In line with the mission of Empowering Teachers: 21st Century Skills, our research group actively involves students as co-researchers alongside their academic advisors, fostering a culture of inquiry, innovation, and professional growth. This collaborative approach not only enhances students' academic and research competencies but also empowers them to play an active role in shaping the future of education.
Through participation in meaningful research projects, students gain hands-on experience in investigating real-world educational challenges, while simultaneously contributing to the development of modern teaching practices and evidence-based educational policies. Their involvement reflects the core values of 21st-century learning—critical thinking, collaboration, creativity, and digital literacy.
Below are some examples of student-led research projects supported by members of the group:
The Role of Male and Female Islamic Education Teachers in Promoting the Peace Culture for High School Students in the Riyadh Region from Their Point of View
Authors: El-Shara', Ibrahim and AlAnazi, Norah
Abstract: This study aims at exploring the role of Islamic education teachers in Riyadh region in promoting peace culture for high school students from their point of view. The study sample consists of (559) teachers and was randomly chosen from the Riyadh region. To achieve the purpose of the study, the researchers used the descriptive methodology and developed a questionnaire consisting of (57) items. The items were distributed into three main domains: tolerance culture, peace practices, and obstacles. The validity and reliability of the questionnaire were measured. The results revealed that the role of Islamic education teachers in the Riyadh region in promoting peace culture for high school students from their point of view is high. The tolerance culture domain is ranked first, followed by the peace practices domain and obstacles domain respectively. The researcher suggests several recommendations, such as increasing the extent of addressing issues related to peace culture and tolerance through the Islamic education curricula.
This research was conducted in collaboration with the student Nora Al-Enezi after her graduation, the student's role involved developing the research instrument, collecting previous studies, distributing the instrument and gathering data. This research focuses on the importance of teachers in promoting a culture of peace, as it plays a significant role in enhancing communication and sustainable development. Additionally, the research contributed to the student's acquisition of scientific research skills through its procedures, instrument preparation and calibration.
https://doi.org/10.35875/1105-024-001-010
The Effectiveness of Educational Platforms in Light of the New Corona Virus (Covid-19) From Mathematics Teachers' Perspective and The Obstacles They Face in Using Them
Authors: Jumana abu- qatab and El-Shara', Ibrahim
Abstract: This study aimed to find out the extent of The Effectiveness of Educational Platforms in light of the new Corona Virus (Covid-19) From Mathematics Teachers' Perspective and the Obstacles they face in using them. This study applied the descriptive survey method, and the sample consisted of (150) teachers. To achieve the purpose of the study, the Effectiveness of educational platforms scale were developed, and it consisted of (49) items it'sjugdl reliability and validity have been approved. The results showed that the mathematics teachers' ratings for the effectiveness of educational platforms are moderate, and their estimates of the obstacles to their use were high, except for obstacles related to infrastructure and curricula came moderate. The results showed that there were no statistically significant differences between the average estimates of mathematics teachers for the effectiveness of educational platforms according to the variables of academic qualification and years of experience. In light of the results of the study, the researcher recommends developing educational curricula to suit distance learning.
This research is extracted from the student's master's thesis. Through this research, the student acquired numerous research skills in addition to academic thesis writing skills. She learned how to summarize the thesis content to meet the requirements of peer-reviewed scientific journals, as well as skills in data analysis, presenting and interpreting results, and citing sources according to the APA style.
https://journals.wise.edu.jo/ojs2020/index.php/mish/article/view/538/179
The Degree of Awareness of Computer Teachers of the Basic Stage in Madaba Governorate in Jordan about the Applications of Artificial Intelligence in the Educational Process
Authors: Barham Aya and El-Shara, Ibrahim
Abstract: This study aimed to identify the degree of awareness among basic stage computer teachers towards artificial intelligence applications in teaching, the study sample consisted of (126) male and female teachers in Madaba Governorate. The descriptive survey methodology was used. The researcher developed a questionnaire consisting of (36) items distributed to three sub-fields, and its validity and reliability were verified. The results of the study showed that the degree of teachers' awareness of artificial intelligence applications in teaching was high in the sub and total domains, thedoma in of awareness of the importance of artificial intelligence applications in education ranked first. The results showed that there were no statistically significant differences according to the variables of experience and school type. Furthermore, they showed that there were statistically significant differences in the domain of (knowledge of artificial intelligence and its applications) in favor of private schools. There were statistically significant differences in the domain of (awareness of obstacles to the application of artificial intelligence in education) in favor of public schools.
https://doi.org/10.46515/jaes.v10i1.1408
Mathematics Anxiety among Newly Graduated Mathematics Teachers, and its Relationship to some Variables
Authors: Al-Titi, Fadi and El-Shara, Ibrahim
Abstract: This study aimed to identify the mathematics anxiety degree among newly graduated mathematics teachers and its relationship to gender and experience. The descriptive-analytical approach was used. The study The sample consisted of (237) newly graduated mathematics teachers. The researchers developed a mathematics anxiety scale. Its validity and reliability was verified. The results of the study showed that the mathematics anxiety degree among newly graduated mathematics teachers was medium. And the results didn't show statistically significant difference among the newly graduated teachers due to gender and experience variables. In light of the results the researchers recommended that the teachers must be encouraged to reveal their anxiety sources and to work on helping them to overcome them through technical and psychological support from educational supervisors, schools' principals and their experienced colleagues.
