No abstract

The purpose of this study was to investigate the effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. The study sample consisted of 86 students of mathematics divided into two treatments in a random way. This study utilized the quasi experimental type of methodology. The independent variables were the instruction (augmented reality & simulation). The dependent variables were the students’ achievement and visual thinking. The findings of this study showed that students using the augmented reality mode performed significantly better than those in the simulation mode in achievements and visual thinking.

The study aimed at investigates the science students' satisfaction level of using e-learning and virtual classes in exceptional condition COVID-19 Crisis, in light of three demographic variables: students' specialization, educational level, and GPA. The population consisted of all science students (Physics, Chemistry, Biology, and Mathematics) in the college of science at a university from Eastern Province, Saudi Arabia. The sample comprised of 116 science students. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as mean, standard deviations, and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the satisfaction level of using e-learning and virtual classes by science students is medium in general but with varying degrees from one item to another. The results did not show significant statistical differences at the level (α = 0.05) of the use of e-learning and virtual classes for all independent variables: students' specialization, educational level, and GPA. The study included several recommendations; the most important of which is the necessity of providing infrastructure in the university (all colleges) concerning e-learning and educational technology, providing training programs for all university professors and students on how to use e-learning efficiently to boost their competences and skills in utilizing these innovative models.

The study aims at investigating the satisfaction level and attitudes of undergraduate students at United Arab Emirates University towards eLearning and virtual classes in exceptional circumstances of COVID-19 Crisis, in view of five demographic independent variables: students' gender, educational level, residential location, college, and GPA. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the students' satisfaction level and attitudes towards eLearning and virtual classes are strong in general with varying degrees between items. The results did not show a significant difference at the level (α = 0.05) for the independent variables: students' gender, residential location, college, and GPA. However, the results imply that there is a statistically significant difference in students' satisfaction level and attitudes towards eLearning and virtual classes for the independent variable of educational level. The study concluded with few recommendations; supporting the current efforts of the university to provide all the requirements of education via eLearning and virtual classes such as suitable infrastructure and technical support. Besides, there is a need for a continuous update of the teaching and learning platforms in line with continuous development and training for instructors and students.

The study aimed at detecting the level of reflective teaching practices used by science teachers in classrooms. It sought to examine the potential alteration of these practices in terms of some variables, namely gender, qualification, experience, and load. The population consisted of all science teachers of physics, chemistry, and biology in the Bani Kenana educational directorate, Jordan. A representative sample of 256 teachers participated in this research work. The study adopted a twenty-seven-item questionnaire for data collection, used the SPSS program for data analysis, and provided statistical measures. The results indicated that the degree of employment of reflective teaching practices by science teachers was somewhat low but also varied depending on the kind of questions raised. They also demonstrated that there were statistically significant differences at the level of (α = 0.05) in the degree of employment of reflective teaching practices due to teachers' gender. However, the results also showed that there were no statistically significant differences for the variables of qualification, experience and load. Henceforth, the study recommended the urgent need of providing teachers with professional development programs for instructing them and raising their awareness of the utility of reflective teaching practices. The study also recommended the supplementation of all disciplinary teacher guides with efficient mechanisms for furthering reflective teaching practices.