الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 112
the participant also noted some difficulties encountered when using Padlet. Recommendations for
higher education institutions and future ramifications were considered.
(3) Hamaidi, D., Al-Shara, I., & Arouri, Y. (2022). Challenges in teaching mathematics and
ways to overcome them: Perspectives of early childhood teachers. The Journal of Educational
Sciences, the College of Education at Qatar University, 20(20),4372 https://doi.org/10.29117/jes.2022.0088
This study aimed to explore the challenges that early childhood teachers face in teaching
mathematics and ways to overcome them from their perspectives. To achieve the study aim, the
researchers used the mixed descriptive approach (quantitative and qualitative). Interviews were
conducted with 53 female teachers as a study instrument to obtain qualitative data, and two
questionnaires were developed to obtain quantitative data after distributing them to a sample of 238
female teachers in Jordan in the academic year of 2019/2020. The study results showed that the
level of challenges that early childhood teachers face in teaching mathematics was moderate, while
the level of appropriate methods for overcoming the challenges was high. The results also showed
that there are no statistically significant differences attributed to the variables: grade level, school
type, high school branch, and GPA in high school, while there are statistically significant
differences due to the variable of the teacher's specialization in the bachelor’s degree in favor of
the specialization of classroom teacher. The results of the qualitative data revealed many challenges
that teachers face in teaching mathematics such as the large number of students in the classroom
and the inadequate educational environment. In addition, they indicated many suggestions to face
the challenges of teaching mathematics such as employing music, drama, and theater in teaching
mathematics. In light of the study results, several recommendations were discussed.
(4) Alshaboul, Y., Hamaidi, D., Arouri, Y., & Alshaboul, A. (2021). COVID-19 Enforces Campuses
to Shift to Distance Education: Readiness and Challenges. Journal of Education and e-Learning
Research 8(3), 349-59. https://doi.org/10.20448/journal.509.2021.83.349.359
ﯾﻮﺳﻒ اﻟﺸﺒﻮل.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(5) Hamaidi, D., Arouri, Y., Noufal, R., & Aldrou’, I. (2021). Parents’ Perceptions of Their Children’s
Experiences with Distance Learning during the COVID-19 Pandemic. International Review of
Research in Open and Distance Learning, European Journal of Contemporary Education,22(2),
224-240. http://dx.doi.org/10.19173/irrodl.v22i2.5154
(6)
This study aimed to investigate the perceptions of primary and secondary students’ parents in
Jordan toward the distance learning process implemented in light of the coronavirus disease
(COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey
method to collect and analyze data and interpret the results. After developing the study instrument
(questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample,
consisting of 470 parents, by random cluster method during the second semester of the 2019–2020
academic year. The study results show that primary and secondary students’ parents were
moderately satisfied with the distance learning process implemented in light of the COVID-19
pandemic. In addition, the results reveal statistically significant differences in the parents’
perceptions attributed to the variables of the child’s grade, in favor of grades 5–7; teacher’s gender,
in favor of female teachers; and school type, in favor of private schools. Keywords: parents’
perceptions, primary/secondary students, distance learning, COVID-19 pandemic, Jordan
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
