كتابة النص: الأستاذ الدكتور يوسف أبو العدوس - جامعة جرش قراءة النص: الدكتور أحمد أبو دلو - جامعة اليرموك مونتاج وإخراج : الدكتور محمد أبوشقير، حمزة الناطور، علي ميّاس تصوير : الأستاذ أحمد الصمادي الإشراف العام: الأستاذ الدكتور يوسف أبو العدوس
فيديو بمناسبة الإسراء والمعراج - إحتفال كلية الشريعة بجامعة جرش 2019 - 1440
فيديو بمناسبة ذكرى المولد النبوي الشريف- مونتاج وإخراج الدكتور محمد أبوشقير- كلية تكنولوجيا المعلومات
التميز في مجالات التعليم والبحث العلمي، وخدمة المجتمع، والارتقاء لمصاف الجامعات المرموقة محليا واقليميا وعالميا.
المساهمة في بناء مجتمع المعرفة وتطوره من خلال إيجاد بيئة جامعية، وشراكة مجتمعية محفزة للابداع، وحرية الفكر والتعبير، ومواكبة التطورات التقنية في مجال التعليم، ومن ثم رفد المجتمع بما يحتاجه من موارد بشرية مؤهلة وملائمة لاحتياجات سوق العمل.
تلتزم الجامعة بترسيخ القيم الجوهرية التالية: الإلتزام الإجتماعي والأخلاقي، الإنتماء،العدالة والمساواة، الإبداع، الجودة والتميّز، الشفافية والمحاسبة، الحرية المنظبطة والمستقبلية.
الاسم/ دكتور حمزة احمد عبدالرحمن القيام
البلدة الاصلية /الرشايدة جرش
البريد الالكتروني hgiam22@yahoo.com
جامعة جرش/كلية العلوم التربوية
هاتف محمول 0777008222 ، هاتف المكتب 6350521(02) داخلي 1231
---------------------------------------------------------------
الرتبة الأكاديمية :أستاذ مساعد .
لقد هدفت الدراسة هذه الى تحديد التحديات التي تواجه معلمي الرياضيات في المدارس الأساسية في محافظة جرش من وجهة نظرهم، وتم توظيف النهج الوصفي التحليلي والنهج الكمي لجمع البيانات ومعالجتها، وذلك من خلال الاعتماد على الاستبيان قام الباحث بتصميمه بالاستعانة بجوجل فورم، واستهدف الاستبيان ثلاث مجالات، وهي: (معلمي الرياضيات، والطلبة، ومناهج الرياضيات)، وتمثل المجتمع بكافة معلمي الرياضيات في المدارس الاساسية في جرش، وتم تحميل الاستبيان على عدة مجموعات من مجموعات الفيسبوك، وتم الاجابة على الاستبيان من قبل 198 معلم ومعلمة من معلمي الرياضيات لطلبة المرحلة الأساسية في جرش، وبذلك يعد اسلوب اختيار العينة الاسلوب العشوائي، وتم الاستعانة ببرنامج SPSS، وتم توظيف عدة اساليب وصفية لتحليل البيانات، وتبين أن حدة التحديات التي تواجه معلمي الرياضيات في المدارس الأساسية في محافظة جرش في كافة المجالات مجتمعة ومنفصلة تعد متوسطة .
This study examines how Self-Motivation and learned Helplessness influence academic Procrastination. This study utilized a quantitative survey to analyze the relationships between learned Helplessness, academic Procrastination, and Self-Motivation among 421 Jordanian university students. Data analysis involved descriptive assessments, reliability, and validity checks using SPSS. SmartPLS 4, specifically Partial Least Squares Structural Equation Modeling (PLS-SEM), was employed for hypothesis testing, suited for complex models and smaller samples. The questionnaire was built based on scales by Moneva et al. (2020), Tuckman (1991), and Quinless et al. (1988), comprising of 45 items across three sections, measuring Self-Motivation, Procrastination, and Learned Helplessness. The study's findings provide substantial support for a significant inverse relationship between Learned Helplessness and Self-Motivation and between Self-Motivation and Academic Procrastination. Learned Helplessness is found to have a positive impact on Academic Procrastination, and Self-Motivation significantly mediates the relationship between Learned Helplessness and Academic Procrastination. In addition, the total effect of Learned Helplessness on Academic Procrastination is direct and indirect, signifying its extensive influence.
