings also indicate weaknesses in students’ skills in solving mathematical problems, with no statistically significant differences among students in solving mathematical problems according to Polya’s problem solving steps. However, there were statistically significant differences in students’ performance in solving mathematical problems in relation to the mathematical topic, and in favor of measurements and algebra; in addition to statistically significant differences in students’ ability to solve mathematical problems in relation to academic year and high-school stream, but no correlation between students’ abilities in solving mathematical problems and those in solving daily problems.</p>

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

The focus of this study is to examine the pre-service elementary school teachers' mathematical thinking and their attitudes towards mathematics. The researcher also examined the correlation between the students' mathematical thinking and their attitudes toward mathematics. The study sample consisted of eighty female students. The researcher employed two types of instruments: the Attitudes towards Mathematics Inventory (ATMI) and Mathematical Thinking Test (MTT). The research results revealed 1) there was a positive correlation between students' mathematical thinking and their attitudes toward mathematics. 2) That the average students in mathematical thinking test is moderate; and students' performance is the best in the Modeling and Induction aspects. In addition, the average is weak in Mathematical Proof and Generalization.3) The students' performance in the mathematical thinking test in some aspects varies depending on the specialization in the secondary school in favor of students of the scientific stream. 4) The performance of students on mathematical thinking test shows the growth in some aspects of mathematical thinking while moving from one academic year to another. 5) The students have positive attitudes toward mathematics.

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This study aims to investigate the level of use of computer software and applications, and how it affects motivation toward e-learning as well as academic performance and achievement. The researcher selected a study sample of 500 male and female undergraduates at Petra University. Furthermore, two scales were implemented for the purpose of this research; the first investigated the level of use and integration of programs and applications, and the other investigated how motivated learners were toward e-learning with the use of such applications and programs. The study identified applications most commonly used by undergraduates, with social media networks, E-mails, and smart phones in the lead. Moreover, findings indicated a positive correlation between the level of applications and computer programs use and motivation toward e-learning. However, no correlation was found between the level of implementation and motivation toward e-learning; likewise, academic achievement and faculty were not effective in differentiating motivation levels. However, the variables of academic level and sex were statistically significant in favor of male and older students in their motivation toward e-learning.