Towards Constructing and Developing a Self-Efficacy Scale for Distance Learning and Verifying the Psychometric Properties

AlAli, Rommel; Saleh, Shoeb

doi:10.3390/su142013212

Cited by 9 publications

(7 citation statements)

References 43 publications

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“…The results also show a strong correlation between the dimensions of the rating scale. Table 6 presents the indicators of internal construct validity (AlAli and Saleh, 2022), which confirm the CFA results. Table 6 also shows that the model presents a good fit between the rating scale items and indicators of a good fit the scale in its final form (46 items) with the data of the study sample.…”

Section: Construct Validity Based On Factor Analysissupporting

confidence: 70%

Evaluation of STEM-Aligned Teaching Practices for Gifted Mathematics Teachers

AlAli,

Wardat,

Saleh

et al. 2024

European Journal of STEM Education

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Background: The STEM education system has garnered significant interest due to its innovative approach in creating a multidisciplinary and integrated knowledge structure that connects science, technology, engineering, and mathematics, and allows students to apply scientific knowledge in a comprehensive and holistic manner. Consequently, evaluating the teaching methods of teachers in accordance with STEM standards is critical. This assessment should take into account various educational objectives, including cognitive, skill-based, and emotional aspects. Purpose: This study aimed to evaluate the creative teaching practices of mathematics teachers for gifted students according to STEM standards. Method: The study applied the descriptive analytical method and developed a rating scale for evaluating creative teaching practices based on STEM standards, verifying the psychometric properties in several ways. The study sample consisted of 64 teachers of mathematics for gifted students. Results: The results showed that the degree of application of creative teaching practices by the teachers of gifted students according to STEM standards was at the moderate level in three domains: planning, implementation, and assessment. Conclusions: Despite the importance of achieving integration for STEM, the actual teaching practices of teachers of the gifted according to these standards were generally average and did not reach acceptable and ambitious levels.

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Section: Construct Validity Based On Factor Analysissupporting

confidence: 70%

Evaluation of STEM-Aligned Teaching Practices for Gifted Mathematics Teachers

AlAli,

Wardat,

Saleh

et al. 2024

European Journal of STEM Education

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“…It also confirms the main dimensions and factor loadings inherent in the instrument. Thus, CFA emerges as an indispensable analytical technique, contributing significantly to other facets of psychometric assessment [ 2 ].…”

Section: Methodsmentioning

confidence: 99%

“…The effectiveness of this approach is contingent upon the design of the technological educational environment and the consideration given to its fundamental components. Additionally, a multitude of studies have emphasized the urgent need for interactive learning environments that actively engage students, foster their motivation to persist in learning, and augment their ability to apply the acquired knowledge in real-life situations [ 1 , 2 ].…”

Section: Introductionmentioning

confidence: 99%

Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: “An Applied Study”

Saleh,

AlAli,

Wardat

et al. 2023

EJIHPE

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The widespread adoption and expansion of distance learning necessitates the consideration of issues related to learning passion, which is the strong desire of learners towards a specific activity of high value and meaning that enables the use of relevant cognitive and behavioral strategies to acquire, store, apply, share, use, absorb, and create knowledge. The current study aimed to measure learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments using tangible indicators. The study utilized a descriptive correlational approach to identify the effects of the study variables, including learning emotion (harmonious passion—emotional obsession), on knowledge management through the mediating role of self-regulation in distance learning environments. The results show that learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments were higher than average, and there was a significant correlation between emotion, self-regulation, and knowledge management. Additionally, learning emotion (harmonious passion and emotional obsession) had a statistically significant effect on self-organization processes and knowledge management. Structural equation modeling analysis confirmed the validity of the proposed path model, indicating that self-regulation plays a crucial role in mediating the relationship between emotion and knowledge management in distance learning environments.

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“…Third, the standardized fit statistic (Zstd) should also be determined. Zstd value is acceptable because it lies within -2<Zstd<+2 (AlAli & Saleh, 2022).…”

Section: Verifying Validity and Reliability Of The Instrumentmentioning

confidence: 99%

SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students

AlAli

Wardat

Al-Qahtani

2023

EURASIA J Math Sci Tech Ed

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Education is important for the advancement of peoples and countries, so it is necessary to take care of the learners by providing them with the skills and experience to face problems systematically based on sound thinking, by following appropriate teaching strategies. Therefore, this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on meta-cognitive thinking, and the effect of its employment in developing the mathematical thinking skills of gifted tenth-grade students. The analytical descriptive approach and the experimental approach were used. 84 gifted male and female students from the tenth grade were randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch model. The study results showed that there were statistically significant differences between the average level of metacognitive thinking among gifted students who learned using SWOM strategy, and the average level of metacognitive thinking among students who learned traditionally, in favor of the students who learned using SWOM strategy. The results of the study also showed that there were statistically significant differences between the average scores of gifted students who learned using SWOM strategy, and the average scores of gifted students who learned traditionally in a mathematical thinking skills test, in favor of the students who learned using SWOM strategy.

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Towards Constructing and Developing a Self-Efficacy Scale for Distance Learning and Verifying the Psychometric Properties

Cited by 9 publications

References 43 publications

Evaluation of STEM-Aligned Teaching Practices for Gifted Mathematics Teachers

Evaluation of STEM-Aligned Teaching Practices for Gifted Mathematics Teachers

Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: “An Applied Study”

SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students

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