- Kuwait
- Personal Knowledge Management, Knowledge management tools, Mobile Learning, Online Teaching and Learning, Instructional Media and Technology, Educational Technology and Computing, and 9 moreDistance Learning, E-learning, E-teaching, e-Training, Information and Communication technology, Library and Information Science, Personal Knowledge Management Tools, Higher Education, and Educationedit
The study aimed to measure the artificial intelligence (AI) awareness level of pre-service teachers in the College of Education at Kuwait University. Additionally, it sought to explore the impact of some independent variables such as... more
The study aimed to measure the artificial intelligence (AI) awareness level of pre-service teachers in the College of Education at Kuwait University. Additionally, it sought to explore the impact of some independent variables such as gender/sex, specialization, ICT certification, AI training courses, and ICT proficiency (self-efficacy level) on their perceptions and awareness level. The study employed a descriptive analytical quantitative research methodology as its scientific research approach, which was suitable for achieving its research objectives. Data were collected using an online questionnaire, consisting of 36 items after it was validated and tested for reliability, distributed electronically to a purposive stratified sample of 555 pre-service teachers during the first (fall), second (winter/spring), and third (summer) semesters of 2023/2024 academic year. The study revealed that the awareness level of pre-service teachers at the College of Education, Kuwait University, regarding AI was generally categorized as “high” (M = 3.66, SD = 0.68, RII = 0.73). The results revealed that their awareness level was “high” for the majority of the scale items (35 statements), except for statement no. 19, which obtained a “very high” rating. Furthermore, the findings showed no statistically significant differences at the significance level 0.05 (α ≤ 0.05) among the means of the pre-service teachers’ responses attributed to the variables of specialization (literary, scientific), and ICT certification (holding an international ICT certificate, with no international ICT certificate), within the entire instrument/scale. As for the variables of gender (male, female), participation in AI training courses (attended, did not attend), and ICT proficiency (beginner, intermediate/competent, advanced/proficient), the results demonstrated statistically significant differences in the means of participants’ responses, in the overall tool/scale, in favor of the following: the gender/sex variable favored males, the participation in AI training courses variable favored pre-service teachers who attended previous training courses in AI, and the ICT proficiency level variable showed differences in only one pair, namely (beginner, intermediate/competent), in favor of participants with higher ICT proficiency levels (intermediate/competent). The study concluded with some recommendations, including: (1) Disseminating awareness of the AI culture and promoting optimal utilization of its smart technologies and applications in the field of education among teachers; (2) Providing continuous training and awareness for teachers regarding AI technologies and applications, and how to effectively integrate and employ them in teaching and learning; (3) Preparing an interactive digital educational guide on the applications of AI in teaching and learning; (4) Incorporating the subject of AI, along with its various topics, into educational curricula in schools and universities, as well as integrating it into professional academic programs for teacher preparation; and (5) Enhancing coordination, partnership, and collaboration -locally, regionally, and internationally - among educational institutions, authorities, and organizations specialized in AI, this aims to promote and increase awareness in the field of AI and leverage the experiences and expertise of others in this vital domain.
Research Interests: Artificial Intelligence, Higher Education, Future of artificial intelligence, Artificial Inteligence, Artifical Intelligence, and 14 moreKuwait, Artificial Neural Networks, Artificial Intelligence in Education, Philosophy of Artificial Intelligence, Artificial Inteligent, Pre-service teachers, Artificial Intelligent, Inteligencia artificial, Preservice Teachers, Awareness, Student, Colleges of Education, Kuwait University students, and State of Kuwait
The study aimed to measure the teachers’ evaluation towards the experience of using the distance/remote teaching and learning system (electronic, web-based, mobile, and virtual) in general education schools in the State of Kuwait during... more
The study aimed to measure the teachers’ evaluation towards the experience of using the distance/remote teaching and learning system (electronic, web-based, mobile, and virtual) in general education schools in the State of Kuwait during the spread of the Coronavirus (COVID-19) pandemic—this included their degree of acceptance, agreement, and satisfaction with it. In addition to revealing the impact of some independent variables (i.e., gender, school type, specialization, ICT qualification, nationality, years of professional experience, and educational stage on the level of the teachers’ overall evaluation (i.e., their acceptance, agreement, and satisfaction) of this new system. This study utilized the quantitative, descriptive, survey, analytical, and evaluative research design/methodology to achieve its research objectives. Data were collected through an online questionnaire distributed to a stratified sample of 2,529 male and female teachers. Participants were randomly selected electronically during the first and second semesters of 2021/2022 academic year. The findings of the study revealed that the overall evaluation degree of the teachers in Kuwait’s general education schools towards distance/remote education practice during the pandemic was generally “high” (M = 3.49, SD = 0.48, RII = 0.70). Teachers’ responses indicated that their acceptance, agreement, and general satisfaction with the new alternative emergency educational system (distance/remote teaching and learning) ranged from “moderate to very high” across all of the study’s domains. The results also showed that statistically significant differences at the significance level of 0.01 (α ≤ 0.01) were found among the means of the teachers’ responses. These differences were attributed to several variables, such as: gender (favoring females), school type (favoring private general education schools), ICT qualification (favoring those without international ICT certifications), nationality (favoring Kuwaiti citizens), years of professional experience (favoring those with less than 10 years), and educational stage (favoring elementary and secondary stages). However, specialization variable did not show statistically significant differences in participants’ responses. The study concluded with several recommendations.
Research Interests: Distance Education, Mobile Learning, K-12 Distance Learning, Distance Learning, Web Based Learning, and 14 moreVirtual Learning Environments, Kuwait, Electronic Learning, Virtual Learning, Internet Based Learning, MOBILE TEACHING AND LEARNING TECHNOLOGY, Web-based learning, Mobile technologies and Applications for teaching and Learning, Open and Distance Learning, Teachers' Evaluation, Open Distance Learning, Teaching and Learning Languages in Virtual Worlds, coronavirus (covid-19) pandemic, and general education schools
The study aimed to measure the cybersecurity awareness level of pre-service female teachers in the College of Education at Kuwait University. Additionally, it sought to explore the impact of some independent variables such as... more
The study aimed to measure the cybersecurity awareness level of pre-service female teachers in the College of Education at Kuwait University. Additionally, it sought to explore the impact of some independent variables such as specialization, cybersecurity training courses, and ICT proficiency on their perceptions and awareness level. The study employed a descriptive methodology as its scientific research approach, which was suitable for achieving its research objectives. Data were collected using an online questionnaire, consisting of 47 items after it was validated and tested for reliability, distributed electronically to a purposive stratified sample of 464 pre-service female teachers during the first and second semesters of 2022/2023 academic year. The study revealed that the awareness level of pre-service female teachers at the College of Education, Kuwait University, regarding cybersecurity was generally categorized as “very high” (M = 4.26, SD = 0.50, RII = 0.85). The results indicated that their awareness level was “very high” for the majority of the scale items (39 statements), while the remaining scale items (8 statements) also achieved a “high” level. Furthermore, the findings showed no statistically significant differences at the significance level (α ≤ 0.05) among the means of the pre-service female teachers’ responses attributed to the variables of specialization (literary, scientific), and ICT proficiency (beginner, intermediate/competent, advanced/proficient), within the entire instrument/scale. As for the variable of participation in cybersecurity courses (attended, did not attend), the results demonstrated statistically significant differences in the means responses of participants in favor of pre-service female teachers who had attended prior cybersecurity courses. The study concluded with some recommendations, including: (1) The necessity of providing continuous training and awareness for teachers about cybersecurity, its threats, and dangers; (2) Providing an interactive digital educational cybersecurity guide; (3) Incorporating cybersecurity topics into various educational curricula in schools and universities; and (4) Enhancing coordination, collaboration, and partnerships between educational institutions and cybersecurity authorities and organizations to promote and increase awareness in the field of cybersecurity.
