Science, Technology, Engineering, Art and Mathematics STEAM education not only promotes students learning, but also has a significant effect on their thinking, creativity, and character. In this study, the researchers investigated the applicability of (STEAM) public education from the perspective of science and mathematics school teachers at Najran city, and the impact of gender, specialization, school level and teaching experience variables on teachers' perceptions and their self-efficacy towards applying this approach. A scale of self-efficacy of math and science teachers on STEAM was applied to 221of Najran city school teachers in the Southern region of Saudi Arabia. An internal consistency check and validity tests were performed to ensure the reliability and validity of the measure. The results indicated that the suggested methods for employing (STEAM) in the pre-university education reported high preference levels by teachers. Furthermore, differences exist on the STEAM practices and self-efficacy between the participants characteristics (gender, specialization, education level and work experience). Hence, although literature offers some information regarding teacher's perception and their STEAM practices, much remains to be unknown. There is a gap in terms of improving teachers' belief towards STEAM education and its practices. Results suggest that STEAM practices can be part of the education curriculum.
The present research paper aims to develop a proposed strategy for promoting the role of university entrepreneurship education and the attitude towards the entrepreneurial university in light of Saudi Vision 2030. By reviewing relevant literature, the study adopted the analytical descriptive approach to defining the theoretical principles for entrepreneurship education, the requirements and methods for achieving effective entrepreneurship education, and the current situation of entrepreneurship education in Saudi universities and their role in supporting entrepreneurship. Based on various models of strategic planning and Saudi Vision 2030, a proposed comprehensive strategy of university entrepreneurship education was developed to promote the attitude toward entrepreneurial universities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>
This study aimed to identify the effect of using the Mathway application on the development of academic achievement in mathematics among secondary school students in Najran city. The study population consisted of all students in the second year of secondary school who study Mathematics -4- in the second semester of the academic year 1442 AH in Najran city. The study followed the quasi-experimental design, which was conducted on a sample of (83) students divided into (41) students in the experimental group studying using Mathway application, and (42) students in the control group who studied using the traditional method. To ensure that the two groups are equal, a pre-achievement test was prepared before the experiment, and a post-achievement test was prepared to find out the differences between the two groups after applying the experiment. The results of the study showed a statistically significant difference at (∝ ≤ 0.05) between the means of the experimental group and those of the control group in the post-academic achievement test in favor of the experimental group due to the use of Mathway application. In light of the results, the study recommended using Mathway application and similar applications in the processes of teaching and learning mathematics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>
The present study aimed to investigate the perceptions and self- efficacy level of teachers towards the integration of Science and Mathematics based on gender, specialization, and years of experience. It utilized the descriptive (survey) method and applied a questionnaire to (270) teachers of Science and Mathematics in Najran and Jazan. The results showed that the response of the study sample to the instrument in general was significantly with an average of (3.84), and all major areas also came largely, The values of the arithmetic average (3.82) for the justification of integration, (3.49) for the optimal method of integration, (3.81) for self- efficacy and (4.04) for requirements and problems as well as proposed procedures, It turns out that integration was highly motivated by the participants because it enhanced the student's relation to everyday problems with an average (3.82), and that most of the teachers preferred a comprehensive application of the mathematical methods in teaching science with an average of (3.79). Additionally, lack of providing specialized training programs was a big obstacle to integration with an average of (4.11). Teacher's self- efficacy towards the application of integration of science and mathematics in teaching was low with an average of (3.87). Furthermore, there were statistically significant differences in the participants' responses due to gender favoring males, and to years of experience favoring more than 10 years, while there were no statistically significant differences due to specialization.
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