Dr. Ali Khaled Ali BawanehAssistant professor, Deanship of Academic DevelopmentFellow candidate in Teaching and Learning in Higher Education, Advance HE, UK Member in the Deanship of Academic Development Council
Eurasia Journal of Mathematics, Science and Technology Education
The most important benefits appear in ability of distance education (DE) to face challenges relat... more The most important benefits appear in ability of distance education (DE) to face challenges related to classroom education, as student’s absence from lesson does not affect it. DE also reduces waste of time and money to reach school or university and enhances aspects of self-responsibility. When student is self-disciplined, she is given a greater opportunity to expand sources of knowledge. This study aimed to explore to which extent Jordanian science and mathematics teachers satisfied towards DE and identify their attitudes and challenges they faced considering some variables: teachers’ gender, region, school stages they teach, experience, knowledge in technology skills, and specialization. Study population consisted of all Jordanian teachers in public schools from all regions in Jordan. The study sample included 499 male and female teachers. We developed a study questionnaire, which contained 27 items. After examining its validity and reliability, it was spread out electronically a...
International Journal of Information and Education Technology
The purpose of this study was to investigate the effects of a design-thinking-based teaching meth... more The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinki...
International Journal of Emerging Technologies in Learning (iJET), 2019
The purpose of this study was to investigate the effect of augmented reality and simulation on th... more The purpose of this study was to investigate the effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. The study sample consisted of 86 students of mathematics divided into two treatments in a random way. This study utilized the quasi experimental type of methodology. The independent variables were the instruction (augmented reality & simulation). The dependent variables were the students’ achievement and visual thinking. The findings of this study showed that students using the augmented reality mode performed significantly better than those in the simulation mode in achievements and visual thinking.
ABSTRACT Since continuing learning draws on education, wherever it is available, no matter by who... more ABSTRACT Since continuing learning draws on education, wherever it is available, no matter by whom provided, it is clear that programmes offered by formal education institutions are only one of many sources and options. The current study aimed at identification students’ preferable levels and challenges of using distance learning in COVID-19. The sample comprised of 720 students. The researchers adopted a questionnaire and verified its validity and reliability. Mean, standard deviations, and ANOVA tests were conducted. The results indicated that the level of students’ preferable in using distance learning is medium in general. The results did not show significant differences at the level (α = 0.05) of the use of distance learning for two independent variables: students’ gender and region, yet they indicated statistically significant differences in students’ preferable in distance learning for both educational level and ICT skills. On the other hand, the results indicated that the level of challenges faced by the students toward using distance learning is weak. This shows that students did confront real learning problems via digital platforms. Inferential statistics indicated that there is a significant difference in ICT skills in favor of those who did not have ICT skills. However, no statistically significant differences for three independent variables: students’ gender, educational level, and region.
The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method (... more The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method (HWBTM) to enhance eighth grade students' motivation towards science learning in Jordan. The randomly selected sample (N=357) including students within the Bani Kananah Directorate of Education-Jordan. One hundred eighty-three (Male = 98, Female = 85) students were instructed using HWBTM whereas hundred seventy-four (Male = 82, Female = 92) students were taught how to use the conventional teaching method (CTM). Two instruments were developed: 1) Thinking Preference Questionnaire to classify participants based on their preferred thinking styles; and 2) Student’s Motivation towards Science Learning Questionnaire. Data were analyzed using a 2-way ANCOVA and Post Hoc with split file techniques and a significance threshold (α) of 0.05 using the SPSS software package. The results showed that HWBTM surpassed the CTM in enhancing students' motivation towards science learning. The results showed that there are no statistical significant differences amongst the students' preferred thinking styles across HWBTM on students' motivation towards science learning. However, there are differences across CTM. The results also showed that the main effect of students' gender on the post test score of students' motivation towards science learning were not found statistically significant.
The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Con... more The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Conventional Teaching Method on tenth graders’ immediate achievement and retention of electric energy concepts in Jordan. Participants (N= 111 students; M= 52, F= 59) were randomly selected from Bani Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54) and other group was assigned to the Conventional Teaching Method (n= 57). A multiple-choice physics concept test and open-ended questions were developed and used. The results showed that the Mind Maps Teaching Method was more effective than the Conventional Teaching Method in immediate achievement and retention of electric energy concepts. There was a significant difference for students’ gender on immediate achievement but not on retention. The findings recommended that curriculum developers and textbook authors should consider the characteristics of brain parts and their information process in any c...