Research Interests: Cybercrimes, Higher Education, Cybersecurity, Kuwait, Preservice Teacher Education, and 15 morePre-service teachers, Cyber Security, Awareness, Post-Secondary Education, Cybersecurity Law, Cyber security / cyber warfare, Pre-service Teachers, Cybersecurity policy, Cyber law and Information Security, Cybersecurity Training, Cybersecurity Education, Cyber Crime and Cyber Security, Level of Awareness, Awareness Level, and Kuwait University students
The study aimed to measure the perspectives of members of the academic staff at Kuwait University (KU) towards the experience/practice of using distance teaching and learning system (electronic, web-based, mobile, and virtual) during the... more
The study aimed to measure the perspectives of members of the academic staff at Kuwait University (KU) towards the experience/practice of using distance teaching and learning system (electronic, web-based, mobile, and virtual) during the Coronavirus (COVID-19) pandemic crisis—their degree of acceptance and approval with the new alternative teaching and learning strategy. In addition to revealing the effect of some independent variables (i.e., gender, type of college, type of specialization/major, prior experience in using electronic teaching and learning management platforms, and years of processional experience) on the level of their acceptance, approval, and satisfaction with this distance/remote education system. This study adopted the quantitative, descriptive, survey, analytical, and evaluative research design as the research methodology entrusted with the completion of its investigative research objectives. The online questionnaire was used to collect data. A stratified random sample of 260 members of KU’s academic staff participated electronically in this research study during the fall, spring/winter, and summer semesters of 2021-2022 academic year. The results indicated that the degree of acceptance/agreement and satisfaction among the academic staff members at KU towards distance/remote education practice was generally "high" (M = 3.74, SD = 0.41, RII = 0.75). Where the estimates of the academic staff indicated that the degree of their acceptance/approval and satisfaction with the new alternative emergency educational system (distance/remote teaching and learning) was "high-very high" in all of the study’s domains/indicators. The findings of the study also revealed that there were statistically significant differences at the significance level of 0.05 (α ≤ 0.05) between the responses of KU academic staff members with regard to the degree of their acceptance/approval and satisfaction with the practice of distance education due to the variables of gender (in favor of the female group), the type of specialization/major (in favor of the category of humanity and social sciences specializations), prior experience in using electronic teaching and learning management platforms (for the benefit of those with previous experience), and years of professional experience (for the category of less than 10 years). The study concluded with some recommendations.
Research Interests: Distance Education, Mobile Learning, K-12 Distance Learning, Use of Internet to enhance learning/teaching capabilities, Blended And Mobile Learning, and 15 moreDistance Learning, Web Based Learning, Virtual Learning Environments, Kuwait, Electronic Learning, Web-based Learning and Instruction, MOBILE TEACHING AND LEARNING TECHNOLOGY, Web-based learning, Post-Secondary Education, Open and Distance Learning, Open Distance Learning (ODL), Open Distance Learning, Coronavirus COVID-19, Pandemic Coronavirus COVID19, and The Extent/Degree of Agreement/Acceptance
The study aimed to highlight and identify the challenges and obstacles encountered by Kuwait public higher education institutions students throughout the practice of implementing distance/remote education (electronic, Internet/web-based,... more
The study aimed to highlight and identify the challenges and obstacles encountered by Kuwait public higher education institutions students throughout the practice of implementing distance/remote education (electronic, Internet/web-based, mobile, and virtual teaching and learning) system during the Coronavirus (COVID-19) pandemic from their point of view. This descriptive, analytical, and evaluative study adopted the mixed methods research design (a combination of quantitative and qualitative research methodologies). The online questionnaire, informal semi-structured interviews, and focus groups discussions were used to collect data. A stratified random sample of 5,000 students from Kuwait public higher education colleges and institutes participated electronically in this research study - using information and communication technology (ICT) tools such as email, social networking/media apps, and video conferencing software platforms - during the fall, spring, and summer semesters of 2021/2022 academic year. The results indicated that the degree of satisfaction among the students at Kuwait public higher education institutions towards distance/remote teaching and learning practice was generally "high". This gives a positive impression towards moving forward to continue employing and adapting it as an effective and important teaching and learning tool along with the traditional teaching and learning method, and/or when the conventional teaching and learning strategy is not available/possible due to unusual/exceptional natural, political, and health conditions related to crises, disasters, epidemics, and so on. However, it is imperative for the administrators of public higher education institutions in Kuwait to pay close attention and take care to overcome the many challenges, obstacles, problems, and difficulties that faced their students during this exceptional/unusual experience, which were divulged by the outcomes of the current research study, and strive to find proper and effective solutions to them to increase the success of this educational experience and reap the desired educational benefits. Among the most prominent of these challenges and obstacles revealed by the results are the following: (1) the technical problems related to the Internet, communication networks, software, and hardware beyond the control of the teacher and the student during lectures and/or exams (N = 3,072, % = 61.4), (2) the short period of time granted to students to take the exams, despite the large number of questions and their difficulty, to avoid cheating (N = 1,778, % = 35.6), (3) the lack of sympathy/concern, consideration, appreciation, and understanding for students’ technical problems, their circumstances, and conditions, and holding them accountable for that by punishing/penalizing them, and sometimes treating them with abuse, cruelty, and rudeness (N = 1,447, % = 28.9), (4) the large number and difficulty of assignments or duties/tasks (such as: projects, reports, research studies, presentations, activities, etc.) that the student is assigned to complete and deliver them in a short period (N = 1,411, % = 28.2), (5) increasing the difficulty of the tests by placing awkward questions; On the pretext of avoiding cheating (N = 1,205, % = 24.1), (6) the study pressure (N = 1,199, % = 24.0), (7) the failure to use modern and diverse teaching and learning methods and strategies that are suitable for distance/remote education (electronic, Internet/web-based, mobile, and virtual teaching and learning); Which caused difficulty in perceiving, understanding and assimilation among students (N = 1,175, % = 23.5), and (8) the lack of trust and good faith in the students which causes challenging their credibility and being suspicion that they are cheating a lot (N = 974, % = 19.5). The study concluded with some recommendations.
Research Interests: E-learning, Distance Education, Mobile Learning, Higher Education, Use of Internet to enhance learning/teaching capabilities, and 14 moreDistance Learning, Web Based Learning, Virtual Learning Environments, Open and Distance Education, Kuwait, Electronic Learning, Elearning and Distance Learning Eductaion, Virtual Learning, Post-Secondary Education, Students' perceptions, Challenges, Distance Learning Distance Education, Coronavirus COVID-19, and Obstacles of Electronic Teaching and Learning
The study aimed to demonstrate the level of satisfaction of the Public Authority for Applied Education and Training (PAAET) students towards the implementation of distance teaching and learning system during the Coronavirus (COVID-19)... more
The study aimed to demonstrate the level of satisfaction of the Public Authority for Applied Education and Training (PAAET) students towards the implementation of distance teaching and learning system during the Coronavirus (COVID-19) pandemic from their point of view. In addition to revealing the effect of some independent variables (i.e., gender, type of college/institute, and type of specialization/major) on the level of their satisfaction with this exceptional experience. It also intended to highlight and identify the obstacles and challenges encountered by PAAET students throughout the practice of distance education. This descriptive, analytical, and evaluative study adopted the mixed methods research design (a combination of quantitative and qualitative research methodologies). The online questionnaire, informal semi-structured interviews, and focus groups discussions were used to collect data. A stratified random sample of 2,365 students from PAAET colleges and institutes participated electronically in this research study - using information and communication technology (ICT) tools such as email, social networking/media apps, and video conferencing platforms - during the fall and spring semesters of 2021/2022 academic year. The results indicated that the degree of satisfaction among the students at PAAET towards distance teaching and learning practice was generally "high" (M = 3.44, SD = 1.03, RII = 0.69). Where the estimates of the students indicated that the degree of their satisfaction with the employment of distance education was "high" in all of the study’s indicators. The findings of the study also revealed that there were statistically significant differences at the significance level of 0.01 between the responses of PAAET students with regard to the degree of their satisfaction with the practice of distance education due to the variables of gender (in favor of the male group), the type of college/institute (in favor of scientific colleges and institutes), and the type of specialization (in favor of the category of scientific specializations/majors). As for the difficulties, challenges, and problems that PAAET students faced during this experiment, they were numerous as indicated by the results, the most prominent of which are the following: (1) the technical problems related to the Internet, communication networks, software, and hardware (N = 1,320, % = 55.8), (2) the short time given to students to take the tests (N = 760, % = 32.1), (3) the study pressure (N = 720, % = 30.4), (4) the lack of trust and good faith of some faculty members and the academic support staff in the students which causes challenging their credibility and being suspicion that they are cheating a lot (N = 650, % = 27.5), and (5) increased test difficulty (N = 630, % = 26.6). The study concluded with some recommendations.