This research is extracted from the students' doctoral dissertation. Through this research, the student acquired numerous research skills in addition to academic thesis writing skills. She learned how to summarize the thesis content to meet the requirements of peer-reviewed scientific journals, as well as skills in data analysis, presenting and interpreting results, and citing sources according to the APA style.
https://doi.org/10.46515/jaes.v9i3.900
Mathematics Anxiety Among Female Teachers of the First Three Grades in Jordan
Authors: Al Dweri, Mahmoud and El-Shara, Ibrahim
Abstract: Objectives: This study aimed to investigate the level of mathematics anxiety among female teachers of the first three grades in Jordan.
Methods: The study utilized a mixed approach, combining quantitative and qualitative methods, to assess the mathematics anxiety experienced by female teachers. The sample included 450 female teachers from Amman, the capital city of Jordan. To achieve the study's objectives, the researchers developed a mathematics anxiety scale consisting of 37 items and an interview instrument, both of which were validated and tested for reliability.
Results: The study revealed that female teachers reported high levels of mathematics anxiety. Additionally, the results indicated no statistically significant differences (α=0.05) in the reported anxiety levels among female teachers based on their experience.
Conclusions: Based on the findings, the researchers recommend further investigation into the underlying causes of high mathematics anxiety among female teachers in elementary schools (first three grades) in Jordan. Additionally, they suggest the implementation of training programs for elementary school female teachers to enhance their mathematical teaching skills and reduce mathematics anxiety levels.
https://doi.org/10.35516/edu.v50i2%20-S1.1527
The Level of Knowledge of Iraq Mathematics Male and Female Teachers About TIMSS Test
Authors: Al-Sammarraie, Hudhaifa and El-Shara, Ibrahim
Abstract: This study aimed to find out the degree of mathematics male and female teachers' knowledge about the TIMSS test. The researchers developed a test to measure the degree of teachers' knowledge about the TIMSS. The available sample was selected (664) male and female teachers. It represented (15.1%) of the population who teach mathematics in Iraq. The results showed that the degree of mathematics teachers' knowledge about TIMSS ranged from low to moderate, and about (21%) had a high degree of knowledge about it. The results also revealed statistically significant differences (α=0.05) due to gender, years of experience, academic qualifications and grades taught by the teacher. The differences favored females, individuals with 10 or more years of experience, those with master's or PhD qualifications, and teachers of intermediate and middle school grades. Based on these results, the researchers recommend the organization of workshops to raise awareness about the TIMSS test and to inform mathematics teachers about its content.
This research was conducted in collaboration with the student Hudhaifa after her graduation, the student's role involved developing the research instrument, collecting previous studies, distributing the instrument and gathering data. This research focuses on the importance of teachers in promoting a culture of peace, as it plays a significant role in enhancing communication and sustainable development. Additionally, the research contributed to the student's acquisition of scientific research skills through its procedures, instrument preparation and calibration.
https://doi.org/10.60138/5019120246
Islamic Education Teachers' Role in Enhancing Aesthetic Values as Viewed by Secondary School Students in the State of Kuwait
Authors: Al-Kandari, Aisha and El-Shara, Ibrahim
Abstract: This study sought to determine, from the perspective of the students, how Islamic education teachers in the State of Kuwait might improve secondary students' aesthetic values. A stratified random sample of 1610 students were chosen. A descriptive survey design was employed. The validity and reliability of an instrument consisting of 75 items were established. The results showed that the students gave high marks to the role of Islamic education teachers in helping them develop their aesthetic values, with the faith domain receiving the highest marks, followed by worship, ethics, and transactions. There were statistically significant differences (α =0.05) in their estimation of the degree of teaching level in favor of the students in the twelfth grade, but there were no statistically significant differences regarding gender or school type. In light of the findings (p=0.05), the researchers suggested that secondary-level Islamic education textbooks should include a section on aesthetic values.
https://doi.org/10.47015/19.1.13
Teachers' Role in Addressing Behavioral Problems among Middle School Students in the State of Kuwait from the Students' perspective
Authors: El-Shara, Ibrahim and Al-Kandari, Aisha
Abstract: This study aimed at inquiring the role of teachers in addressing the students' behavioral problems in the State of Kuwait from the students' perspective. The study used the descriptive survey method. The questionnaire consisted of three major domains. The survey's total items were (30). The study sample consists of (447) students. A stratified random sample was chosen. The results showed that the role of teachers in addressing students' behavioral problems in the three domains was high. The highest was the academic problems' domain, while the lowest results were for the emotional problems' domain. The results also showed that there were statistically significant differences at (0.05) for the grade level in favor of 9th grade students compared with 7th and 8th grade students. However, there were no statistically significant differences according to the gender variable. In light of the results, the researchers recommend increasing teachers' interest in solving students' behavior.