0This study aims to examine the self -management of school leaders and its impact on the participation of teachers in decision -making within the leadership patterns in the United Arab Emirates in educational places and their impact on the participation of teachers, with a focus on schools throughout the United Arab Emirates (UAE). The primary goal is to investigate how the distinguished leadership approach affects the levels of teachers, the study community is one of the teachers and school leaders is different educational backgrounds and levels within the educational system in the United Arab Emirates. A sample was randomly chosen from 600 teachers in this study, which represents a cross section of teaching specialists from various schools throughout the United Arab Emirates. The sample aims to capture a comprehensive view of the education sector, taking into account teaching, classes and variable school types. The results were the search for a great relationship between driving patterns and teachers' participation. It should be noted that the transformational driving has shown a noticeable positive impact on enhancing teachers ’levels compared to other driving patterns such as transactions or status. Teachers who work under a transformative leadership framework have reported an increase in increased job satisfaction, increased motivation, and deeper adherence to their roles. These results, in turn, are manifested in improving students' performance and comprehensive school effectiveness. Moreover, the study highlighted the importance of participatory decisions -school driving processes. The schools where the teachers felt their activity in making decisions at higher levels of participation between teachers. This emphasizes the pivotal role of cooperative leadership in developing a supportive work environment that leads to the promotion of teachers' participation. The recommendations of educational institutions in the United Arab Emirates were adopting and implementing transformational leadership practices. Participatory decision operations makers are called to encourage leadership
This study aims to examine the self -management of school leaders and its impact on the participation of teachers in decision -making within the leadership patterns in the United Arab Emirates in educational places and their impact on the participation of teachers, with a focus on schools throughout the United Arab Emirates (UAE). The primary goal is to investigate how the distinguished leadership approach affects the levels of teachers, the study community is one of the teachers and school leaders is different educational backgrounds and levels within the educational system in the United Arab Emirates. A sample was randomly chosen from 600 teachers in this study, which represents a cross section of teaching specialists from various schools throughout the United Arab Emirates. The sample aims to capture a comprehensive view of the education sector, taking into account teaching, classes and variable school types. The results were the search for a great relationship between driving patterns and teachers' participation. It should be noted that the transformational driving has shown a noticeable positive impact on enhancing teachers ’levels compared to other driving patterns such as transactions or status. Teachers who work under a transformative leadership framework have reported an increase in increased job satisfaction, increased motivation, and deeper adherence to their roles. These results, in turn, are manifested in improving students' performance and comprehensive school effectiveness. Moreover, the study highlighted the importance of participatory decisions -school driving processes. The schools where the teachers felt their activity in making decisions at higher levels of participation between teachers. This emphasizes the pivotal role of cooperative leadership in developing a supportive work environment that leads to the promotion of teachers' participation. The recommendations of educational institutions in the United Arab Emirates were adopting and implementing transformational leadership practices. Participatory decision operations makers are called to encourage leadership
This study aims to conduct a comprehensive examination of the effect of parental involvement on children’s learning in the context of Jordan. A sample was taken from primary schools in the city of Mafraq in Jordan. The sample consisted of 90 male and female teachers and 110 parents. The sample was taken randomly, and questionnaires were distributed to the sample by using social networking sites with a focus on methodological aspects of research. Parental involvement in a child’s education greatly affects academic success. This research examines the methodologies used to evaluate the effects of parental involvement on children's learning in Jordanian educational settings. The study critically evaluates current research methodologies, including quantitative and qualitative methods used to evaluate parental involvement and its association with children's academic achievements in Jordanian schools. It examines sample demographics, data collection techniques, and statistical analyzes used in these studies. Through methodological scrutiny, this evaluation identifies strengths and limitations regarding the effects of parental involvement on children's learning in Jordan. It highlights effective methodologies and areas requiring improvement for a more comprehensive understanding of this relationship. Evaluation insights provide recommendations for improving future research methodologies, emphasizing the need for culturally sensitive and context-specific approaches to studying parental involvement and its impact on children's learning in Jordan. The study recommends the need for robust methodologies tailored to the social and cultural context to understand and enhance the impact of parental involvement on children's academic success.