Research Interests: Distance Education, ICT in Education, Satisfaction, Online and Distance Education, Distance Learning, and 14 moreICT in Teachers Education, Web Based Learning, Kuwait, Electronic Learning, Elearning and Distance Learning Eductaion, Student Satisfaction, Virtual Learning, Web-based learning, Post-Secondary Education, Remote Education, Open Distance Learning, Higher Education Institution, Coronavirus COVID-19, and Pandemic Coronavirus COVID19
This study aimed to determine the level of acceptance of infographics apps among preservice teachers at Kuwait University and examine the effect of several independent variables on the level of acceptance. It used exploratory... more
This study aimed to determine the level of acceptance of infographics apps among preservice teachers at Kuwait University and examine the effect of several independent variables on the level of acceptance. It used exploratory quasiexperimental descriptive analysis based primarily on a quantitative approach and specifically adopted the information and communication technology acceptance model (ICTAM). A stratified sample of 162 preservice female teachers from the College of Education at Kuwait University participated in this study. The participants were introduced to and trained on various infographics apps. At the end of the semester, an anonymous questionnaire was administered through an online survey tool, and the preservice teachers were asked to voluntarily participate and complete the questionnaire. A set of descriptive statistics (i.e., frequencies, percentages, means, and standard deviations) and inferential comparisons tests (i.e., independent-samples t-tests, one-way analyses of variance "ANOVAs", Dunnett's C multiple comparisons tests, and Scheffe's multiple comparisons tests) were employed to analyze the data. The findings revealed that the level of acceptance among preservice teachers regarding the use of infographics apps was "high" (M = 3.85, SD = 0.67). Although the results uncovered a few significant differences with regard to some independent variables (i.e., year of study, ICT daily usage, and GPA), the level of overall acceptance of the infographics apps was very high.
Research Interests: Technology Acceptance, Visual Learning, Visual Thinking, Data Visualization, Visual Analysis, and 15 moreInfographics and data visualization, Infographics, 21st Century Competencies, Preservice Teachers, Students' perceptions, 21st Century Skills, Data Analysis and Visualization, Teacher Perceptions, Digital İNfographics, Animated Infographics, Visual Teaching/Learning, Teacher competencies for 21st century, Information and Communication Technology Acceptance Model (ICTAM), ICT Acceptance Model (ICTAM), and Infographics Apps
The research study sought to find out the extent to which science laboratory technicians in the three educational stages in public education schools in the State of Kuwait possess professional competencies and attempt to uncover the... more
The research study sought to find out the extent to which science laboratory technicians in the three educational stages in public education schools in the State of Kuwait possess professional competencies and attempt to uncover the reality of those competencies from the viewpoint of the supervisors and technicians of science laboratories. The study adopted the quantitative, descriptive, analytical, and evaluation survey method to achieve its objectives. As for the study, the sample consisted of 474 participants from the supervisors and technicians of science laboratories in public education sector schools (government and private) in the State of Kuwait. A study tool (questionnaire) was distributed to them in the second semester of the academic year 2020-2021 for data collection, and then descriptive and inferential statistical methods were used to process and analyze the data and extract the results of the study. The researchers relied on the descriptive approach in reviewing books, literature, and studies related to in-service training and applying a list of professional competencies to see the extent of their availability among laboratory technicians. The results of the study showed that the extent of possession of science laboratory technicians in public education schools in the State of Kuwait included the following competencies: administrative, security and safety, dealing with learners, dealing with laboratory materials and equipment, dealing with teachers, and using and employing computers. The degree to which they possess these professional competencies is "very high significant". The researchers recommend using the list of professional competencies of science laboratory technicians in public education schools in the State of Kuwait and training laboratory technicians to deal with learners and teachers to facilitate their performance of work. And the necessity of involving laboratory technicians in building training programs through knowing their desires in the educational and learning environment, with the importance of their contribution to education and learning content, to encourage laboratory technicians to learn; To ensure that they continue to possess the professional competencies positively, with efficiency, effectiveness and high quality.
Research Interests: Science Education, Kuwait, ICT Competencies and ICT Practices of Principals, Teaching competencies, Professionnal competencies, and 9 moreProfessional competencies, Teachers' Competencies, Competencies, Education Supervisors, Public Schools, Public Schools, Public Education, Views, Opinions, and Technicians
The study aimed to demonstrate the level of satisfaction of Kuwait University (KU) students towards the practice of distance teaching and learning during the Coronavirus (COVID-19) pandemic from their point of view. In addition to... more
The study aimed to demonstrate the level of satisfaction of Kuwait University (KU) students towards the practice of distance teaching and learning during the Coronavirus (COVID-19) pandemic from their point of view. In addition to revealing the effect of some independent variables (i.e., gender, type of specialization, and the university level) on the level of their satisfaction with this exceptional experience. It also intended to highlight and identify the obstacles and challenges encountered by KU students throughout the practice of distance education. This descriptive, analytical, and evaluative study adopted the mixed methods research design (a combination of quantitative and qualitative research methodologies). The online questionnaire, informal semi-structured interviews, and focus groups discussions were used to collect data. A stratified random sample of 2,035 university students from KU participated electronically in this research study - using information and communication technology (ICT) tools such as email, social networking/media apps, and video conferencing platforms - during the first semester of 2020/2021 academic year. The results indicated that the degree of satisfaction among the students at KU towards distance teaching and learning practice was generally "medium/average" (M = 2.76, SD = 1.02, RII = 0.55). Where the estimates of the students indicated that the degree of their satisfaction with the practice of distance education is "medium/average" in all of the study’s indicators. The findings of the study also revealed that there are statistically significant differences at the significance level of 0.01 between the responses of KU students with regard to the degree of their satisfaction with the practice of distance education due to the variables of gender (in favor of the male group), the type of specialization (in favor of the category of humanity specializations), and the university level (for the category of graduate students). As for the difficulties, challenges, and problems that students faced during this experiment, they were numerous as indicated by the results, the most prominent of which are the following: (1) technical problems related to the Internet, communication networks, software, and hardware (N = 1,252, % = 61.5), (2) lack of sympathy/concern, consideration, appreciation, and understanding for students’ technical problems, conditions, circumstances, and hold them accountabile for that by punishing/penalizing them (N = 545, % = 26.8), (3) the large amount of and difficult assignments or duties/tasks that the student is entrusted with completing and delivering in a short period (N = 421, % = 20.7), (4) not using the modern teaching and learning methods and strategies that deem appropriate for distance education, which caused difficulty in perception, understanding, and comprehension among students (N = 417, % = 20.5), (5) the short time given to students to take the tests (N = 414, % = 20.3), and (6) increased test difficulty (N = 284, % = 14.0). The study concluded with some recommendations.
Research Interests: Distance Education, K-12 Distance Learning, Online and Distance Education, Distance Learning, Open and Distance Education, and 15 moreKuwait, Elearning and Distance Learning Eductaion, Distance Education, E-Learning, Teacher Professional Development in Technology-Supported Teaching and Learning, Post-Secondary Education, Students' perceptions, Open and Distance Learning, Web Based Teaching and Learning, Open Distance Learning, Distance Learning Distance Education, Teaching and Learning In Virtual Environment, Teaching and Learning in Distance Education, Kuwait University students, Pandemic Coronavirus COVID19, Coronavirus Pandemic, and Obstacles of Distance Teaching and Learning
This study aimed to demonstrate/identify the extent/degree to which teachers in general education schools in the State of Kuwait possess information and communication technology (ICT) competencies from their point of view, in addition to... more
This study aimed to demonstrate/identify the extent/degree to which teachers in general education schools in the State of Kuwait possess information and communication technology (ICT) competencies from their point of view, in addition to revealing the impact of some independent variables (i.e., gender, specialization, and years of professional experience) on the acquisition level. The study adopted the analytical, exploratory, descriptive, quantitative research methodology, and used the questionnaire as a tool to collect data. A stratified random sample of 1,299 teachers participated electronically in this research study during the first semester of 2020/2021 academic year. The results indicated that the degree of availability of information and communication technology competencies among the teachers in general education schools in the State of Kuwait was generally "medium/average" (M = 2.45, SD = 0.84, RII = 0.49). Where the estimates of the teachers indicated that the extent to which they possess ICT competencies is "medium/average" in all of the study’s dimensions/constituents/topics. The findings of the study also revealed that there are statistically significant differences at the significance level of 0.01 among the averages of teachers’ responses regarding the degree to which they possess ICT competencies due to the variables of gender (in favor of the female category), specialization (in favor of the category of scientific specializations), and years of professional experience (in favor of the category with the lowest years of experience; less than 10 years), in all of the study’s dimensions/constituents/topics separately, and in the tool as a whole. The study concluded with some recommendations.