This research is conducted with the students after graduation. Through this research, the student acquired numerous research skills in addition to academic thesis writing skills. She learned how to summarize the thesis content to meet the requirements of peer-reviewed scientific journals, as well as skills in data analysis, presenting and interpreting results, and citing sources according to the APA style.
https://journals.wise.edu.jo/ojs2020/index.php/mish/article/view/692/141
The Reality of Classroom Questions Posed by Mathematics Female Teachers at the Basic Education Stage in Libya: A Qualitative Study
Authors: Al-Ashhab, Asma and El-Shara, Ibrahim
Abstract: The study aimed at investigating the reality of the classroom questions posed by mathematics female teachers of the basic education stage during their instructions to determine the levels, objectives and types of questions. To achieve the purpose of the study, a purposeful sample of six female teachers who were interested in participating in this study were chosen, and six lessons for each of them were recorded visually and three of them were interviewed. The study found that most of the questions ranged from the first three cognitive levels: remembering, understanding, and application, the most of which was in remembering level (54%), with little questions of understanding (19%) and application levels (25%). Questions were rarely raised from the higher cognitive levels: analysis, syntheses and evaluation (2%). Most of the Questions objectives ranged from the disclosure of previous learning to support of mathematical concepts and generalizations. Rarely were they aimed at removing confusion or motivating students to question. Most of the questions were of the closed type, and did not rise to open questions or thought provoking questions. In light of the results of the study, the researchers recommended the need to train teachers to ask questions of higher mental levels and development of thinking.
https://www.jaesjo.com/index.php/jaes/article/download/143/139/140
The Status Quo of the Teaching Practices of Mathematics Teachers Winners of Queen Rania Al Abdullah Award for Distinguished Teacher in Light of the Award Criteria
Authors: Darwish, Basema and El-Shara, Ibrahim
The Degree of Using Alternative Assessment Methods by Intermediate Stage' Female Science Teachers in A-Qassem District in Saudi Arabia
Authors: AL-Asqah, Hessah and Al-Doulat. Adnan.
Abstract: The study aimed to identify the degree of using alternative evaluation methods by intermediate stage teachers in teaching science in Al-Qassim province. In order to achieve the objectives of the study, a questionnaire designed to collect data about the sample of the study, which included all the teachers of sciences in the middle school in Al-Qassim province in Saudi Arabia during the second semester of the academic year (2011-2012). The sample of the study consisted of (280) teachers. The study found that the use of alternative methods of evaluation by teachers in science education were intermediate. The results of the study also showed that there are no statistically significant differences in the use of alternative methods of evaluation by intermediate stage teachers in science education attributed to the variables of job experience and qualifications. In the light of these results, the researchers recommended spreading the culture of the alternative evaluation between students and teachers, parents. And should be applied in the context of teaching and learning processes, not as a separate part, in such a manner that the tasks of alternative evaluation looks like learning tasks, not empirical positions.
Parents' Perceptions of Their Children's Experiences with Distance Learning during the COVID-19 Pandemic.
Hamaidi, D., Arouri, Y., Noufal, R., & Aldrou', I.
This study aimed to investigate the perceptions of primary and secondary students' parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample, consisting of 470 parents, by random cluster method during the second semester of the 2019–2020 academic year. The study results show that primary and secondary students' parents were moderately satisfied with the distance learning process implemented in light of the COVID-19 pandemic. In addition, the results reveal statistically significant differences in the parents' perceptions attributed to the variables of the child's grade, in favor of grades 5–7; teacher's gender, in favor of female teachers; and school type, in favor of private schools.
This research study was conducted by a member of the research group in collaboration with graduate students from the University of Jordan. All authors, including the students, actively contributed to every stage of the study—ranging from developing the introduction and articulating the problem statement to data collection, analysis, presentation, and interpretation
http://dx.doi.org/10.19173/irrodl.v22i2.5154
International Design Standards and Virtual Learning: Investigations of Teachers' Experiences
Alkisbeh, E. M., & Arouri, Y. M.
