الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 24
(17) Saba Qadhi, D. M. A., & Yousef, W. (2022). Effectiveness of E-Learning Experience in
Gulf universities Region: Students' Perceptions. Journal of Positive School Psychology, 6(3),
8308-8328.
The current research aims to evaluate the e-learning realities in Gulf Countries Universities. The
study aims to identify factors that influence the acceptance of e-learning courses and the perception
of Gulf universities by their student. This study uses ethnography survey methods to study the
population of university students in the Gulf countries. It is carried out during the academic year
2019-2021. The study involves a sample of over 1338 males and females from the Bahrain
Kingdom, the United Arab Emirates (UAE), Qatar, and the Kingdom of Saudi Arabia (KSA. The
findings also revealed that due to the country variable, the gender variable, the college variable,
and performance, between the averages of Gulf institutions' replies to the three axes of the study
instrument, there are statistically significant disparities at the level of (0.05). To avoid the
challenges students and faculty face, the researcher also suggested that e-learning systems be
developed per their needs.
(18) Al Qadhi, S., Yousef, W., Hassan, M. A., & Abu-Shawish, R. K. (2022). Developing A
Framework in Higher Education for Teachers/Instructor Roles and Competencies that are Related
to the 21st Century: Meta-Analysis. Journal of Positive School Psychology, 11926-11935.
This paper presents a review of relevant studies concerning teachers' competencies. Critical aspects
discussed in this chain existing frameworks regarding teachers' role and competencies, skills,
knowledge, and attitude in HEI. The research is expected to follow a quantitative research approach
in which data was reviewed using meta-analysis. The study presents a non-evaluative reporting of
the data using appropriate methods to draw insights. The findings indicated that teaching in HEI
requires a variety of critical competencies. Some of these include curriculum development,
sociocultural studies, psychological studies, and research. This study provided an opportunity to
consider the various competencies that were identified and acknowledged in the literature. The
study suggested that most of these could not be tested and used in the learning environment. The
goal of identifying competencies was to create a framework that would demonstrate how those with
higher levels of knowledge and skills would perform well in a wide variety of occupations.
(19) Abu-Shawish, R. K., Al Qadhi, S., & Yousef, W. (2022). Impact of Cognitive Coaching on
Self-Efficacy, Students, Classroom Management, And Instructional Practice in TEFL Teacher
Education. Journal of Positive School Psychology, 8017-8026.
رﯾﻢ أﺑﻮ ﺷﺎوﯾﺶ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(20) Allouh, T., Al Qadhi, S., & Yousef, W. Qatari Public Schools' EFL Educators' Knowledge
About Pِِa and Phonics. TESOL International Journal, 264.
This study aimed to explore the knowledge of Qatari primary government schools and
kindergartens' EFL female teachers regarding phonological awareness and phonics. Following the
mixed methods research design. A survey has been conducted using a structured questionnaire and
an interview containing various items Qatari Public Schools' EFL Educators' Knowledge About Pِِa
and Phonics. The sample consists of a 20-item survey was completed by 142 EFL female teachers,
and ten teachers were interviewed for the data collection. Descriptive and inferential statistics were
utilized to analyze the quantitative data, while thematic analysis was used for interview analysis.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
