eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2017-07-01
3
3
11
43
10.21608/jrciet.2017.24445
24445
Original Article
Effectiveness of Development Strategy in building Optimism and Positive Thinking and Their Relationship of Reducing Future anxiety For students of Home Economics at the Faculty of Specific Education, Alexandria University
Hala Abo Elela
1
Faculty of Specific Education-Alexandria University
T
he study aimed to identify the Effective and positive thinking and their relationship to reducing Future anxiety For students of Home Economics at the Faculty of Specific Education, Alexandria University , where he met the concept of optimism and pessimism large turnout among researchers at the present time what revealed by many studies the impact that can be practiced characteristic optimism and high pessimism on the lives of individuals and their performance and the rate of their production. And followed in this study, the experimental design ever per experimental group, And it amounted to sample all the students parameters second year the Department of Home Economics at the Faculty of Specific Education, Alexandria University, and their number (30), a student, for the academic year 2015/2016. The study was the use of tools (optimism and pessimism for Seligman scale, test positive thinking, and the measure of future anxiety.
The study found:
There are no significant differences between the Mean degrees of experimental group in Pre-test and Post-test for optimism.
There are no significant differences between the Mean degrees of experimental group in Post -test and Follow up test for optimism.
There are no significant differences between the Mean degrees of experimental group in Pre-test and Post-test for Positive Thinking Skills and the total Degree.
There are no significant differences between the Mean degrees of experimental group in Post -test and Follow up test for Positive Thinking Skills and the total Degree.
There is no statistically significant relationship between the future anxiety and all of optimism and positive thinking skills for students in the experimental group after applying of the Development Strategy.
The study provides some recommendations:
Reapply development strategy on other samples from different educational levels of the pre-university education.
application of strategy on equality in the different educational levels to see the impact that can have on male and female, and the construction of other strategies that help in the construction of optimism and positive thinking and the face of concern for future students parameters.
Teach students how to think positive and make it unusual behavior in their lives, in order to meet future challenges and problems.
https://jrciet.journals.ekb.eg/article_24445_67079309011520e1dc4b2e5eb778ed19.pdf
development strategy
optimism
positive thinking- future anxiety- Home Economics
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2017-07-01
3
3
45
68
10.21608/jrciet.2017.24447
24447
Original Article
The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time
Samy Safaan
1
Nile Higher Institute for Business Technology in Computer Sciences
T
he purpose of this paper is to examine and present in an orderly fashion the implications of various approaches to the development of learning objects (e.g., instruction, collaboration, practice with hints, and assessment). To promote the learning of variables, types of data, control statements and loops, learning objects were developed in Learning Management System (LMS) E-lessons by college students who are enrolled in a visual programming course. The process of development involved one of the following four approaches: an approach based on instruction, practice with hints, collaboration and evaluation; an approach based on collaboration and practice with hints; an approach based on instruction, collaboration, and evaluation; and an approach based exclusively on instruction. In contrast to learning modules without e-learning practice on post-tests, according to the sample findings, the learning modules with e-learning practice performed better. The attitudes of the group with practice were also more positive. Further, unlike the samples that use instruction only, the samples with complete learning approaches took longer to finish the E-lessons
https://jrciet.journals.ekb.eg/article_24447_5d2309aeecab01f993a12301aa449a9c.pdf
learning management system
E-lessons
learning objects
E-learning
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2017-07-01
3
3
69
103
10.21608/jrciet.2017.24449
24449
Original Article
Using Student Response System to Enhance Listening and Speaking Skills for EFL Saudi Secondary School Students
Aly Qoura
1
Adel AlSheikh
2
Omar Abdullah Amin Omar Abdullah Amin
3
Faculty of Education Mansoura University
Faculty of Education Mansoura University
Faculty of Education Mansoura University
T his study was conducted to investigate the effectiveness of using student response system to develop EFL listening and speaking skills for secondary school students. Participants of the study were sixty students from al Taleah secondary school and were divided into control group and experimental one. Instruments of the study were a pre-post listening and speaking skills test to determine the level of the student listening and speaking skills. After measuring its validity and reliability, the listening and speaking skills test was administrated on both groups. Results showed no statistically significant differences between the two groups. While teaching the control group with traditional ways, the researcher administrated the proposed SRS-based program on the experimental group. Finally, post-listening and speaking test was administered on both groups. Results showed that experimental group performed better in the post- listening and speaking test after the experiment. This showed that the treatment program has an effective impact on improving EFL studentsʹ listening and speaking skills. According to all of that, it could be concluded that using SRS to develop EFL listening and speaking skills for EFL students is very effective.
https://jrciet.journals.ekb.eg/article_24449_21c49f0203b67b6b61618b447536adcd.pdf
student response system (SRS)
clickers
listening and speaking
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2019-01-14
3
3
105
135
10.21608/jrciet.2019.24450
24450
Original Article
Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence
Aly Qoura
1
Adel AlSheikh
2
Doaa Abdelfattah Ahmed
3
Faculty of Education, Mansoura University
Faculty of Education, Mansoura University
Faculty of Education, Mansoura University
T his study was conducted to investigate the effectiveness of using cognitive self- regulated strategies basedprogram to develop EFL oral communicative competence skills for student teachers. Participants of thestudy were sixty student teachers from Benha university faculty of Education and they were divided into control group and experimental group. Instruments of the study were an oral communicative competenceskills checklist determine the necessary oral communication skills for the student teachers and a pre-post oral communicative competencetest to determine the level of the student teachers' oral communicative competenceskills. After measuring its validity and reliability, the pre-oral communication skills test was administrated on both groups. Results showed no statistically significant differences between the two groups. While teaching the control group with regular ways, the researcher administrated the proposed CSRS-based program on the experimental group.Finally, post-oral communication test was administered on both groups. Results showed that experimental group performed better in the post- oral communicative competence test after the treatment.This showed that the treatment program has an effective impact on improving EFL student teachersʹ oral communicative competence skills. According to all of that, it could be concluded that using CSRS to develop EFL oral communicative competence skills for EFL student teachers is very effective.
