Journal of Educational Sciences – Qatar University https://journals.qu.edu.qa/index.php/jes <p>The Journal of Educational Sciences (JES) 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> en-US Jes@qu.edu.qa (Prof. Hissa Mohd S M Sadiq | أ.د حصه محمد صادق) AAlmudahka@qu.edu.qa (Aisha Hamad Al-Mudahka | عائشة حمد المضاحكه) Tue, 29 Oct 2024 00:00:00 +0300 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 The Reality of Technology Application in the Field Training Course by Students of the College of Education at Qatar University https://journals.qu.edu.qa/index.php/jes/article/view/4538 <p>The study aimed to identify the reality of technology application in the field training course by students of the College of Education at Qatar University. To achieve the objectives of the study, the descriptive analytical approach was applied. The study sample consisted of (65) female students of the College of Education programs (e.g. Primary Education, Secondary Education &amp; the Physical Education). One of the most important findings of the study is that the students agree on their satisfaction with their use of modern applications, platforms and websites. The students agreed on the extent of application of new technologies, platforms and websites in the field in the school during their practical training in the schools. The study also found out that there are no statistically significant differences in the exact specialization of the students in the College of Education that affect the reality of applying technology in the field training course during practical training in schools, and found out that the presence of statistically significant differences in the students’ cumulative average in the College of Education effects the reality of applying technology in the field training course during practical training in schools.</p> <p>Accordingly, the study recommended that the university conducts more studies that target searching the reality of technology application in the field training course in other universities, and allocating material and moral incentives to faculty members at the university to encourage and educate them about the application of technology in all academic courses.</p> Aisha Fadl Ali Al-Kaabi Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4538 Tue, 29 Oct 2024 00:00:00 +0300 The Academic Compatibility in the University Education from the Perspective of Students with disabilities in the Sultanate of Oman https://journals.qu.edu.qa/index.php/jes/article/view/4539 <p>This Study aims at determining the academic compatibility in the university education from the perspective of students with disabilities in the Sultanate of Oman, as well as finding statistically significant differences in the independent variables affecting the academic compatibility for students with disabilities like gender, type of disability, GPA, being on probation status, the university (public or private), year of study, and general diploma school. Descriptive analytical approach was used in this study with 133 participants (79 males/54 females) from students with disabilities studying in high education institutions.</p> <p>The study shows many results, the most important of which is that students with disabilities feel that there are not statistically significant differences according to the variables. The study also found that most of the students on academic probation studied the general diploma in government schools without integration. The study suggests several proposals to improve the supportive services for students with disabilities in their university education, overcome the academic challenges they face and prepare them for labor market, in addition to conducting more detailed studies on issues related to students with disabilities in their university education.</p> Amjad Hassan Alhaj, Mohamed Mohamed Elsherbiny, Ahmed Thabet Ibrahim, Muadh Khalfan Al-Raqadi, Rofaida Sulaiman Al-Ghafiriyah Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4539 Tue, 29 Oct 2024 00:00:00 +0300 The Reality of Applying Total Quality Management Standards in Blended Teaching at Lusail University https://journals.qu.edu.qa/index.php/jes/article/view/4540 <p>The study aimed to identify the degree of application of total quality management standards in blended teaching at Lusail University from the point of view of the faculty’s academic staff, within the variables (gender, years of experience, and academic rank). The study community consisted of (60) faculty members at Lusail University in the State of Qatar during the academic year (2021/2022), and to achieve the objectives of the study, the researchers used a descriptive survey method and developed a questionnaire consisted of 48 items within five areas: (blended teaching operations management, faculty members, students, technical support &amp; infrastructure standards, and study plans), and the validity and reliability were verified. The results of the study showed that the degree of application of total quality management standards in blended teaching at Lusail University from the faculty’s point of view was high, and the mean score was (3.85), and that there were no statistically significant differences at the level of significance (a = 0.05). Considering the results of the study, the researchers recommended that the administration of Lusail University should improve a development plan which applies the standards of total quality management in blended teaching, and reinforce the university’s electronic organizational culture, to enhance its capabilities and raise the level of the use of administrative and academic electronic services by strengthening the technical and information infrastructure at the university.