The study aimed at gauging science teachers’ usability of alternative assessments in light of fou... more The study aimed at gauging science teachers’ usability of alternative assessments in light of four demographic variables: teacher specialization, school level, experience, and scientific qualification. The population consisted of all science teachers (physics, chemistry, and biology) in Bani Kenanah Province, Jordan, and the sample comprised 163 teachers. The researchers developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as Mean, standard deviations and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the degree of using alternative assessments by science teachers for evaluating students’ learning is medium in general but with varying degrees from one item to another. The results also revealed that significant differences existed at the level of (α = 0.05) for the variables of teacher specialization and experience. However, the results did not show significant statistical differen...
The study aimed at investigates the science students' satisfaction level of using e-learning ... more The study aimed at investigates the science students' satisfaction level of using e-learning and virtual classes in exceptional condition [Coronavirus Disease 2019] COVID-19 Crisis, in light of three demographic variables: students' specialization, educational level, and GPA. The population consisted of all science students (Physics, Chemistry, Biology, and Mathematics) in the college of science at a university from Eastern Province, Saudi Arabia. The sample comprised of 116 science students. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as mean, standard deviations, and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the satisfaction level of using e-learning and virtual classes by science students is medium in general but with varying degrees from one item to another. The results did not show significant statistical differences at the level (a = 0.05...
The study aimed to explore science teachers’ satisfaction level of professional development progr... more The study aimed to explore science teachers’ satisfaction level of professional development programs in enhancing their teaching competencies taking into consideration three demographic variables: teachers’ gender, experience, and region. The population consisted of all science teachers (physics, chemistry, and biology) in Jordan, and the sample comprised 212 teachers. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as Mean, standard deviations and one way - ANOVA tests were conducted to analyze the questionnaire. The results indicated that the overall level of satisfaction with all the items and dimensions of the instrument was 3.26 and came within the medium category. The results also revealed that there are no statistically significant differences at the level of (α = 0.05) in science teachers’ satisfaction levels of professional development programs according to the variables of gender, experi...
Eurasia Journal of Mathematics, Science and Technology Education
The most important benefits appear in ability of distance education (DE) to face challenges relat... more The most important benefits appear in ability of distance education (DE) to face challenges related to classroom education, as student’s absence from lesson does not affect it. DE also reduces waste of time and money to reach school or university and enhances aspects of self-responsibility. When student is self-disciplined, she is given a greater opportunity to expand sources of knowledge. This study aimed to explore to which extent Jordanian science and mathematics teachers satisfied towards DE and identify their attitudes and challenges they faced considering some variables: teachers’ gender, region, school stages they teach, experience, knowledge in technology skills, and specialization. Study population consisted of all Jordanian teachers in public schools from all regions in Jordan. The study sample included 499 male and female teachers. We developed a study questionnaire, which contained 27 items. After examining its validity and reliability, it was spread out electronically a...
International Journal of Information and Education Technology
The purpose of this study was to investigate the effects of a design-thinking-based teaching meth... more The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinki...
International Journal of Emerging Technologies in Learning (iJET), 2019
The purpose of this study was to investigate the effect of augmented reality and simulation on th... more The purpose of this study was to investigate the effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. The study sample consisted of 86 students of mathematics divided into two treatments in a random way. This study utilized the quasi experimental type of methodology. The independent variables were the instruction (augmented reality & simulation). The dependent variables were the students’ achievement and visual thinking. The findings of this study showed that students using the augmented reality mode performed significantly better than those in the simulation mode in achievements and visual thinking.
ABSTRACT Since continuing learning draws on education, wherever it is available, no matter by who... more ABSTRACT Since continuing learning draws on education, wherever it is available, no matter by whom provided, it is clear that programmes offered by formal education institutions are only one of many sources and options. The current study aimed at identification students’ preferable levels and challenges of using distance learning in COVID-19. The sample comprised of 720 students. The researchers adopted a questionnaire and verified its validity and reliability. Mean, standard deviations, and ANOVA tests were conducted. The results indicated that the level of students’ preferable in using distance learning is medium in general. The results did not show significant differences at the level (α = 0.05) of the use of distance learning for two independent variables: students’ gender and region, yet they indicated statistically significant differences in students’ preferable in distance learning for both educational level and ICT skills. On the other hand, the results indicated that the level of challenges faced by the students toward using distance learning is weak. This shows that students did confront real learning problems via digital platforms. Inferential statistics indicated that there is a significant difference in ICT skills in favor of those who did not have ICT skills. However, no statistically significant differences for three independent variables: students’ gender, educational level, and region.