This study explored the attitudes of basic school students towards using smartphones in math classes in Jordan. It also explored the challenges hindering such use. The descriptive analytical approach was adopted. The population is represented in all the public and private basic school students (including males and females) in all the Jordanian cities. The basic school stage in Jordan is represented in the stage that starts from first grade and ends at tenth grade. A questionnaire was designed to collect the required data. It was uploaded to Google Form. The questionnaire link was uploaded to several Facebook Groups. 304 basic school female and male students filled in the questionnaire. They are considered the members of the random sample. The data was processed in a statistical manner through a special software called (SPSS). It was found that the attitudes of basic school students towards using smartphones in math classes in Jordan are positive. It was found that the use of smartphones in math classes improves students’ achievement in this course and raises their engagement in such classes. Such use also raise their motivation to learn math. The challenges that may hinder the use of smartphones include: the absence of good internet connection in some schools and the poor skills of some students in using smartphones.
هدف الدراسة التعرف على فوائد التعلم عن بعد والتحديات التي تواجهه واتبعت الدراسة منهج الاستقراء التام وذلك بتحليل نتائج عدد من الدراسات الأكاديمية والرسائل الجامعية وتوصلت الدراسة الى عده نتائج منها ان التعلم عن بعد يساهم في زياده دافعية الطلبة واندماجهم في عمليه التعلم وزياده اعتمادهم على انفسهم وتمكين المدرسين من تتبع تحصيل الطلبة الاكاديمي ويطور المهارات الطلبة باستخدام الحاسوب واداره الوقت كما يمكن مختلف فئات الطلبة من التعلم مثل ذوي الاحتياجات الخاصة والذين يقطنون اماكن نائية، وبالمقابل فان هناك بعض التحديات التي تواجه التعلم عن بعد وتشمل كل من المعلمين والطلبة والبنية التحتية والدعم الفني والمنهاج واولياء الامور ومن هذه التحديات زياده اعباء المعلم وتأثر مهارات الطلبة الاجتماعية سلبا والمشكلات التقنية في المنصة التعليمية وكبر حجم المنهاج وفقر بعض اولياء الامور مما يصعب عليهم توفير متطلبات التعلم عن بعد ومن توصيات الدراسة تطوير البنية التحتية للتكنولوجيا في الدول النامية بشكل يحسن من التعلم عن بعد
0 This study aims to study the scenarios that may arise with the introduction of artificial intelligence in education, especially in mathematics education in Jordanian schools and universities, and what its implications are for the future of schools. The study design was phenomenological, a qualitative approach that looked at the perspectives of participants from various fields. The findings suggest that as AI in education becomes more prevalent, schools and teachers will encounter new products, advantages, and disadvantages. The findings highlight several recommendations for using AI and preventing potential problems and while participants generally seemed to have positive views of AI, there were some negative aspects as well, to which mathematics teachers and academics in particular drew attention in relation to the future of education. While educators view AI as a tool to bring quality and benefit to all in the education sector, they are more focused on the rationale for AI in education and potential future issues.
Instructional institutions have worked hard to improve their curricula and educational activities to keep up with the information and communication revolution. E-learning is one of these applications that stands out the most since it has changed how traditional education is delivered at institutions and the responsibilities and roles of students and teachers. This study explores how social studies students perceive the effectiveness of online courses offered by Jordanian universities. Data was gathered using a questionnaire that contained scales for e-learning quality and student satisfaction. A Jordanian university’s 421 students made up the study sample. The results showed that the overall content quality of e-learning courses was medium. The student’s level of satisfaction with the quality of the e-learning classes was moderate, and the e-learning classes’ form quality was very high. According to the study, providing lessons with a clear hierarchy or framework is best to make learning easier. Additionally, the study suggests including as many students as possible in the e-learning session and hearing their opinions
This study investigated the optimism predictability and its relationship with psychological flexibility in a convenience sample of 487 Jordanian basic stage students who have faced a lot of psychological and sociological challenges during the outbreak of COVID-19 which has affected the formation of students’ personality, social relationships, psychological and sociological psychology, academic achievement and more importantly their optimism and psychological flexibility. A descriptive analytical approach was used to analyze the data. The results showed that the levels of optimism and psychological flexibility were moderate among students, and there was a positive statistically significant correlation between them in favor of females. The study recommended parents and school teachers, social workers and decision-makers to develop the students’ skills of optimism predictive ability and psychological flexibility among students as there is a strong positive relationship between optimism predictive ability and psychological flexibility among Students during COVID-19 Pandemic. It also recommended conducting similar studies on optimism and psychological flexibility through employing different qualitative tools such as observation and interviews to obtain thick and authentic information about the students' real behaviors and perspectives to understand the impact of Coronavirus pandemic on their optimism and psychological flexibility levels and sociological psychology.
All Rights Reseved © 2025 - Developed by: Prof. Mohammed M. Abu Shquier Editor: Ali Zreqat
