The Arab Journal For Quality Assurance in Higher Education

A proposed Educational Strategy for Developing Technical Education at AL-Asmarrya Islamic University in Libya

Dr.Tahani Elrasheed Ahmed Ajbarah — 2024-10-06

The study aims to propose an educational strategy for reforming and developing technical education at Al-Asmarrya Islamic University, in Libya. The study used the Developmental Descriptive Approach, and data was collected through a questionnaire consisted of (30) items to measure the axes of technical education, (6) of them addressed the curriculum, while (7) items covered teaching staff, (7) for university administration, and (10) items concerned with financial capabilities and equipment. The study population consisted of all faculty members at Al-Asmarrya Islamic University, numbering (998), and a random sample estimated at (342) faculty members was chosen in intentional manner from four colleges, which are: (Engineering College, the College of Marine Resources, the College of Information Technology, and the College of Public Health & Nursing). The study found out the following results: The degree of expectation of the members of the study sample was (high), and the teaching staffs field came first, followed by the field of university administration, then financial capabilities and achievements, and finally the field of academic curriculum. In the light of this, an educational strategy was proposed to reform and develop technical education at Al-Asmarrya Islamic University in Libya. The study recommended for adoption by this University.

Knowledge Management in Saudi Universities and Its Utilization for Financial Resource Development: A Survey and Applied Study at Najran University

Dr.Noha Othman Arbab — 2024-10-06

Purpose: The study aims to explore knowledge management in Saudi Universities and its use in enhancing financial resources from the perspectives of leaders and faculty members at Najran University.

Methodology: A descriptive-analytical documentary approach and a field survey were used with a questionnaire administered to a stratified random sample of (78) leaders, faculty members, and assistants at Najran University.

Findings/Conclusions: Results indicate that knowledge management at Najran University is highly practiced overall. However, the survey shows limited investment of knowledge in financial resource development. Significant gender-based differences were found, favoring females, while no differences were observed based on college, job position, or experience. There remains a significant gap between knowledge management and its use in increasing university resources.

Practical Implications: A strategy is needed to leverage intellectual capital in resource development by promoting innovations, utilizing patents, and research centers, transforming knowledge into commercial products, and establishing effective global marketing partnerships.

Originality/Value: This study fills a theoretical literature gap and offers practical solutions to convert theoretical knowledge into economic commodities that benefit society, aiding in diversifying funding sources for Saudi, Arab, and developing country universities.

Employing Arabic Language Teachers for Teaching Methods that Enhance Linguistic Intelligence in Elementary Education in Aqaba Governorate

Nizar Tayseer Fadl Al-Kharsha — 2024-10-06

The current study aims to explore the degree of Arabic language teachers to employ teaching methods that enhance linguistic intelligence in the basic ‎stage of education in Aqaba Governorate as an example. To achieve this objective, a descriptive-analytical approach was used, and a questionnaire was employed as the primary tool for data collection from a sample of (74) Arabic language teachers in Ma'an Governorate. The study found several results, with one of the most significant findings that the degree of employing teaching methods that enhance linguistic intelligence by Arabic language teachers in elementary education in Aqaba Governorate is perceived to be high by the teachers themselves. The results also indicated no statistically significant differences attributed to gender, academic qualification, or years of experience in the degree of employing teaching methods that enhance linguistic intelligence in Arabic language education. Based on the findings, the study recommends encouraging teachers to diversify the educational strategies used in the classroom, including brainstorming strategies, cooperative learning, and interactive teaching to enhance students’ linguistic intelligence.

The Fake Cognitive Beliefs and their impact on The Creative Performance Among the Tenth Grade Girls Students in the Salt Directorate of education

Maysoon Abd AL Majeed Khraisat — 2024-10-06

The study aims to identify fake mental beliefs and their impact on the creative performance of tenth grade students in the Salt Directorate of Education. Descriptive analytical approach was used, and a random sample of (350) tenth grade female students was selected in the Kasbah Salt Directorate of Education.

The results of this study found that the general arithmetic mean of the effect of fake beliefs on the creative performance of tenth grade female students in the Salt Directorate of Education reached (2.20) with a standard deviation of (0.231), this represents a low rating, and the field of creative productivity ranked first with a arithmetical average (2.63) and a medium rating level, followed in second place by the field of the creative process with a arithmetical average (2.17) and a low level, followed in third place by the field of the creative individual with a arithmetical average (2.16) and a low level, and in the field of creative environment came in fourth and last place with a mean of (1.89) and a low level.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

Fatima Ahmed Hassan Abdelsalam — 2024-10-06

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

The degree of availability of supervisory competencies related to modern teaching strategies for school principals from the point of view of Ma’an education teachers

Souad Adnan Jarrar — 2024-10-06

The study aims to reveal the degree to which the managers of schools affiliated to Ma'an education possess supervisory competencies associated with modern teaching strategies. the researcher used the descriptive survey method to achieve the purposes of the current study. The results of the study showed that the managers of Public Schools in Ma'an have supervisory competencies associated with modern teaching strategies to a generally high degree with an arithmetic mean (4.0575) and a standard deviation (.593). The study recommended that Ministry of Education should pay attention to the development of extension competencies associated with the use of modern teaching strategies among public school principals.

Evaluating the Role of Teachers’ Feedback in Secondary School Students’ Academic Achievement: An Empirical Evidence from Jordan

Oraib Khaled Dojan Al-Khataneh — 2024-10-06

The academic achievement of secondary school students in Jordan is evaluated based on the use of feedback-based teaching. The learners are stimulated to correct their areas of weakness through constructive feedback. Therefore, this study presents an investigation of the impact of feedback-based teaching on student’s academic achievement. To achieve that, the study involved a total 160 students were involved in the study from 4 randomly selected private schools in Jordan, Irbid Governorate, two English classes were selected randomly from each school. The students were divided into a control group and an experimental one. The control group received regular instruction while the experimental group was taught using feedback-based teaching, where feedback was provided by the teachers in different forms. Consequently, the analysis denotes that frequent and diverse feedback is highly constructive and improves students' achievement compared to feedback that is unstructured. It is clear that feedback has to be effectively structured to ensure that it achieves its objectives in improving students’ academic achievement.