Research Interests: Kuwait, ICT Competencies and ICT Practices of Principals, ICT competencies, ICT in Education Competencies, Educational Technology Competencies, and 10 moreICT competencies for teacher, elearning Competencies, ICT Competencies for Teachers, PreK to 12 Education, Teachers’ Opinions, Information and Communication Technology Competencies, Educational Technology Standards/Competencies, Information and Communication Technology (ICT) Standards/Competencies, PreK-12 Education, and Perceptions/Opinions of Teachers
The research aimed to verify the effectiveness of a training environment based on mobile learning on developing the skills of producing e-tests among intermediate school teachers in Kuwait. The sample of the research consisted of (40)... more
The research aimed to verify the effectiveness of a training environment based on mobile learning on developing the skills of producing e-tests among intermediate school teachers in Kuwait. The sample of the research consisted of (40) intermediate school teachers, who were randomly divided into two groups, the experimental group consisted of (20) teachers using a training environment based on mobile learning, and the control group consisted of (20) teachers using traditional training. The research included two tools: an achievement test, and final product criteria checklist; and to achieve this goal the integration of the descriptive analytical approach and the experimental approach has been used. The results of the research found a statistically significant difference at an indication level (α ≤ 0.05) between the mean scores of the teachers of the experimental group using (mobile learning-based training environment) in the pre- and post-application of the achievement test in favor of the post-application, and a statistically significant difference (α ≤ 0.05) between the mean scores of the experimental group using (mobile learning-based training environment), and the mean scores of the control group using (traditional training) in the post-application of the achievement test and the final product criteria checklist in favor of the experimental group. The study recommended that training courses should be organized for teachers to raise awareness of the importance of e-assessment in the teaching process.
Research Interests: Mobile Learning, ICT in Education, Teacher Training, Information and Communication technology, In-service teacher training, and 8 moreMobile learning and eLearning, Information and Communication Technologies, Information and Communications Technology, eTraining, Elearning, Electronic Training, Etests, and Electronic Tests
This study aimed to demonstrate/identify the extent/degree to which faculty members at Kuwait University possess information and communication technology (ICT) competencies from their point of view, in addition to revealing the impact of... more
This study aimed to demonstrate/identify the extent/degree to which faculty members at Kuwait University possess information and communication technology (ICT) competencies from their point of view, in addition to revealing the impact of some independent variables (i.e., gender, specialization, and years of professional experience) on the acquisition level. The study adopted the analytical, exploratory, descriptive, quantitative research methodology, and used the questionnaire as a tool to collect data. A stratified random sample of 441 faculty members participated electronically in this research study during the second semester of 2019/2020 academic year. The results indicated that the degree of availability of information and communication technology competencies among the faculty members at Kuwait University was generally "medium/average" (M = 2.65, SD = 0.99, RII = 0.53). Where the estimates of the faculty members indicated that the extent to which they possess ICT competencies is "medium/average" in all of the study’s dimensions/constituents/topics. The findings of the study also revealed that there are statistically significant differences at the significance level of 0.01 between the responses of faculty members regarding the degree to which they possess ICT competencies due to the variables of gender (in favor of the female category), specialization (in favor of the category of scientific specializations), and years of professional experience (in favor of the category with the highest years of experience (more than 10 years), in the vast majority of the study’s dimensions/constituents/topics separately, and in the tool as a whole. The study concluded with some recommendations.
Research Interests: Kuwait, ICT Competencies and ICT Practices of Principals, ICT competencies, Post-Secondary Education, Educational Technology Competencies, and 5 moreICT Competencies for Teachers, Teacher Perceptions, Information and Communication Technology Competencies, Educational Technology Standards/Competencies, and Information and Communication Technology (ICT) Standards/Competencies
This article provides you with information about the “International Society for Technology in Education (ISTE) Standards for Educators: Computational Thinking Competencies”.
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This study aimed to assess the reaction-based satisfaction level of Kuwait University’s students regarding the utilization of some PKM tools in their academic studies and its influence on managing their knowledge. A total of 100... more
This study aimed to assess the reaction-based satisfaction level of Kuwait University’s students regarding the utilization of some PKM tools in their academic studies and its influence on managing their knowledge. A total of 100 undergraduate students from the College of Education participated in this research. Regardless of students being not aware at all about KM, PKM, and PKM tools. Yet, the fact is that the results showed a significantly positive, affirmative, and encouraging feelings, attitudes, and perceptions with respect to using PKM tools for academia and personal life as well (i.e., yielded an agreement ratio about 95 percent). The majority of the participants did consider PKM tools as being appropriate and useful to their work/study. They also did believe that PKM tools are important constituents for success in the global knowledge society. Thus, most of the participants were highly satisfied with PKM tools and, accordingly, their reaction-based satisfaction level was pos...
Research Interests: Psychology, Education, Knowledge Management, Higher Education, ICT in Education, and 15 moreICT, Personal Knowledge Management, Information and Communication technology, ICTs, Information and Communication Technologies, Information and Knowledge Management, Knowledge management tools, ICT tools in teaching and learning, Knowledge Management (KM), KM Tools, Personal Knowledge Management Tools, PKM Tools, ICT Tools in Education, KM Tools in Education, and PKM Tools in Education
This study aimed to identify the degree of usage by Kuwait University (KU) faculty members of the academic support information and communication technology (ICT) tools, services, systems, and resources provided by KU. The study comprised... more
This study aimed to identify the degree of usage by Kuwait University (KU) faculty members of the academic support information and communication technology (ICT) tools, services, systems, and resources provided by KU. The study comprised an exploratory descriptive research design, using a survey questionnaire technique. A total of 304 faculty members willingly participated in the study. Regardless of two decades of massive investment to situate ICT tools, services, systems, and resources as a pivotal tenet of KU’s teaching, learning, research, and administration practices, the findings revealed that formal academic usage of these ICT services and resources by KU faculty is only “average” (overall mean score is 3.48 (SD = 0.937) on a 6-point rating scale). This implies that the potential benefits of these academic support ICT systems and services have not yet been attained, in terms of serving KU’s strategic objectives. Lack of technical support, awareness of availability, time, know...
Research Interests: Computer Science, Education, Higher Education, Postsecondary Education, Usage, and 10 moreICT tools, ICT services, Faculty Members, ICT systems, ICT resources, Academic Support ICT Services, Academic Support ICT Resources, Academic Support ICT Tools, Academic Support ICT Systems, and University Faculty Members
This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for... more
This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for teaching and learning, in science education. The first level (i.e., reaction) of Kirkpatrick's/Phillips' classic 5-level evaluation research model was exploited to assess and validate the reaction-based satisfaction level of pre-service science teachers. Although the findings disclose that 74.2 percent of participants asserted being aware about concept/mind maps beforehand. However, the vast majority, 96.8 percent, affirmed that they are not aware about concept/mind mapping application software. The results indicate that all participants were highly satisfied with utilizing concept/mind mapping and its related applications in education, accordingly, their reaction-based satisfaction level was extremely positive and significantly high among ...