The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method (... more The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method (HWBTM) to enhance eighth grade students' motivation towards science learning in Jordan. The randomly selected sample (N=357) including students within the Bani Kananah Directorate of Education-Jordan. One hundred eighty-three (Male = 98, Female = 85) students were instructed using HWBTM whereas hundred seventy-four (Male = 82, Female = 92) students were taught how to use the conventional teaching method (CTM). Two instruments were developed: 1) Thinking Preference Questionnaire to classify participants based on their preferred thinking styles; and 2) Student’s Motivation towards Science Learning Questionnaire. Data were analyzed using a 2-way ANCOVA and Post Hoc with split file techniques and a significance threshold (α) of 0.05 using the SPSS software package. The results showed that HWBTM surpassed the CTM in enhancing students' motivation towards science learning. The results showed that there are no statistical significant differences amongst the students' preferred thinking styles across HWBTM on students' motivation towards science learning. However, there are differences across CTM. The results also showed that the main effect of students' gender on the post test score of students' motivation towards science learning were not found statistically significant.
The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Con... more The purpose of this study was to compare the effects of the Mind Maps Teaching Method and the Conventional Teaching Method on tenth graders’ immediate achievement and retention of electric energy concepts in Jordan. Participants (N= 111 students; M= 52, F= 59) were randomly selected from Bani Kenanah region, north of Jordan. One group was assigned to the Mind Maps Teaching Method (n=54) and other group was assigned to the Conventional Teaching Method (n= 57). A multiple-choice physics concept test and open-ended questions were developed and used. The results showed that the Mind Maps Teaching Method was more effective than the Conventional Teaching Method in immediate achievement and retention of electric energy concepts. There was a significant difference for students’ gender on immediate achievement but not on retention. The findings recommended that curriculum developers and textbook authors should consider the characteristics of brain parts and their information process in any c...
The study aimed at gauging science teachers’ usability of alternative assessments in light of fou... more The study aimed at gauging science teachers’ usability of alternative assessments in light of four demographic variables: teacher specialization, school level, experience, and scientific qualification. The population consisted of all science teachers (physics, chemistry, and biology) in Bani Kenanah Province, Jordan, and the sample comprised 163 teachers. The researchers developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as Mean, standard deviations and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the degree of using alternative assessments by science teachers for evaluating students’ learning is medium in general but with varying degrees from one item to another. The results also revealed that significant differences existed at the level of (α = 0.05) for the variables of teacher specialization and experience. However, the results did not show significant statistical differen...
The study aimed at investigates the science students' satisfaction level of using e-learning ... more The study aimed at investigates the science students' satisfaction level of using e-learning and virtual classes in exceptional condition [Coronavirus Disease 2019] COVID-19 Crisis, in light of three demographic variables: students' specialization, educational level, and GPA. The population consisted of all science students (Physics, Chemistry, Biology, and Mathematics) in the college of science at a university from Eastern Province, Saudi Arabia. The sample comprised of 116 science students. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as mean, standard deviations, and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the satisfaction level of using e-learning and virtual classes by science students is medium in general but with varying degrees from one item to another. The results did not show significant statistical differences at the level (a = 0.05...
The study aimed to explore science teachers’ satisfaction level of professional development progr... more The study aimed to explore science teachers’ satisfaction level of professional development programs in enhancing their teaching competencies taking into consideration three demographic variables: teachers’ gender, experience, and region. The population consisted of all science teachers (physics, chemistry, and biology) in Jordan, and the sample comprised 212 teachers. The researcher developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as Mean, standard deviations and one way - ANOVA tests were conducted to analyze the questionnaire. The results indicated that the overall level of satisfaction with all the items and dimensions of the instrument was 3.26 and came within the medium category. The results also revealed that there are no statistically significant differences at the level of (α = 0.05) in science teachers’ satisfaction levels of professional development programs according to the variables of gender, experi...
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