https://jrciet.journals.ekb.eg/article_24450_97659500729618a283530b31d740ad40.pdf
cognitive self – regulated strategies (CSRS)
oral communicative competence
speaking
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2019-01-14
3
3
137
154
10.21608/jrciet.2019.24452
24452
Original Article
Using Whats App for Developing Collaborative Writing among English Majors at MUST
Hanan Khalil
1
Col. of FL, MUST
T
he aim of this study was to develop collaborative writing using the Whats Apps among 3rd year English majors at Misr University for Science and Technology (MUST) in Fall 2017 semester. The problem of the study was that 3rd year English majors were not motivated enough in the writing class and had difficulty in communicating through writing with each other during the limited time of the class. So, the idea of using Whats
Apps for developing writing skills was necessary especially that there is Wi Fi available at MUST. The researcher used the quasi- experimental design with two groups, experimental and control. Two instruments were used; a pre/ post collaborative writing skills test, and a reflection sheet. The results of the reflection sheet showed that 3rd year English majors did not use the Whats App in learning any language skill before and that they were satisfied with using it in the writing class. The writing skills test revealed that using Whats App was effective in developing collaborative writing among the participants in the study. Also, the results of the reflection sheet proved that the students of the experimental group were satisfied with using Whats App for developing collaborative writing.
https://jrciet.journals.ekb.eg/article_24452_ecd458b20081b9004a0304b3829e7906.pdf
(Using of Whats Apps
collaborative writing
English Majors
MUST)
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2017-07-01
3
3
155
182
10.21608/jrciet.2017.24454
24454
Original Article
The Prevalence and Psychological Symptoms of Nomophobia among University Students
Salwa Kateb
1
University of Jeddah
T
his empirical study investigates the prevalence and symptoms of Nomophobia among university students in Saudi Arabia. An anonymous and self-reported survey was distributed from Feb 2015 to June 2015. Out of around 1800 potential candidates, 335 undergraduate students comprised the study sample. Scores were calculated to assess demographic data and patterns of Smartphone use in terms of duration, frequency, context and purpose. Depression, Anxiety and Stress Scales (DASS) was used to assess the psychological status of the participants, and Nomophobia Questionnaire (NMP-Q) was used to assess the prevalence of Nomophobia dimensions. Statistical analysis and tests were used to identify associations among the study variables and to test the hypotheses. The findings showed that there was a high level of mobile phone involvement, high levels of the Nomophobia dimensions; females were significantly more involved than males with a mean of 3.3 (SD = 0.93) versus 2.8 (SD = 1.05) with a (t = 3.54, p-value < 0.001). The findings also showed a “Mild” level of depression with average score was 8.55 (Z = 0.83) (SD = 3.41, ranging from 1 to 17), a “Normal” level of anxiety with average score was 5.96 (Z = -0.03) (SD = 2.9, ranging from 0 to 12), and a “Normal” level of stress with average score was 6.55 (Z = -1.90) (SD = 4.8, ranging from 0 to 18). Based on the findings, it can be concluded that the duration of use was significant with both mobile phone involvement and psychological health factors. The psychological Health factors using DASS are all correlated significantly with Mobile phone involvement factors. The findings suggest that they way a person interacts with their Smart-device, mainly duration of use, can predict the pathological fear and psychological symptoms caused by modern digital and virtual means.
https://jrciet.journals.ekb.eg/article_24454_097ada66c75e0e16b969a23cfb99a249.pdf
Nomophobia
Smart-devices Phobia
DASS
Social Phobia
Psychological Symptom and Factors
eng
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
2017-07-01
3
3
182
230
10.21608/jrciet.2017.24456
24456
Original Article
L’Emploi de l’Image pour développer Quelques Compétences de la Pensée Critique chez les Futurs-Enseignants de la langue Française à la faculté de pédagogie
Iman Zekri
1
Faculté de pédagogie – université du Fayoum
L
a présente étude a pour but de déterminer les niveaux des compétences de la pensée critique chez les futurs-enseignants de la langue française dans la Faculté de Pédagogie, Université du Fayoum, et de découvrir l’effet de l’utilisation de l’image sur le développement de quelques compétences de la pensée critique chez ces étudiants.
L’échantillon de l’étude est formé de (20) étudiants et étudiantes de la quatrième année du département de la langue française à la Faculté de Pédagogie, université du Fayoum.
Les outils de l’étude consistent une liste pour identifier les sujets préférés chez les jeunes, un pré-post test, et des documents contenant des images avec des textes complémentaires afin de développer quelques compétences de la pensée critique chez les futurs-enseignants (échantillon de l’étude). Les résultats de l’étude ont indiqué la présence d’une amélioration dans le niveau des étudiants dans les cinq compétences de la pensée critique qui ont étaient discutées par l’étude :
« Se concentrer sur le problème, Analyser les arguments du problème, Se poser des questions pour clarifier le problème, Déterminer les conséquences du problème, Chercher et sélectionner des solutions originales pour résoudre le problème. »
Cette amélioration est due à l’utilisation de l’image dans l’enseignement et l’apprentissage
https://jrciet.journals.ekb.eg/article_24456_3b7c7f9959bbcd7d02fe77a923c6cbd1.pdf
: L’image – La pensée critique