Research Interests: Psychology, Science Education, Higher Education, Visual Learning, Concept Mapping, and 15 moreInformation and Communication technology, Mind Mapping, Concept Maps, Information and Communications Technology, Mind Maps, ICT tools, College Student, KM Tools, Mind Mapping Software, الخرائط الذهنية, Visual Teaching, PKM Tools, KM Tools in Education, PKM Tools in Education, and Concept Mapping Software
This longitudinal descriptive qualitative evaluation action research case study explored the reflections/experiences (i.e., their perceptions, attitudes, and feelings) of 450 pre-service teachers in the College of Education (COE) at... more
This longitudinal descriptive qualitative evaluation action research case study explored the reflections/experiences (i.e., their perceptions, attitudes, and feelings) of 450 pre-service teachers in the College of Education (COE) at Kuwait University (KU) over three academic years regarding the use of Prezi as a facilitative storytelling presentation tool for the teaching and learning processes of education. The results of this study were very encouraging and in high support of using Web 2.0/3.0 presentation tools in general and Prezi in particular into education. The qualitative nature of the data collection instruments' used in this research, the implementation period, as well as the ability to scrutinize a large sample size all played a remarkable role in strengthening the statistical significance and confidence in the collected data. This study's findings are coherent with the results of research studies conducted over the past five years as well as the assumptions postu...
Research Interests: Psychology, Teaching and Learning, Education, Educational Technology, Higher Education, and 12 moreInformation and Communication technology, Technology Integration in Schools, Information and Communication Technologies, Technology Integration, ICT tools, Web Tools, Prezi, College Student, PKM Tools in Education, Nonlinear Presentation Tools, Zooming Presentation Apps, and Zooming Presentation Software
Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and... more
Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. Research findings in the past decades have acknowledged and affirmed that the content the ICT medium carries is as important as the ICT medium itself. These studies also added a third constituent to the structure of ICT usage and integration; that is the pedagogical approach of teaching and learning. One of the modern ICT trends of organizations involves the incorporation and integration of a blended approach of teaching and learning; which combines the traditional face-to-face instructor-led method with ICT-based online teaching and learning environment. This quasi-experimental research study was deployed to evaluate and identify the effect and usefulness of a blended pedagogical approach of teaching and learning on students' academic achi...
Research Interests: Sociology, Educational Technology, Higher Education, Instructional Technology, ICT in Education, and 15 moreComputer Literacy, ICT, Information and Communication technology, Curriculum Development, Blended Learning, Technology Integration in Schools, ICTs, Information and Communication Technologies, Technology Integration, Technology Integration Across the Curriculum, Education Systems, College Student, ICT literacy, Curriculum Transformation, and Technology Literacy
Computers, the Internet, smartphones, and telecommunication technologies have all changed the way we live--how we think, socialize, entertain, work, teach, learn, and train as well. One of the modern ICT trends of organizations involve... more
Computers, the Internet, smartphones, and telecommunication technologies have all changed the way we live--how we think, socialize, entertain, work, teach, learn, and train as well. One of the modern ICT trends of organizations involve the integration of e-learning, in general, and online training systems, in particular, as new methods for delivering training programs/courses online. This longitudinal study aimed to scrutinize and assess the reaction-based satisfaction level, indeed the first level of Kirkpatrick's classic 4-level evaluation research model, of Kuwait University's (KU's) students regarding the online training system service provided by KU to its faculty, students, and employees alike. A total of 700 undergraduate students from the College of Education (COE) at KU participated in this study. Even though the majority of the participants, 97.4 percent, were not aware about the online training system service. However, the findings demonstrate that the reaction-based satisfaction level of KU's students is significantly high. Students' feelings, perceptions, and attitudes toward e-training courses are significantly encouraging. KU's students consider the contents/materials provided in the online training courses as being pertinent and useful to their work/study. They were satisfied with what they learn using the online training system. The majority of the participants, about 95 percent, asserted that they are eager to take more training courses offered online. Keywords: Distance Learning, Online Learning, e-Learning, Online Training, e-Training Introduction Computers, the Internet, smartphones, and telecommunication technologies have all changed the way we live--how we think, socialize, entertain, work, teach, learn, and train as well. The current explosion of online training (i.e., Network-based training such as Internet-based, Intranet-based, Extranet-based, or Web-based training) in educational settings--for academic purposes--as well as work-related environments--for professional development purposes--is not a fad. Online training is changing the way PK-12 schools and higher education institutions teach, the way pupils approach learning, as well as the way organizations help keep their employees' skills and competencies abreast. The most common types of training courses offered online include computer software applications, professional development skills, technical skills, and job-related skills. Despite the widespread implementation of online training in educational and work-related environments. However, organizations and entities globally tend to rely on blended methods/approaches wherein traditional face-to-face instructor-led training settings are accompanied and enriched with online training environments (Bonk, 2002). We live in a knowledge-driven society which entails the acquisition, usage, and sharing of knowledge, skills, attitudes, competencies, proficiencies, practices, and experiences. These knowledge management (KM) processes should be done effectively, efficiently, and rapidly. Therefore, utilizing information and communication technology (ICT) means, such as online training, as a KM tool and enabler in many organizations seems to be relevant. Hence, there is a great need for quality and accessible online training courses available to anyone, anywhere, anytime, and covering anything. Objectives of the Study ICT usage has a significant influence on organizations' effectiveness and efficiencies globally. The impact of ICT use is touching the organizations' infrastructures as well as their personnel (i.e., students, employees, and individuals). Modern ICT trends of organizations involve the integration of e-learning systems, in general, and more specifically e-training or online training systems, as new methods for delivering training programs/courses online. The State of Kuwait, since the beginning of the new millennium, is among these nations embracing and sustaining the implementation of online training in Kuwait's public and private sectors. …
Research Interests: Information Technology, Education, Educational Technology, Higher Education, Evaluation Research, and 15 moreInstructional Technology, ICT in Education, ICT, Online Learning, Professional Development, Online Training, Distance Learning, Electronic Learning, Online Teaching and Learning, Information and Communication Technologies, Information and Communications Technology, Likert Scales, College Student, Internet, and E Learning
Many countries have documented the impact of school learning resources centers (LRCs), serving students aged 6-18 years and pre-school, on the educational process and on student learning (Lonsdale, 2003), and have found that both human... more
Many countries have documented the impact of school learning resources centers (LRCs), serving students aged 6-18 years and pre-school, on the educational process and on student learning (Lonsdale, 2003), and have found that both human and material resources are essential to effective LRC operation. Kuwait has been blessed with an early educational public school system, which has been establishing a library in each school for over a course of more than seventy years. However, this early system has failed to keep pace with the latest advancement in the school library arena in terms of personnel, resource, and services that serve students, teachers and school administrators alike. Studying the current situation of school libraries in Kuwait is an important prerequisite to evaluating the situation in preparation for any reform. This paper is an analytical description of the current state of public school libraries in Kuwait, and it offers some suggestions for their reform. Introduction The school's learning resources center (LRC) is an integral part of the educational process, including the personal and recreational growth of students. It primarily serves students, teachers and staff as it strives to provide reading materials and the latest resources that support the curriculum and encourage reading. A LRC also enhances the patrons' library and information skills, such as searching, researching, evaluating, analyzing and synthesizing. In addition, LRC personnel train students in the skills of self-learning and critical and innovative thinking, and they provide quality learning opportunities by giving all patrons access to library resources and services throughout the school day. Modern trends of education emphasize the importance of the school's LRC and the large role it can play in the goals of education (Lonsdale, 2003). In an attempt to assess and investigate the status of the LRCs in Kuwait as well as their achievements and prospective roles in stimulating student learning in an increasingly information-dependent life, this study provides a descriptive analysis of the LRCs in Kuwaiti public schools. The study documents the status of the Kuwaiti school library system and concludes with a set of identified problems and prospects for their solutions in order to maximize the impact of LRC on student learning. Development of School Libraries in Kuwait The school library system in Kuwait has been supported by a government-run infrastructure that can be traced back to the beginning of the compulsory public school in the early 1900s. The first formal school libraries were founded in 1936 at the Al-Mubarakiyah School which had opened in 1912 and at the Al-Ahmadiyah School which had opened in 1921 (Ali, 1997). Kuwait was among the first countries in the Arab Gulf Cooperation Council (AGCC) to establish school LRCs, formerly known as school libraries. According to Mr. Eid S. Shilaash (Shilaash et al, 2010, p. 25), the Interim Manager of the Libraries Administration (LA) at Kuwait's Ministry of Education (MOE), "efforts were taken since the late 1950s by MOE to develop the school library system in Kuwait, its facilities, resources, services, as well as its professional and administrative staff." Extant literature about school libraries in Kuwait is scant. At most, the literature consists of brief reports and descriptions that lack detailed information, let alone the integration of an analysis of important developmental services provided by the government as part of the evolution of services that are fundamental to Kuwait's modernization. A research study conducted by Yasser Yousef Abdel-Motey (1989), as part of his doctoral dissertation, scrutinized the competency of Kuwaiti schools' library media specialists (LMSs) and explored their training and preparation in Kuwait. The study yielded recommendations that are still valid; unfortunately, no other scholar or school fully explored nor applied them. …