</p> Rania Al-Qayyem, Torky AlFawwaz, Ahmad Badah Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4540 Tue, 29 Oct 2024 00:00:00 +0300 Constructing Marital Happiness Scale and Assessing its Psychometric Properties among Omani Couples https://journals.qu.edu.qa/index.php/jes/article/view/4541 <p>Since the concept of marital happiness differs from one culture to another, this study aimed to construct and examine the psychometric properties of marital happiness scale among Omani couples in Oman. The study consisted of two stages. The first stage aimed at constructing the scale based on couples’ point of views regarding the concept of marital happiness, and its causing factors. Based on the findings of this stage, the scale consisted of 31 items and five subscales. The second stage aimed at examining the validity and reliability of the scale. As such, the validity of the scale was assessed using face validity. The scale then consisted of 35 items and five subscales (marital relationship instability, marital understanding, moral and financial participation, shared marital activities, and trust and respect). The scale was administered to 1137 of Oman couples from all the governorates in Oman. The exploratory factorial analysis with principal components indicated that the marital happiness scale consisted of 32 items with two extracted factors: moral and financial participation, and marital relationship instability. The findings of the reliability of the scale showed an acceptable level of reliability among scale items and the subscales. The study recommended the use of the current marital happiness scale as a tool to measure marital happiness in the field of counseling, and more specifically in marital counseling.</p> Manal Khasib Hamdan Al-Fazari , Jalal Kaid Damra, Mustafa Ali Khalaf, Ehab Mohammed Naguib Omara Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4541 Tue, 29 Oct 2024 00:00:00 +0300 Quality of E-Courses in the Master of Education Program in the Palestinian Universities from the Students’ Point of View https://journals.qu.edu.qa/index.php/jes/article/view/4542 <p>This study aimed to evaluate the quality of e-courses in the Master of Education program in Palestinian universities from the students’ point of view.</p> <p>The study used the mixed methodology (quantitative and qualitative). (80) students responded to the questionnaire of (41) items and were distributed in three domains, and (11) students responded to the interview of (5) open questions about the strength and weakness points of e-courses and suggestions for development. The study findings are: The total degree of the three domains of the e-courses quality was high (<strong>76.33</strong>); the degree of the quality standards of e-courses of each domain is high, since it was between (70.3-82.2). The study showed that the main advantages of the e-courses are that they save time and effort and provide the opportunity to watch the recorded lectures at anytime and anywhere, alongside a diversity in learning sources as well as in learning and evaluating activities. Whereas the main disadvantages of e-courses were found out by the study to be that they reduce the visual communication with the lecturers, in addition to the lack of skills of some lecturers in using e-learning strategies. Most prominent suggestions are to diversify the use of e-learning strategies, and considering the necessity of providing slides on the Moodle before the lecture.</p> <p>The study recommended adoption of the list of quality standards for e-courses developed in this study by the Academic Quality Department in universities, developing a training program on the e-Learning approach (concerning teaching designs, teaching strategies, and assessment methods), and training all academics on it.</p> Nuha Ismail Iter , Refa’ Jamal Ramahi Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4542 Tue, 29 Oct 2024 00:00:00 +0300 Inclusion of Habits of Mind in Secondary Stage Physics Textbooks in Qatar, Jordan, and Palestine–A Comparative Study https://journals.qu.edu.qa/index.php/jes/article/view/4543 <p>The current study aims to discover the degree to which physics textbooks in secondary education in Qatar, Jordan, and Palestine incorporate "Habits of Mind." Additionally, it compares these countries in terms of the inclusion of these habits in their textbooks. To achieve the study's objectives, the researchers employed content analysis. A content analysis tool was developed to monitor the five main Habits of Mind derived from Project (2061) of the American Association for the Advancement of Science (AAAS). These are: "values and attitudes," "computation and estimation," "manual control and observation," "communication and connection skills," and "critical response skills." The study's sample consisted of physics textbooks for the second secondary class during the first semester of the 2022-2023 academic year, as prescribed by the Ministries of Education, in addition to the activity book accompanying the second secondary textbook in Jordan. The results indicated a weakness in incorporating Habits of Mind into general secondary textbooks. There was also significant variation in the inclusion of the main Habits of Mind in science books, with the habit of "manual control and observation" ranking first with (281) repetitions, accounting for 48% and a high degree. However, notably, the habits of "values and attitudes" and "critical response skills" were weakly represented. At the country level, the habit of manual control and observation ranked first in all countries, while the skill of critical response came last. Based on these results, the study recommends conducting more research and including Habits of Mind in all science textbooks.