Pusat Pengajian Ilmu Pendidikan - Tesis

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    Epistemological Beliefs And Achievement Epistemological Beliefs And Achievement In Mathematics Among Secondary School Students In Muscat, Oman
    (2017-07)
    Khalid Khalifa, Saif Al Bahri
    The objectives of this study were to identify secondary school students' epistemological beliefs about mathematics in Muscat, Oman and to determine whether there is a significant difference in epistemological beliefs about mathematics between male and female students. This study also aimed to identify secondary school students' mathematics achievement in Muscat, Oman and to determine whether there is a significant difference in mathematics achievement between male and female students. In addition, this study aimed to determine whether there is a significant correlation between secondary students' epistemological beliefs about mathematics and their mathematics achievement.
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    The Use Of Assistive Technology And Its Impact On Students With Autism Spectrum Disorder In The Inclusive Classroom From Teachers’ Perspectives
    (2024-03)
    Alsalahat, Feras Abdel Rahman Salameh
    The UAE is actively promoting the use of modern technologies, especially for individuals facing special challenges. This study explores the role of knowledge, attitudes, and challenges in shaping teachers' opinions about the impact of assistive technologies on the academic achievement, language, and behavior of students with autism spectrum disorder (ASD) in inclusive classrooms. The study aimed to determine the categories of students with autism spectrum disorder that benefit most from high-tech assistive technologies, the challenges facing school teachers when they use assistive technologies within the inclusive classroom, and to explore teachers’ knowledge about autism spectrum disorder and their attitudes toward integrating them into inclusive classrooms. The study methodology was exploratory and descriptive, and 275 teachers and 11 educational coordinators participated in the study. Quantitative data through questionnaires and qualitative data through interviews were used. The results of the study showed that first-level students on the autism spectrum benefit most from high-tech assistive technology. The most important challenges facing teachers were presented, and solutions were proposed. The study also explored teachers' knowledge about autism, their attitudes toward its inclusion, and the impact of these variables on their opinions about the impact of high-tech assistive technologies on students with autism spectrum disorder.
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    Pembangunan Dan Keberkesanan Aplikasi Pembelajaran Geometri Realiti Terimbuh (Learngeoar) Terhadap Keupayaan Visualisasi Ruang Dan Pencapaian Tajuk Ruang Dalam Kalangan Murid Tahun Dua
    (2024-09)
    nadzeri, Mohamad basri
    Learning geometry poses a challenge for primary school pupils, demanding an an understanding of abstract concepts and spatial visualization skills.Augmented Reality (AR) technology emerges as one of a promising solution to enhance conceptual understanding by providing visual representations of geometric shapes. This study aims to develop and evaluate the effectiveness of Augmented Reality Learning Application (LearnGeoAR) on spatial visualization ability and achievement in Space topic for year two pupils. The research design is based on Design and Development Research (DDR), comprising three main phases: need analysis, design and development and evaluation. In the need analysis phase, three expert mathematics teachers offer insights into the geometry learning environment through semi-structured interviews and questionnaire involving 220 pupils and 52 mathematics teachers which identifies challenges, perceptions about geometry and characteristics of the AR application developed for the Space topic. The design and development phase involve seven expert lecturers and teachers, along with 30 year-two pupils through alpha and beta testing to ensure the validity and reliability of the LearnGeoAR application. During the evaluation phase, a quasi-experimental pre- and post-test non-equivalent group design is employed, involving 61 year two pupils from two primary schools in Kerian District, Perak, with 31 pupils in the experimental group and 30 pupils in the control group.
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    The Development Of Classroom Reorganisation Programme For Reducing Behavioural Problems Among Severe Autism Spectrum Disorder Students In The United Arab Emirates
    (2024-07)
    The United Arab Emirates is interested in improving life and training students of special needs and providing all the best programs, services, and qualified individuals to serve this category of society. Indeed, one of the most disturbing challenges for teachers of Autism Spectrum Disorder’ students is their behavioral problems and proper interaction with people in the external community. The purpose of this study was to create program’ package include two parts, designing a new physical organization for the classroom of severe autism spectrum disorder’ students, developing a training program for teachers on functional behavior assessment methods and behavior intervention plan, based on the ADDIE model. The study’ objectives aimed to evaluate the effectiveness of the old classroom organization in dealing with behavioral problems, identifying the appropriate needs and modifications for designing the new classroom organization, the level of teachers’ knowledge on functional behavior assessment methods, the effectiveness of the new classroom organization in treating students’ behavioral problems, and the efficiency of the training program to increase teachers’ knowledge on functional behavior assessment. The study’ research design is a single-group experimental study, used with the two sample groups. Implementing a classroom intervention program with 6 severe autism spectrum disorder’ students, in addition to apply a training program for 27 teachers of severe autism spectrum disorder’ students on functional behavior assessment methods.
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    Belief Representations And Differentiated Instruction Among Mainstream Teachers In Inclusive Schools In Bisha City Saudi Arabia.
    (2024-09)
    Alaklabi, Lamyaa Saad F
    Inclusive education, which aims to cater to all students regardless of their backgrounds and abilities, faces challenges due to varying definitions and implementations globally. Teachers' beliefs towards inclusion and their beliefs in their roles and self-efficacy as well as practices of differentiated instruction are crucial factors in promoting inclusive practices, especially for students with learning difficulties. However, research on teachers' beliefs and practices of differentiated instruction in mainstream settings for students with learning difficulties is limited. This study aimed to examine teachers' beliefs and their implementation of differentiated instruction practices. The relationship between these factors as well as teachers’ demographic factors were also investigated. This study employed the mixed methods design that contains a cross-sectional survey using an online questionnaire in which a number of 162 Saudi school teachers were purposefully sampled. Second, semi-structured interviews with the eight teachers were conducted to support the questionnaire's findings. Inferential statistics, such as the T-test, ANOVA, Correlation, and Regression, were employed for the analysis of survey data, whereas thematic analysis was utilized for the analysis of semi-structured interviews data. The findings specifically emphasized the importance of teachers' beliefs about inclusive education, particularly their understanding of responsibilities as a crucial component. They also displayed strong beliefs in their protective role for students with learning disabilities and exhibited confidence in motivating students to collaborate.