الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 39
ﻋﺒﺪ اﻟﻠﻄﯿﻒ أﺣﻤﺪ ﺳﻼﻣﻲ.د
ﻣﺪﯾﺮ ﻣﺮﻛﺰ اﻟﺒﺤﻮث اﻟﺘﺮﺑﻮﯾﺔ
أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﺘﺮﺑﻮﯾﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
asellami@qu.edu.qa
ORCID
0000-0002-0357-8217
(1) Sellami, A. Santhosh, M., Bhadra, J., & Ahmad, Z. (2024). Teachers’ perceptions of the
barriers to STEM teaching in Qatar’s secondary schools: A structural equation modeling analysis.
Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1333669
Educators play a pivotal role in shaping students’ academic achievements, particularly in STEM
(science, technology, engineering, and mathematics) fields. The instructional techniques employed
by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This
research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering
effective STEM instruction. Data was collected through a survey administered to 290 high school
STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and
12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine
teachers’ perceived barriers to effective STEM instruction. The findings revealed various barriers
hindering STEM instruction. These barriers were categorized into school-related, student-related,
technology-related, and teaching-related factors
(2) Alshaboul, Y. M., Alazaizeh, M. A., Sellami, A. L., Abu-Tineh, A. M., Ghamrawi, N., &
Shal, T. (2024). The perceived challenges to online learning during the COVID-19 pandemic: A
nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar. Heliyon, 10(7).
https://doi.org/10.1016/j.heliyon.2024.e28578
This study aimed to explore self-reported challenges Arab and other parents encountered during
the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers
investigated the likely effect of demographic and contextual factors on the perceived challenges
reported by parents. To achieve the study's objectives, the researchers utilized a mixed-method
design involving a random sample of students' parents (Arab and other parents) in public and
private schools in Qatar. The study's sample consisted of 2781 parents who responded to the online
survey and 25 parents who participated in online semi-structured interview. The results derived
from this study identified several challenges like lack of social interaction with schoolteachers, lack
of motivation among children to participate in online classes and complete their homework, and
dealing with the technical problems encountered during the online learning experience. The results
further disclosed differences between Arab and other parents regarding the technologies and
devices used during online teaching and learning. Finally, the results revealed differences between
schools that do not organize additional activities in the curriculum compared to those that organize
such activities. The study recommends home-school communication in order to empower parents
and train them on how to manage effective learning at home and deal with children's learning
behaviors. The study proposes developing parents' technical skills for online earning and the
provision of material support for parents. Finally, it is important to raise a flag calling for revisiting
the current curriculum to enrich children's schooling experiences and strengthen the bonds with
their schools.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