</p> Sameera Mahmoud Alshorman , Amal Reda Malkawi, Ibrahim Mohammad Khair Alomari Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4543 Tue, 29 Oct 2024 00:00:00 +0300 Special Education Teachers’ Self-Efficacy and Knowledge of Learning Disabilities in inclusive Education in Qatar https://journals.qu.edu.qa/index.php/jes/article/view/4544 <p>It has been almost two decades since inclusive education was incorporated in Qatar’s education system, during which the country has heavily invested in enhancing its inclusive education. In this study, we examine Qatar’s inclusive education efforts through the lens of special education teachers’ self-efficacy and their knowledge of learning disabilities. We surveyed 137 teachers to determine their self-efficacy in five areas: classroom management, instructional strategies and accommodations, building relationships with students with disabilities, effects on student learning, and ability to promote acceptance among the learning community of those with disabilities. We also examined their knowledge of fundamental issues about learning disabilities in three areas: nature and characteristics, service delivery and intervention, and information sources. Although overall ratings of self-efficacy beliefs were low, scores were high for female teachers, teachers with less experience, and some younger teachers; these are promising workforce strengths which should be capitalized upon. The teachers reported some fundamental knowledge about learning disabilities, though they emphasized students’ behavioural difficulties over academic ones and saw their challenges to be more student-centred than teacher- or system-focused. In addition, their repertoires of instructional approaches were limited. Such topics should be more strongly targeted in both pre-service preparation and continuing professional development.</p> Maha K. Al-Hendawi , Clayton Keller, Alaa Alqahwaji Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4544 Tue, 29 Oct 2024 00:00:00 +0300 An Eye on the Future: Student Plans for Higher Education in Qatar https://journals.qu.edu.qa/index.php/jes/article/view/4546 <p>Education is identified as very critical to the achievement of the goals that were specified as strategic to Qatar’s socio-economic progress and development. At the core of the country’s policy plans is the need to develop human capacity as is highlighted in the <em>Qatar National Vision (QNV) 2030.</em> Not surprisingly, education has been identified as a strategic key to achieving the goals outlined in the QNV 2030. The present exploratory study employed a quantitative research design in order to investigate the factors that are likely to influence the educational aspirations of Qatari students. Drawing on Social Cognitive Theory (SCT) and Attribution Theory (AT), this study sought to examine students’ aspirations for post-secondary education in Qatar. Data for this study were collected using the Qatar Education Study (QES) survey, which is a nationally representative survey involving K-12 students in the State of Qatar. The analysis of this study’s data revealed that personal and household characteristics play an important role in shaping post-secondary educational aspirations of student participants, including age, nationality, education and employment status, as well as parental influence. Based on the study’s results, statistically significant associations were observed between personal and household variables and students’ aspirations for higher education. This study concludes with relevant recommendations and proposes future studies to explore the potential impact of individual aptitude and contextual factors on student future academic plans.</p> Abdellatif Sellami, Youmen Chaaban, Saba Mansoor Qadhi Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4546 Tue, 29 Oct 2024 00:00:00 +0300 Table of Contents https://journals.qu.edu.qa/index.php/jes/article/view/4545 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4545 Tue, 29 Oct 2024 00:00:00 +0300 Table of Contents https://journals.qu.edu.qa/index.php/jes/article/view/4547 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4547 Tue, 29 Oct 2024 00:00:00 +0300 Editorial Foreword https://journals.qu.edu.qa/index.php/jes/article/view/4548 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4548 Tue, 29 Oct 2024 00:00:00 +0300 Editorial Foreword https://journals.qu.edu.qa/index.php/jes/article/view/4549 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4549 Tue, 29 Oct 2024 00:00:00 +0300 Back Matter https://journals.qu.edu.qa/index.php/jes/article/view/4551 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4551 Tue, 29 Oct 2024 00:00:00 +0300 Front Matter https://journals.qu.edu.qa/index.php/jes/article/view/4552 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4552 Tue, 29 Oct 2024 00:00:00 +0300 Editorial Board https://journals.qu.edu.qa/index.php/jes/article/view/4554 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4554 Tue, 29 Oct 2024 00:00:00 +0300 Editorial Board https://journals.qu.edu.qa/index.php/jes/article/view/4555 ojsadmin production Copyright (c) 2024 Journal of Educational Sciences – Qatar University https://creativecommons.org/licenses/by-nc/4.0 https://journals.qu.edu.qa/index.php/jes/article/view/4555 Tue, 29 Oct 2024 00:00:00 +0300