Journal of Educational Sciences https://journals.qu.edu.qa/index.php/jes <p>The Journal of Educational Sciences is a biannual peer-reviewed journal that publishes original theoretical and applicable research studies in education and its related fields, in both Arabic and English. The journal is a collaborative publication between the College of Education at Qatar University and Qatar University Press.</p> Qatar University Press en-US Journal of Educational Sciences 2706-6711 Table of contents in Arabic https://journals.qu.edu.qa/index.php/jes/article/view/1390 Table of contents in Arabic Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0006 Front matter in Arabic https://journals.qu.edu.qa/index.php/jes/article/view/1385 Front matter in Arabic Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0001 Back matter in English https://journals.qu.edu.qa/index.php/jes/article/view/1386 Back matter in English Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0002 Editorial in Arabic https://journals.qu.edu.qa/index.php/jes/article/view/1388 Editorial in Arabic Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0004 Editorial in English https://journals.qu.edu.qa/index.php/jes/article/view/1389 Editorial in English Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0005 Editorial Committee and Advisory Board in Arabic and English https://journals.qu.edu.qa/index.php/jes/article/view/1387 Editorial Committee and Advisory Board in Arabic and English Mohammed zalat Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 10.29117/jes.2019.0003 The effectiveness of Virtual Reality (I-Cube) in the educational process from the point of view of the students at Qatar University College of Education https://journals.qu.edu.qa/index.php/jes/article/view/1377 <p>This study aims to measure the effectiveness of Virtual Reality (I-Cube) in the educational process from the perspective of students at Qatar University (QU). It was conducted during the Spring semester 2017. The study’s sample comprises 64 female students enrolled in the “Technology for Children” course, a required course at QU College of Education. The students were divided into two groups: The first group (G1) includes 30 students, who were assigned to visit the QU Interactive Cube (I-Cube) Lab and to interact with whatever available instructional applications. They were also required to read an article on Virtual Reality, its nature, concept, features, and the way it can be applied in the field of education. The second group (G2), which consisted of 34 female students, was also assigned to read the article, but did not to visit the I-Cube Lab. Both groups had to respond to an opinion questionnaire about the effectiveness of Virtual Reality in education. The questionnaire was conducted twice to measure the effect of the treatment on the performance of both groups. The results showed a significant difference between G1 and G2 in favor of G1 (I-Cube visiting and reading). The findings also indicated that there was a significant difference between the pre and post-performance of G1 in favor of the post-performance. However, there was not any significant difference between the pre- and post-performance of G2 (reading only). That is an indication that the Virtual Reality through the I-Cube Lab has a great impact on the learning process based on the point of view of the students at QU College of Education.</p> Ahmed Jasim Al-Saai Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 7 27 10.29117/jes.2019.0007 The Effects of Peer-Mediated Instruction on Improving Basic Mathematics Skills among Female Students with Learning Disabilities https://journals.qu.edu.qa/index.php/jes/article/view/1378 <p>This study aims to identify the effects of peer-mediated instruction strategy on improving basic mathematics skills among female students with learning disabilities. The sample consisted of 24 female students with learning disabilities in mathematics. The sample enrolled in the resource room program in Second Primary School and Thirty-Seventh Primary School at Najran in the Kingdom of Saudi Arabia. One of the two schools was randomly selected an experimental group, while the other as control group. To achieve the objectives of the study, mathematics achievement test was developed and applied for the two the groups as pretest and posttest. The students in the experimental group received their teaching through the use of peer-mediated instruction for five weeks, whereas the students in the control group received their teaching at the same period by the conventional way .On the one hand, the results revealed that there were statistically significant differences between the two groups’ performance on the post-mathematics test, favoring to the experimental group. On the other hand, there were no statistically significant differences between the two groups’ performance due to the grade.</p> Suhail Mahmoud Al-Zoubi Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 28 45 10.29117/jes.2019.0008 "Job Security for Teachers in Private Schools in the Sultanate of Oman: A Field Study " https://journals.qu.edu.qa/index.php/jes/article/view/1379 <p>This study aims to explore the availability of job security for private school teachers in the Sultanate of Oman and the impact of some demographic variables (gender and nationality), as well as the challenges of fulfilling job security for teachers in private schools. In this regard, a questionnaire was built. It includes four aspects: security related to continuity in the job, security related to changes in the job, security related to employee care, and security related to economic needs. The study sample comprised 324 teachers from private schools in the Sultanate of Oman. The results showed that the availability of job security is ranged from medium to high, ascending as follows: security related to employee care: 3.76, security related to continuity in the job: 3.75, security related to changes in the job: 3.71 and security related to economic needs: 2.96. The study also showed significant statistically differences in two dimensions of job security in terms of gender favoring female teachers and in terms of nationality favoring Omanis. Recommendations include the necessity to secure the rights of private school teachers and to establish a permanent and fair salary scale for teachers in private schools.