Research Interests:
This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in... more
This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources. The gap between private and public education becomes clear, including the presence of effective LRCs. The study sheds light on the publishing industry in the Arab world, including its weaknesses and its inability to support collections, even when the budget allows. Merely being an advocate of the service is not enough, as LRC services need to be mandated and cannot be leftto the intentions and motivations of the individual specialist.IntroductionPromoting life-long learning and encouraging critical and analytical thinking among school students is the paramount goal of modern education. Learning resource centers (LRCs) stand at the heart of successful education. They provide students with opportunities to read and explore, as well as to build the life skills necessary for searching for and retrieving information. Various LRC resources promote the understanding of different subjects in the school curriculum. By partnering with school teachers and assuming responsibility for incorporating its resources in the curricula, LRC specialists can optimize the learning experience of students and the potential impact of the LRC on student learning.Information Power (1998) is a classic resource in the school library world that outlines the role of the Learning Resource Center Specialist (LRCS) in optimizing the LRC experience and ensuring maximum student learning. It outlines standards that ensure students are good consumers and producers of information. It places the LRC specialist in a leadership and partnership position with the teachers, collaborating with them and with all involved parties-be it students, teachers, administrators, parents, or others. It also emphasizes the meaningful incorporation of technology in education (American Association of School Libraries & Association of Educational Communication and Technology, 1998).Literature about private school versus public school libraries is very scarce. Studies that consider school libraries in comparison barely exist. For this study, there were few relevant resources to locate or look at. Lockheed and Jimenez's study (1994), published by the World Bank, still resonates with the current situation. The study compares private and public education in five developing countries. Privatization of education is generally a viable choice in many countries, and there is bountiful literature both for and against it. Lockheed and Jimenez (1994) stated thatOne reason that private schools may be more effective than public ones is that they have more resources to bring to the classroom: better educated teachers, more instructional materials, a larger stock of institutional resources such as libraries, laboratories, or subject rooms (p. 19).Libraries, as institutional resources, are the subject of this paper. The following is a descriptive analysis of LRCs in three private foreign schools in the State of Kuwait: one American, one British, and one bilingual. Comparing the services of the private schools with the services provided by the public school LRCs is the basis of this study, drawing on previous research on the public school library system in Kuwait (Alqudsi-ghabra, Safar, & Qabazard, 2012). The juxtaposition helps clarify the obstacles and challenges that face school library services in Kuwait, as well as their impact on student learning. The study suggests immediate and future resolutions for optimizing student learning. …
Research Interests: Education, Political Science, Kuwait, Library Media Specialist, Lmcs, and 15 moreProblem of School Library, School Library, Learning Resources Centers, المكتبات الاكاديمية, المكتبات المدرسية, Learning Resources Centres, LRCs, Learning Media Centers, Learning Media Centres, Private School Library Services, Public School Library Services, School Libraries Services, School Libraries Services Comparison, خدمات المكتبات المدرسية, and LRCs/LMCs Specialist
This research aimed at investigating the effectiveness of using virtual learning environments (VLEs) based on the integration of cooperative and collaborative learning strategies and the cognitive style on developing practical skills in... more
This research aimed at investigating the effectiveness of using virtual learning environments (VLEs) based on the integration of cooperative and collaborative learning strategies and the cognitive style on developing practical skills in “Electricity” subject among intermediate students in the State of Kuwait. The research implemented the descriptive analytical and the semi-experimental research methods. The sample consisted of (80) students randomly divided into four experimental groups of (20) students each; two experimental groups of the cognitive-independent approach and two experimental groups of the cognitive-based approach which studied through two distinctive virtual learning environments (cooperative/collaborative). The findings of this research disclosed the existence of a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the different types of the learning strategies (cooperative/collaborative) in favor of the collaborative learning strategy. Also, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the different types of the cognitive approaches (cognitive-independent/cognitive-based) in favor of the cognitive-independent method. Additionally, the results indicated that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of the cognitive aspect test of the practical skills which is due to the fundamental impact of the interaction between the type of learning strategy (cooperative/collaborative) and the cognitive approach (cognitive-independent/cognitive-based). Moreover, the findings of this study also asserted that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the different types of the learning strategies (cooperative/collaborative) in favor of the collaborative learning strategy. Also, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the different types of cognitive approaches (cognitive-independent/cognitive-based) in favor of the cognitive-independent method. In addition, there was a statistically significant difference at (α ≤ 0.05) between the mean scores of intermediate students in the post-application of performance notecard of the practical skills which is due to the fundamental impact of the interaction between the type of the learning strategy (cooperative/collaborative) being implemented and the type of the cognitive approach (cognitive-independent/cognitive-based) being used. In light of the study’s findings, the researchers concluded by presenting a set of recommendations.
Research Interests: Computer Supported Collaborative Learning, ICT in Education, Computer Supported Collaborative Learning (CSCL), Cognitive Styles, Cognitive Style, and 8 moreCollaborative Learning, Virtual Learning Environments, Cooperative Learning, Middle Schools, Practical Skills Learning, Science Practical Skills, Electricity Subject, and Intermediate Schools
The objective of the current research is to find out the impact of the integration of infographics in teaching of science on academic achievement of 6th grade students in Kuwait, The research sample consisted of (52) in 6th grade... more
The objective of the current research is to find out the impact of the integration of infographics in teaching of science on academic achievement of 6th grade students in Kuwait, The research sample consisted of (52) in 6th grade students in Kuwait, divided into two groups, one experimental and a controlled group, 26 students represented the experimental group who studied using the fusion of infographics in teaching of science, Another student represented the control group, where they studied science using the traditional method. To achieve the goal of the research, the experimental approach was used with a two-set design (control and experimental),The achievement test for 6th grade students in Kuwait was used as a research tool, the results of the research have shown that there is a positive effect of the integration of infographics in teaching of science on the achievement of in 6th graders; and The average score of the experimental group's students on the achievement test (4.23) was higher than the average score of the student of the control group (2.73),The research also confirmed a statistically significant difference at 0.01 between the average grades of the experimental group and the students of a controlled group in the attainment test in the direction of the experimental group studied using infographic.
Research Interests: Student Achievement Motivation, Middle School/Level Education, ICT in Education, ICT in Science Education, Student Achievement, and 9 moreInfographics and data visualization, Achievement, Academic achievement, Infographics, Applied Sciences, Middle school, Middle Schools, Infographic, and Science and Technology Studies
This study aimed to identify the extent of acceptance among inservice teachers who work in the State of Kuwait’s public/government general education schools towards the use of infographics apps; in addition, it sought to reveal the effect... more
This study aimed to identify the extent of acceptance among inservice teachers who work in the State of Kuwait’s public/government general education schools towards the use of infographics apps; in addition, it sought to reveal the effect of some independent/factor variables on the acceptance level. A quantitative descriptive exploratory quasi-experimental research design was exploited; and specifically, the study used the information and communication technology acceptance model (ICTAM) to achieve its desired objectives. A stratified random sample of 138 inservice teachers from the State of Kuwait’s public general education schools—from the six educational districts—participated in this study in the first semester of 2019-2020 academic year. The findings, in general, clearly revealed that the level of acceptance among inservice teachers in Kuwait’s public general education schools concerning the use of infographics apps was “high” (M = 3.90, SD = 0.63). Although the results also discovered the existence of a few significant differences among the constituents with regard to some independent/factor variables (i.e., qualification/education, and ICT efficacy level), the general analysis of participants’ responses indicated that there was a very “high” degree of consensus among all constituents in their level/degree of acceptance of infographics apps.
