This research aimed to identify the effectiveness of augmented reality technology on improving visual thinking in mathematics and academic motivation among middle school learners in Saudi Arabia. To accomplish the research objectives, the experimental method with a quasiexperimental design was adopted and it included an experimental group and a control group with the pre-and post-test of both groups. The research was implemented on a random sample of (76) students and the research tools included the Visual Thinking Test and Academic Motivation Scale. The tools were pre-and post-tested to the groups of the research in the second semester of the academic year 2019/2020AD. The results concluded that the experimental group surpassed the control group in visual thinking and academic motivation. Based on the results, both researchers recommended the involvement of augmented reality technology in mathematics instruction at different levels of education. They also recommend the inclusion of this technology in mathematics in overall, and Geometry in specific.

This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.

The study aimed to identify the importance of training female early childhood teachers in educational design processes through project-based learning in order to improve their educational design processes. In addition, the study sought to identify the pros and cons of training on instructional design through project-based learning from the students' perceptions, and to provide recommendations and suggestions to overcome any negatives. A mixed-method research design was used in this study, in which a questionnaire was distributed to (40) female students in the early childhood major in the College of Education, Imam Abdul Rahman bin Faisal University, Saudi Arabia, and interviews were conducted with (12) of them to get a deeper understanding of possible areas of improvement in the instructional design processes, and the pros and cons of training. The results of this study revealed a clear improvement in the educational design processes represented in analysis, design, development, experimentation, and evaluation. The students also showed positive improvement and development in 1) the cognitive and skill aspects of instructional design processes, 2) social skills, such as communication skills, leadership skills, exchange of experiences, and appreciation of teamwork, and 3) emotional skills, such as reducing anxiety and tension. At the end of this study, the researchers have presented some recommendations and suggestions in light of the improvement aspects suggested by the participants.

This study examined the creative teaching for high school mathematics teachers in Saudi Arabia. The original data set included 200 teachers in high public schools in the province of Dammam, Saudi Arabia. The researcher also prepared a creative teaching questionnaire for mathematics teachers in high schools and a qualitative analysis method was employed to analyze the data. The results showed that the items on the questionnaire on creative practices ranged between (3–4.23) with a general average value (3.16) and a standard deviation (0.192), which indicated a median level of creative practice among the high school mathematics teachers in Saudi Arabia. This study suggested that it should be better to prepare training programs for mathematics teachers to acquire creative teaching skills and make them more aware of the importance of creative teaching in their classes.

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