</p> Yasser Fathy El Hendawy Al-Mahdy Fatima Ghasib Hamid Al Saidi Khalaf Marhoune Al Abri Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 46 262 10.29117/jes.2019.0009 The Association between the Positive and Negative Affect and Subjective Well-being https://journals.qu.edu.qa/index.php/jes/article/view/1380 <p>This study aims to explore the association between the positive and negative affect and subjective well-being (SWB): happiness, satisfaction with life, and mental health. A sample of 179 undergraduates was recruited. The results indicated that men obtained statistically significant higher mean scores than women in happiness and mental health, whereas women had a high mean score than their male counterparts in negative affect. All the Pearson correlations were significant except between the positive and negative affect. All the significant correlations were positive except between the negative affect and SWB scales, i.e., negative. The principal components analysis retained two factors in the men group and labeled «Positive affect and SWB» and «Negative affect vs. happiness». One factor was extracted in the women group and labeled «SWB and positive affect vs. negative affect». Stepwise regression revealed that the predictors of happiness were mental health and satisfaction (in men), and satisfaction, mental health, and positive affect (in women). Predictors of satisfaction with life were happiness in men, and happiness and negative affect (-ve) in women. It was concluded that affect is a salient factor in SWB, particularly happiness and satisfaction with life.</p> Ahmed M. Abdel-Khalek Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 63 82 10.29117/jes.2019.0010 The degree of possession of the core professional competencies for teaching, in compliance with the global quality standards, among Islamic education teachers in the Sultanate of Oman https://journals.qu.edu.qa/index.php/jes/article/view/1381 <p>This study aims to reveal the degree of possession of the core professional competencies for teaching, in compliance with the global quality standards for preparing teachers, among Islamic education teachers in the primary schools in the Sultanate of Oman. In order to achieve the study’s objective, a list comprising the professional competencies of Islamic education teachers has been developed while ensuring its reliability to Cronbach’s alpha value (0.979). The study’s sample includes 852 individuals. Its results showed that the teacher’s competencies are divided into seven axes namely: personal characteristics, lesson planning, lesson implementation, classroom management, social engagement, usage of educational technologies, and consolidation of the citizenship principle. The latter registered the highest arithmetic mean (4.56) while the usage of educational technologies registered the lowest arithmetic mean (3.43). The results also showed statistically significant differences (α=0.05) between the arithmetic averages of responses by the study sample attributed to the variable of gender (in favor of the females), the variable of function (in favor of the Islamic education teacher in comparison with the senior teacher and educational supervisor), and the variable of educational stage. All axes were in favor of the basic education phase (from the fifth to the 10th grade) in comparison with the post-basic education phase (11-12), except for the “consolidation of the citizenship principle” axe, which came in favor of the second cycle of the basic education phase. In light of these results, the study recommended the preparation of training portfolios to train Islamic education teachers and equip them with the professional competencies and teaching techniques.</p> Maimuna Darwish Al-Zedja Wajeha Thabit Al-Ani Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 83 112 10.29117/jes.2019.0011 Diagnostic Accuracy of Early Numeracy Curriculum-Based Measurements in Screening for First Grade Students at Risk for Failure in Mathematics https://journals.qu.edu.qa/index.php/jes/article/view/1382 <p>Abstract This study aims to examine the accuracy of three Early Numeracy Curriculum-Based Measurements (EN-CBMs). The measures were designed to assess three different skills of number knowledge, including number identification (NI), missing number (MN), and quantity discrimination (QD). The measures were applied to a sample comprising 149 first-grade students from Sharqia South Governorate. The results showed that the ENCBMs have good internal consistency as indicated by Cronbach’s Alpha coefficients ranging between 0.81 and 0.97. In addition, the measures showed good alternate forms reliability as indicated by correlations coefficients ranging between 0.72 and 0.97. The validity of the measures was assessed by both content and face validity. Content validity was based on the use of specification tables. Face validity exhibited 100% approval by a panel of experts. Receiver Operating Characteristic curve (ROC) analysis was used to examine the diagnostic accuracy of the EN-CBMs, using the Learning Disabilities Diagnostic Inventory (LDDI) as the outcome measure. Sensitivity values ranged from 0.80 to 0.91, specificity ranged from 0.65 to 0.70, Positive Predictive Value (PPV) ranged from 0.47 to 0.57, Negative Predictive Value (NPV) ranged from 0.89 to 0.91, and diagnostic accuracy ranged from 0.69 to 0.74. Overall, results showed that EN-CBM can predict can screen for students at risk for failure in mathematics.</p> Rahma Saleh Hadid Al-Uraimi Mahmoud Mohamed Emam Yousof Abdelqader Abu Shindy Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 113 136 10.29117/jes.2019.0012 Awareness level of Grade Eleven Students in Oman about Food Security in Relation to some Variables https://journals.qu.edu.qa/index.php/jes/article/view/1383 <p>The purpose of the current study was to explore the level of grade eleven students’ awareness of the food security topic in relation to gender and academic specialization (science vs. literature). A 36-item questionnaire was developed and administered to 622 male and female students selected from schools in three Educational Governances in the Sultanat of Oman. The questionnaire items were classified into three main domains. The validity and reliability of the instrument were checked. The reliability coefficient (Cronbach’s alpha) coefficient was 0.85. Data analysis included descriptive statistics and MANOVA-Wilkes Lambda. The study findings showed that there was a high level of awareness among students about food security. In addition, the students’ awareness of the “role of the Sultanat in achieving food security” domain was the highest compared to the other domains, followed by their general knowledge of food security and their awareness of the “role of the individual in achieving food security” domain. The results also indicated that female students significantly outperformed male students in their awareness of the topic of food security. Furthermore, science stream students outperformed literature stream students. The study recommended that school curriculum should include topic related to food security and further research needs to be conducted in this area.</p> Abdullah Khamis Ambusaidi Copyright (c) 2019 Journal of Educational Sciences 2019-08-19 2019-08-19 14 14 137 154 10.29117/jes.2019.0013