Research Interests: Technology Acceptance, Visual Learning, Visual Thinking, Data Visualization, Visual Analysis, and 9 moreFashion Theory , Visual Communication, Teaching and Learning, Infographics and data visualization, Infographics, 21st Century Competencies, 21st Century Skills, Visual Teaching, Information and Communication Technology Acceptance Model (ICTAM), Infographics Apps, and Inservice Teachers’ Perceptions
This research study aimed mainly to determine the factors affecting the professional performance of science teachers in the three educational stages in general education sector’s schools in the State of Kuwait from their point of view. It... more
This research study aimed mainly to determine the factors affecting the professional performance of science teachers in the three educational stages in general education sector’s schools in the State of Kuwait from their point of view. It adopted a quantitative descriptive analysis evaluation research design, which deployed a survey questionnaire technique. A stratified sample of 621 science teachers and heads of science departments in public and private general education schools in the State of Kuwait willingly participated in the study. The data were collected in the first semester of the 2019-2020 academic year. A set of descriptive and inferential statistics were employed to analyze the data. In general, the findings revealed that the obstacles which affected the job performance level of science teachers in general education schools in the State of Kuwait included everything that surrounds them, including the following aspects/facets: personal, social, academic, professional, school, and economic. The results asserted that the degree of their impact is "significant" in assessing science teachers’ professional performance. The study recommends finding the necessary and proper solutions to the educational problems/obstacles (influencing factors) that science teachers are confronted with and may negatively affect their professional performance; to ensure their continued positive professional performance, with efficiency and high quality.
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This study aimed to identify the extent of agreement (the degree of desire) among the teachers who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the integration/application... more
This study aimed to identify the extent of agreement (the degree of desire) among the teachers who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the integration/application of ISTE Standards for Educators in general education; as well as to detect the effect of some independent/factor variables on the acceptance/desire level. A quantitative descriptive research design was adopted. A stratified random sample of 837 teachers participated electronically in this research study during the first semester of 2020/2021 academic year. The results revealed clearly that the level/degree of agreement/desire among the teachers regarding the integration/application of ISTE Standards for Educators in Kuwait’s general education schools in general is “significant" (M = 3.57, SD = 0.85, RII = 0.71); the teachers showed "high" agreement with all seven standards and their performance indicators. The findings also reported the existence of some significant differences among the constituents regarding some independent variables; for example, teaching experience (in favor of those with higher years of experience) and educational stage (in favor of those working in intermediate/middle schools). However, the general analysis of participants’ responses revealed an overwhelming “high” agreement/acceptance level/degree among all constituents in favor of the application of these standards. The study concluded with a few recommendations.
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The objective of this study was to evaluate the information and communication technology (ICT) educational services provided to public/government special education schools in Kuwait—by assessing the extent of its availability and use. A... more
The objective of this study was to evaluate the information and communication technology (ICT) educational services provided to public/government special education schools in Kuwait—by assessing the extent of its availability and use. A quantitative descriptive analysis evaluation research design was utilized—specifically, systems analysis methodology. A stratified sample of 18 public special education schools in Kuwait participated in this study. The questionnaire was distributed to the participants, and interviews were carried on with schools representatives for data collection purpose. Descriptive statistics were employed to analyze the data. This study helped us providing a realistic in-depth analysis of the current situation in Kuwait’s government special education schools regarding the ICT educational services provided to them by the Ministry of Education (MOE). The results revealed that there is a huge digital divide/gap and a large disability-based discrimination between special education schools and the rest of the public/government schools. This study affirmed that the use of ICT tools, apps, services, and resources in special education schools to serve the educational process in all its aspects is very trivial. Kuwait’s education leaders and policy/decision makers may benefit from the findings/recommendations of this study to take what they deem appropriate on the subject of ICT educational services provided for persons with disabilities in special education schools.
Research Interests: Teaching and Learning, Education, Educational Technology, Special Education, Learning and Teaching, and 8 moreICT in Education, Special Educational Needs, Persons with Disabilities, Technology in Special Needs Education, Information and Communication Technology (ICT), The Use of Information and Communication Technology, Persons with Special Needs, and Special Education Schools
This study aimed to identify the obstacles that prevented governmental educational institutions in the State of Kuwait in the precautionary period - during the crisis of the outbreak of the emerging Coronavirus (COVID-19) pandemic in the... more
This study aimed to identify the obstacles that prevented governmental educational institutions in the State of Kuwait in the precautionary period - during the crisis of the outbreak of the emerging Coronavirus (COVID-19) pandemic in the country - to be able to continue to provide/facilitate basic educational services to its beneficiaries in the virtual environment according to distance teaching/learning strategy; through the employment of e-teaching/learning and/or online teaching/learning and/or mobile teaching/learning approaches; by using information and communication technology (ICT) tools, apps, services, resources, and networks; from the viewpoint of faculty members at Kuwait University. To achieve the objectives of the study, a questionnaire was designed identifying the obstacles in three domains/dimensions: logistical, academic, and administrative, and then indicating the degree of influence of each. The study also attempted to determine whether some independent/factor variables (e.g., gender, nationality, type of major, type of college, and teaching experience) contribute in statistically significant differences at the 0.05 level (α ≤ 0.05) between the average scores of the faculty members’ responses. A stratified sample of 495 faculty members at Kuwait University willingly participated in the study. The data were collected in the spring semester of the 2019/2020 academic year. A set of descriptive and inferential statistics were employed to analyze the data. The results indicated that the three domains of obstacles showed a “large” degree of influence (M = 3.37, SD = 0.75, RII = 0.67); where the faculty members expressed a “medium-high” approval of all influencing factors listed in the three domains. Administrative obstacles attained the highest mean scores with a “very large” effect degree (M = 4.04, SD = 0.81, RII = 0.81), followed by academic obstacles with a “large” effect rate (M = 3.23, SD = 0.92, RII = 0.65), then the logistical obstacles with a “moderate” effect size (M = 2.84, SD = 1.03, RII = 0.57). The findings also revealed several statistically significant differences among the constituents regarding some independent/factor variables (i.e., gender, nationality, type of major, and type of college). The study concluded with a few recommendations.
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This study aimed at measuring the academic achievement of students in the Mobile Learning Environment (m-learning) and their attitudes towards it, and the impact of interaction on the students’ academic achievement and attitudes. An... more
This study aimed at measuring the academic achievement of students in the Mobile Learning Environment (m-learning) and their attitudes towards it, and the impact of interaction on the students’ academic achievement and attitudes. An experimental design approach was employed to examine the academic achievement and attitudes of (97) female students from the department of mathematics at the College of Basic Education at the Public Authority for Applied Education and Training in Kuwait. One-sample design method was used to compare the students’ attitude and achievement in two different learning environments: (1) interactive m-learning and (2) non-interactive m-learning. The results of the paired Sample T-test showed significant differences between the two environments in both the academic achievements and attitudes in favor of the interactive m-learning.
Research Interests: Human Computer Interaction, Educational Technology, E-learning, Mobile Learning, Higher Education, and 12 moreInteraction, MLearning, Distance Learning, Student Attitudes and Perceptions, Electronic Learning, Academic achievement, Students Attitudes, Open and Distance Learning, Curriculum and Educational Technology, Achievements, Academic Achievements, and Elearning
This study aimed to investigate the effect of using infographics in teaching social studies on the academic achievement of 8th grade students, and it revolved around two fundamental questions: (1) how does the use of infographics in... more
This study aimed to investigate the effect of using infographics in teaching social studies on the academic achievement of 8th grade students, and it revolved around two fundamental questions: (1) how does the use of infographics in social studies effect the academic achievement of 8th grade students?, and (2) are there significant statistical differences between the average score of students who learned with infographics and students who did not? In order to achieve the main goal of this study, an experimental research study was designed and conducted on 56 participants who were distributed equally into two main groups—an experimental group and a controlled group. The former group was taught with infographics, whereas the latter one was taught traditionally without it. Furthermore, a test that measures students’ achievement or knowledge was used as an instrument to collect the data for this study, and it was expertly examined and confirmed for its validity and reliability. In analyzing the data, the researcher used Mann-Whitney test in order to compare the differences between the two groups, and look if there is a significant differences between them. The results of the study showed a positive impact of using infographics on grade eighth students in social studies. The average of the experimental group (infographics) test scores was 4.18 in the achievement test, where it exceeded the average of the other group (control/traditional) test scores which was 2.25. The findings also revealed significant differences with statistics indication in the level of 0.01 between the average of the students’ scores in the experimental group and the traditional group in the achievement test in favor of the experimental group which studied using the infographics. Based on the study results, the researcher introduced some recommendations.
