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كلية التربية الدمام | College of Education Dammam

Permanent URI for this collectionhttps://repository.iau.edu.sa/handle/123456789/9

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    A Comparative Study of the Effects of Distance Learning and Face-to-Face Learning during the COVID-19 Pandemic on Learning Mathematical Concepts in Primary Students of the Kingdom of Bahrain
    (2023) Enas Anwar Tayfour; Mansour Saleh Rashed Alabdulaziz
    The main objective of this study is to compare the effectiveness of face-to-face learning and distance learning in helping fourth-grade primary students learn mathematical concepts. The data were collected from 120 fourth-grade students selected purposively and divided into two groups: a control group comprising 60 students, who used a face-to-face programme in their third grade, and an experimental group comprising 60 students, who used a distance learning programme in their third grade. A diagnostic test was used to measure their understanding of previous mathematical concepts. The current research revealed two interesting results: First, there were no statistically significant differences (p-value < 0.05) in rounding and ordering numbers, space concept, perimeter concept, and graphs between the face-to-face mode and distance learning mode, where students’ results were almost similar. Second, there were statistically significant differences (p-value < 0.05) in the concepts of expanding pictures of numbers (verbal, analytic, and standard), compare numbers, basic arithmetic operations, units of measurement, geometric shapes, sides, and data visualisation in favour of the group of students who were taught in a face-to-face learning mode.
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    Effectiveness of Using Thinking Maps Through the Edmodo Network to Develop Achievement and Mathematical Connections Skills Among Middle School Students
    (2021) Mansour Saleh Alabdulaziz; Ali Alhammadi
    This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasiexperimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS).
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    Visual Memory and relationship to the Intelligence of Working Memory among students with Learning Disabilities
    (2022) Samer Mohaamed Abu Drei; Tariq Abdullah Al-Qahtani
    This study aimed to identify (Visual Memory, VM) and its relationship to (Working Memory Intelligence, WMI) in students with (Learning Disabilities, LD). The descriptive correlative approach was used to achieve the study's objectives. In the Kingdom of Saudi Arabia, the study sample included (47) students, including (30) students with (LD) and (17) normal students, ranging in age from (7 to 13) years. The Wechsler-4 scale and the (VM) scale were also used. Indications of validity were got, as evidenced by content validity (80%), internal construct validity greater than 0.30, and concurrent validity for the construct validity of the (WMI) intelligence test for students with (LD) compared to normal students. The correlation coefficients for the sub-tests (Straight, Inverse, Numbers Memory Test, and Sequence of numbers and letters test) with the total score of the (WMI) among (LD) students are (0.747, 0.851, 0.886, 0.829), respectively. Cronbach's alpha coefficient, which amounted to, was also used to determine the scale's reliability (0.888). The study's findings revealed that the levels of (VM), shapes test, colors test, and numbers test were low. The level of memory intelligence for the memory of numbers intelligence test, as well as the straight and inverse tests, was low. While the test of the numerical and letter sequence was average. And that the (WMI) level of the (LD) students was average. The series of numbers and letters test is intermediate, and the memory of the numbers test is low. The results revealed a small difference between the students' average scores on the (VM) sub-tests and the total score. There was also a simple difference between the average student scores on the sub-digit memory tests and the total score. There were also differences in the average scores of students on the number and letter sequence tests, with the highest score being. There were also only minor differences in students' overall average scores on the (WMI). There is no connection between the (VM) intelligence test and (WMI).
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    Visual Motor Integration and relationship to the level of Processing Speed Index among students with Learning Disabilities
    (2022) Samer Mohaamed Abu Drei; Khalid Saad Ghorm Alshehri
    The study aim of this research was to determine (Visual Motor Integration, VMI) and its relationship to the level of (Processing Speed Index, PSI) in students with (LD). To achieve the study's objectives, the correlative descriptive method was used. The study comprised (100) Saudi students, including (50) students with (LD) and (50) normal students. Their ages ranged from 8 to 13 years. A Wechsler Scale-4 was also employed. The content validity and concurrent validity of the (cancellation) test in its two sub-categories (Random and Regular) was (80%), and the construct validity was greater than (0.30). The correlation between the sub-tests (Random and Regular) and the total score of the (VMI) test was 0.934-0.937), And for normal students are (0.965, 0.920). The construct validity of the values of the correlation coefficients between the sub-tests and the total score of the (PSI) test was higher than (0.30), and the correlation through the construct validity of the (PSI) test among students (LD), with the (PSI) among normal students. the correlation coefficients for the sub-tests (Coding and Symbol Search) were (0.770, 0.474). and for normal students (0.820, 0.876). Indications of the (VMI) test's reliability were also obtained through the Content Validity test (Cancellation) with its two branches (Random and Regular) using Cronbach's alpha coefficient (0.700). The reliability of the (PSI) test was determined using the internal consistency method and Cronbach's alpha test (0.825). The study's findings revealed that the level of (VMI) (cancellation) and (PSI) of (LD) students was extremely low. In addition, no statistically significant relationship exists between (VMI) and (PSI) levels. There were also statistically significant differences in the level of (VMI) due to age in favor of (LD) students in the age group (11–13). There were no statistically significant differences in the level of (VMI) compared to the (Regular) test among students with (LD). There were also statistically significant differences in total intelligence (PSI) levels due to variable students (LD and normal), with an arithmetic mean for (LD) students (65.06) and an arithmetic mean for normal students (101.06). The study recommends teachers' awareness of the importance of (VMI) intelligence in the (LD) category and conducting studies comparing (PSI) intelligence with the Mild Intellectual Disability category.