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 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.

This study aimed to investigate the impact of using Short Message Service (SMS) as learning support tool on students' learning in an introductory programming course. In addition, the study examined students' perceptions of the advantages and disadvantages of the use of SMS as a learning support tool in their class. The participants in this study were 52 students who were enrolled in two sections introductory programming course. For the purpose of the study, nonrandomized control group, pretest-posttest and qualitative interview designs were used. The control group consisted from 23 students, while the experimental one consisted from 29 students. A total number of 36 SMS messages were sent to each student, in the SMS group, over a period of 12 weeks. The messages contained different types of information, i.e. short review of programming concepts, hints to solve assignments, and triggering questions.At the end of the experiment, semi-structured interviews were conducted with ten students from the SMS group. The analysis of the collected data showed that the use of SMS as learning support tool contributed significantly in improving students' learning. All the interviewed students believed that the use of SMS technology as learning support tool has more advantages than disadvantages. Based on the findings, this study provided some recommendations regarding the implementation of the SMS in the Jordanian higher education settings.

The purpose of this study was to investigate the effects of modality and redundancy principles on the attitude and learning of music theory among primary pupils of different aptitudes in Jordan. The lesson of music theory was developed in three different modes, audio and image (AI), text with image (TI) and audio with image and text (AIT). The study sample consisted of 405 third-grade pupils. Analyses of covariance (ANCOVA) and Post hoc were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that pupils using the AI mode performed significantly better than those in the TI mode. Pupils using the TI mode did not perform significantly better than those in the AIT mode. There were no significant differences in the preference or dislikes towards the three modes of courseware. Overall, the modality and redundancy principles need to be considered in the design and development of music theory learning so as to promote better learning.

The purpose of the present study was to examine the effects of E-book of the Pyramid Bloom levels on the Emirates College of Technology (ECT) students at both internal and external motivation levels. The business statistics unit developed in two different methods. This study utilized the quasi experimental type methodology. The independent variables were the methods, traditional and E-book. The dependent variables were the Pyramid Bloom levels, which will be determined by the final mark on the post-test. The moderator variables are motivation levels, internal and external. The study sample consisted of 61 undergraduate ECT students, and were randomly selected, via simple random sample, from 127 students. ANOVA procedure was used to determine the significant differences of the pretest scores among the two methods. An analysis of covariance, ANCOVA, was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students who have learned through the E-book method achieve design efficiently better in their post-test scores than those in the traditional method. Students at the internal motivation level perform design efficiently better in their post-test scores than those at external motivation level. The E-book method proved to help students with external motivation in their post-test score motivation.