The study aimed to reveal the consideration degree of the Darsak Educational Platform (DEP) for the International Design Standards (IDS) from teachers' perspectives in Jordan. In addition, it aimed to investigate the relationship between the consideration degree and the variables of teacher's gender, specialization, and classes they teach. To achieve the study objectives, the analytical descriptive method was used, and the study instrument (questionnaire) was developed based on reviewing many IDS, such as QM, SCORM, INACOL, and IEEE-LOM. The questionnaire was distributed after checking its validity and reliability. The study sample consisted of 352 teachers from public schools of the Kasbah District in Amman during the first semester of the school year 2022/2023. The sample study was selected based on the stratified random method. The results showed that the consideration degree of DEP for IDS from teachers' perspectives in Jordan was moderate. Further, findings indicated that there were no statistically significant differences in the consideration degree of DEP for IDS from teachers' perspectives attributable to the variables of teacher's gender, specialisation, and classes they teach. In light of these results, the researchers recommended the need for redesigning and developing DEP in accordance with IDS for the quality of international e-courses. In addition, they suggested periodically reviewing and evaluating the DEP platform every three years as a maximum, as well as conducting further research on the evaluation of the inclusivity and resource availability in DEP as one of the virtual learning environments. These findings imply the need for enhancements in the platform's design to better align with IDS, thereby improving usability, accessibility, and overall effectiveness. Additionally, the lack of differences across demographic variables underscores the importance of adopting universally effective design practices to ensure equitable support for all educators, regardless of their backgrounds or teaching contexts.
This research study is adapted from a master's thesis in which the student was actively involved in all aspects, including formulating the introduction and research problem, as well as collecting, analyzing, presenting, and interpreting the data, all under the supervision of Dr. Arouri.
https://doi.org/10.3991/ijim.v19i06.51127
The Degree of Awareness of the Gamification Strategy among Primary Stage Teachers in Amman.
Al-Sallal, E. D., & Arouri, Y. M.
Objectives: This study aimed to reveal the level of awareness among primary school teachers in Amman regarding the gamification strategy and its relationship with variables such as the type of school, specialization, and educational qualifications.
Methods: To achieve the study's objectives, a descriptive analytical method was used. A study tool (questionnaire) was developed and distributed after verifying its validity and reliability to a sample of 363 teachers from public and private schools in the University District of Amman during the first semester of the 2022/2023 academic year. The sample was selected using a stratified random sampling method.
Results: The results showed that the level of awareness of primary school teachers in Amman regarding the gamification strategy was high. Additionally, there were statistically significant differences in the level of awareness among primary school teachers in Amman regarding the gamification strategy attributed to the type of school, favoring private schools in all areas except the fifth area related to awareness of obstacles. There were no statistically significant differences attributed to the variable of specialization in all areas except the first area related to awareness of the concept, favoring humanities specializations. There were also no statistically significant differences attributed to the educational qualification variable.
Conclusion: In light of these results, it is recommended to continue holding training courses related to gamification, especially in public schools, and to develop guides for teachers on gamification, its types, and its applications in the educational process.
https://doi.org/10.35516/edu.v51i3.5992
The Reality of Using Virtual Labs in Teaching at the University of Jordan from the Viewpoint of Faculty Members
Abu Robe, J. A., Al-Btoush, R. S., & Arouri, Y. M.
This study aimed to identify the reality of using virtual laboratories in teaching at the University of Jordan from the Viewpoint of faculty members, and the effect of variables: college, academic rank, gender, and years of experience on the reality of faculty members' use of virtual laboratories in teaching. The study population and its sample consisted of all faculty members who teach courses that include practical credits in the faculties of Engineering & Science at the University of Jordan. To achieve the objectives of the study, a questionnaire consisting of (23) items was developed and then distributed -after verifying its validity and reliability- to the study sample in the second semester of 2020/2021. The results showed that the level of using virtual laboratories in teaching was medium. Further, they indicated that there were no statistically significant differences between the means of the estimates of the members of the study sample due to the variables of college, academic rank, gender, and years of experience.
https://doi.org/10.46515/jaes.v9i2.713
The extent to which teachers of higher basic stage in Jordan use e-learning.
Arouri, Y. & Al Odat, B.
This study aimed at exploring the extent of using e-learning among teachers of higher basic stages in one of the southern governorates in Jordan. The researchers used the descriptive approach to collect, analyze the data, and to interpret the results. The study sample consisted of 365 male and female teachers, and it was selected by using the stratified random sampling method. A questionnaire was developed to collect the data, and its validity and reliability were checked. The study results showed that the teachers were using e-learning moderately. In addition, there were no statistically significant differences due to the variables of gender and specialization. However, there were statistically significant differences due to the experience variable. In light of the study results, teachers should use e-learning strategy in their teaching process regardless the subject of the course content. In addition, teachers who have five years and more in teaching experiences should obtain training that focus on the updated use of technology tools.
http://dx.doi.org/10.4018/ijicte.2020070105