Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics

Albadi, Nouf Mohammed; Harkins, Jean; O’Toole, John M.

doi:10.1007/s10763-018-9881-3

Cited by 4 publications

(6 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the questionnaire results showed that teachers get regular training for the 2013 Curriculum every six months (M = 3.56, SD = 0.90). This result in line with the report by Albadi et al, (2019) that teachers' regular training was gradually improve their pedagogical competence. On the other hand, teachers' interest to take special training the 2013 Curriculum was merely low (M = 2.96, SD = 1.11).…”

Section: A Training the 2013 Curriculumsupporting

confidence: 91%

“…Curriculum was a fundamental aspect of classroom learning activity that teachers use for teaching practice. Teacher perform an important role in the implementation of curriculum in classroom practice (Albadi, Harkins, & O'Toole, 2018;Eren, 2018). Classroom learning nowadays oriented not only to learning outcomes but also others achievements skills such as creativity, and critical thinking (Tan, 2018;Umam, 2011;Umam, Suswandari, Asiah, & Rohim, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The period of time in curriculum training was diverse. The purpose of teacher training was to established teachings' comprehensive knowledge-based to accomplish their previous competences (Albadi, Harkins, & Toole, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

Bunyamin

Umam

2019

J. Edu. Teach. Learn.

View full text Add to dashboard Cite

The 2013 Curriculum has been implemented in various schools in Jakarta. Although, the concept has been debated among teachers, and practitioners, some private and public schools in Jakarta have fully implemented this curriculum. The main purpose of this study was to examine teachers understanding of the prevailing 2013 Curriculum. This study used mix methods. The quantitative method was used to examine the teachers’ competence about the 2013 Curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. There were three different aspects that evaluated such as training period, classroom practice, and students' classroom engagement. The participant included 125 junior high school teachers from different parts of Jakarta. Data were collected through an online survey with a Likert scale. Data were analyzed by descriptive statistics. The result of this study reported that teachers have enough time to get their training but they need extra time to prepare for classroom practice. Students who be engaged the 2013 Curriculum in classroom practice have been supported to work collaboratively with their peers. Teachers need to be prepared such as equipment, classroom plan, book for the teacher, and time for meeting among their peer teaching. In the class practice, teachers need allotted time to prepare for teaching and examination.

show abstract

Section: A Training the 2013 Curriculumsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

Bunyamin

Umam

2019

J. Edu. Teach. Learn.

View full text Add to dashboard Cite

show abstract

“…Students often complain about mathematics as a challenging and boring subject because of most mathematics teachers ineffective unusual teaching methods, which is then difficult to understand (Chao, Chen, Star, & Dede, 2016;Albadi, Harkins, & O'Toole, 2019). Furthermore, Retnawati et al (2017) asserted that the abstract nature of mathematics objects causes many students to experience difficulties in learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

The Innovative Learning of Social Arithmetic using Realistic Mathematics Education Approach

Rahayu

Prahmana

Istiandaru

2021

jel

View full text Add to dashboard Cite

Learning mathematics has a significant contribution to the students’ daily activities, one of which is on social arithmetic topic. The implementation of social arithmetic, in general, is mostly found in buying-selling and banking activities. However, students still find difficulties in understanding this topic. It is because the teaching and learning activities still use a conventional approach, which restricts the students to imagine how it is implemented in daily life. Therefore, this paper aims to describe the innovative learning activities of social arithmetic among junior high school students using the Realistic Mathematics Education (RME) approach. This research was conducted in three meetings, and the researcher acted as the teacher in the class. The results showed that the innovative learning of social arithmetic using the RME approach and word problems could improve the students’ learning outcomes with an average score of 81.92% and 92.59% of the total of students scored above passing grade.

show abstract

“…Curriculum alignment is important to the turn of events and improvement of a projects of study (Albadi et al, 2019). One definition looks at curriculum alignment as how much the parts of educational framework like norms, educational programs, appraisals, and guidance, all work together to accomplish wanted objectives (Case, Jorgenson, and Zucker, 2004).…”

mentioning

confidence: 99%

Curriculum alignment: An evaluation of the major determinants at the college of health sciences university of Port Harcourt

NKPORBU¹,

TUDOR²,

FOMSI³

2023

World J. Adv. Res. Rev.

View full text Add to dashboard Cite

Background: World over, interest for extremely qualified contemporary-healthcare experts has expanded (Abdullah et al, 2017). However, alignment of the medical training curriculum is as yet not sufficiently achieved in many training establishments .Aim: This study aimed to evaluate the major determinants of constructive alignment of the MBBS curriculum at the College of Health Sciences, University of Port-Harcourt. Methods: Mixed method design involving focus group discussions and questionnaire survey was used. Sample size of 423 was calculated. A structured questionnaire adapted from the stufflebeam evaluation and the National University Commission benchmark accreditation checklist were given to 423 respondents made up of learners and facilitators in the MBBS programme using a purposive sampling method. The collected data were thematically and systematically analyzed. Results: From the study, all listed items were perceived as very much a determinant as they all scored above 60 %. They include among many others Qualification of the facilitators, Duration of employment of facilitators, Length of time allocated for the entire MBBS programme, Size of the class, Resources to run the curriculum, Knowledge base of the facilitators, Knowledge base of the learners, Instructional/ teaching methods, Time allotted for each lectures, Application of Blooms taxonomy, However, Duration of employment of facilitators, Size of the class, Time allotted for each lectures, Application of Blooms taxonomy, Application of concept of Blue-printing, Degree of alignment with vision, mission and philosophy of programme, Focus on Programme Learning Outcomes (PLO), Alignment between Course Learning Outcome (CLO) and PLO, scored below 80%. Conclusion: The findings from this study show that for an implemented curriculum to be constructive aligned, basic facilities, required resources, processes and practices must be taken into consideration

show abstract

Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics

Cited by 4 publications

References 21 publications

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective

The Innovative Learning of Social Arithmetic using Realistic Mathematics Education Approach

Curriculum alignment: An evaluation of the major determinants at the college of health sciences university of Port Harcourt

Contact Info

Product

Resources

About