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This study aimed to identify the obstacles that prevented governmental/public educational institutions in the State of Kuwait in the precautionary period - during the crisis of the outbreak of the emerging Coronavirus (COVID-19) pandemic... more
This study aimed to identify the obstacles that prevented governmental/public educational institutions in the State of Kuwait in the precautionary period - during the crisis of the outbreak of the emerging Coronavirus (COVID-19) pandemic in the country - to be able to continue to facilitate basic educational services to its beneficiaries in the virtual environment according to distance teaching/learning strategy; through the employment of e-teaching/learning and/or online teaching/learning and/or mobile teaching/learning approaches; by using information and communication technology (ICT) tools, apps, services, resources, and networks; from the viewpoint of teachers. To achieve the objectives of the study, a questionnaire was developed identifying the obstacles in three domains: logistical, academic, and administrative, and then indicating the degree of influence of each. The study also attempted to determine whether some independent variables (e.g., gender, nationality, type of major, qualification, type of school, teaching experience, and educational stage) contribute in statistically significant differences at the 0.05 level (α ≤ 0.05) between the average scores of the teachers’ responses. A stratified sample of 2,607 teachers keenly participated in the study. The data were collected in the second semester of the 2019/2020 academic year. A set of descriptive and inferential statistics were employed to analyze the data. The results indicated that the three domains of obstacles showed a “very large” degree of influence (M = 4.01, SD = 0.84, RII = 0.80); where the teachers expressed a “high” approval of all influencing factors listed in the three domains. Administrative obstacles attained the highest mean scores with a “very large” effect degree (M = 4.12, SD = 0.89, RII = 0.82), followed by academic obstacles with a “very large” effect rate (M = 4.04, SD = 0.87, RII = 0.81), then the logistical obstacles with a “large” effect size (M = 3.86, SD = 0.89, RII = 0.77). The findings also revealed several statistically significant differences at the 0.01 level (α ≤ 0.01) among the constituents regarding some independent variables (i.e., gender, nationality, type of major, qualification, type of school, teaching experience, and educational stage). The study concluded with a few recommendations.
Research Interests:
This study aimed to recognize the extent of agreement among the instructional technology teachers who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the application of the... more
This study aimed to recognize the extent of agreement among the instructional technology teachers who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the application of the International Society for Technology in Education (ISTE) Standards for Coaches in general education; in addition to reveal the effect of some independent/factor variables on the acceptance level. A quantitative descriptive research design was exploited. A stratified random sample of 357 participated electronically - using ICT social media networks, tools, apps, and services for distribution and delivery of the study’s survey questionnaire to educational technology teachers - in this study at the end of the second semester of 2017-2018 academic year. The findings uncovered clearly that the level of agreement among the educational technology teachers concerning the integration of ISTE Standards for Coaches in Kuwait’s general education schools is “high”. The results also revealed the existence of some significant differences among the constituents with regard to some independent variables (e.g., qualification, and educational stage). Nevertheless, the general analysis of participants’ responses indicated an overwhelming “high” agreement/acceptance level/degree among all constituents in favor of the application of these standards.
Research Interests: Iste Standards, ISTE Standards for Coaches, Educational Technology Standards/Competencies, Information and Communication Technology (ICT) Standards/Competencies, Education Reform Initiatives/Projects, and 2 morePerceptions/Opinions of Instructional/Educational Technology Teachers and The Extent/Degree of Agreement/Acceptance
This study aims to analyze Kuwait University (KU) students’ awareness, use, attitudes, and satisfaction pertaining to e-books. Students’ views and perceptions were measured using an online survey questionnaire that was distributed in KU’s... more
This study aims to analyze Kuwait University (KU) students’ awareness, use, attitudes, and satisfaction pertaining to e-books. Students’ views and perceptions were measured using an online survey questionnaire that was distributed in KU’s colleges during the spring semester of the 2017-2018 academic year. The research design that was newly proposed by this study—information and communication technology acceptance model (ICTAM)— revealed several interesting results such as the following: (1) almost three-fourths of the students were aware of e-books and their uses in education; however, only approximately one-fourth were aware of KU’s e-books service; (2) more than one-third of students believed that e-books are broadly adopted into education whether as an alternative/companion medium to printed textbooks/books or supplementary materials for the classroom, and more than three-fourths of them had used e-books earlier; yet, only approximately one-quarter had previously used KU’s e-books service; (3) almost three-fourths of students from among those who had used e-books earlier and one-third of students from among those who had not used e-books ever perceived its ease of use; (4) approximately three-fourths of students from among those who had experienced using e-books previously and almost one-half of students among those who had not used e-books at all perceived its usefulness and effectiveness for education; (5) more than one-half of students from among those who had used e-books earlier, and more than one-third of students from among those who had not used e-books ever perceived its importance/significance for education and work; (6) almost two-thirds of students from among those who had used e-books before reported being satisfied with their experience of using e-books; and (7) more than two-thirds of students from among those who have already used e-books have confirmed that they will continue to use e-books in the future, and almost one-half of students from among those who have not used e-books of any kind reported their intention and motivation to use e-books in the future.
Research Interests: Academic Libraries, Technology Acceptance, Satisfaction, E-books, User Studies, and 13 moreUniversity Students, Perceptions, Electronic Books, Awareness, Use, User Behavior, Digital Books, Technology Acceptance Model (TAM), e-Publication, Information and Communication Technology Acceptance Model (ICTAM), ICT Acceptance Model (ICTAM), post-secondary/Higher Education, and Attitudes of e-Books
This study aimed to identify the extent of agreement among teachers in the State of Kuwait on the application of educational technology standards for students—published by the International Society for Technology in Education (ISTE)—in... more
This study aimed to identify the extent of agreement among teachers in the State of Kuwait on the application of educational technology standards for students—published by the International Society for Technology in Education (ISTE)—in Kuwait’s general education schools (i.e., government and private schools); as well as to reveal the effect of some independent variables on the agreement level. A descriptive research design was used. A stratified random sample of 383 teachers participated electronically in this research at the end of the second semester of 2017-2018 academic year. The findings revealed clearly that the level of agreement among the teachers regarding the integration of ISTE Standards for Students in Kuwait’s public education schools is “high”. The results also reported the existence of some significant differences among the constituents with regard to some independent variables (e.g., qualification, and educational stage). However, the overall analysis of participants’ responses revealed an overwhelming “high” agreement degree among all constituents in favor of the application of these standards.
Research Interests: Educational Technology, Instructional Technology, Standards, Information and Communication technology, Instructional Technology in Education, and 11 moreInformation and Communication Technologies, Information and Communications Technology, Technology Standards, Computer Education and Instructional Technology, تكنولوجيا التعليم, Iste Standards, ICT standards, ISTE Standards for Students, المعايير, معايير ISTE, and معايير ISTE للطلاب
This paper reports the results of an investigation of Kuwaiti teachers’ and school administrators’ attitudes toward 10 technology in education questions. A stratified random representation was secured from all five Kuwaiti governorates... more
This paper reports the results of an investigation of Kuwaiti teachers’ and school administrators’ attitudes toward 10 technology in education questions. A stratified random representation was secured from all five Kuwaiti governorates (states) from 70 schools. The use of computers and technology appeared to be highly supported by most of the educators polled in this research. Nevertheless, opinions of teachers (n=259) by level (i.e., kindergarten, elementary, intermediate, and high school) and administrators (n=80) yielded numerous differing and interesting findings. Additional significant differences were uncovered when a third factor, region, was added to the analysis. This study represents only a portion of broader research that examined the opinions and attitudes of virtually every segment of Kuwaiti society toward the use of computers and technology in Kuwaiti schools.
Research Interests: Education, Educational Technology, Instructional Technology, Integrating Technology, Schools, and 9 moreComputers in Education, Technology Integration in Schools, Technology Integration, K-12 Education, Technology Integration Across the Curriculum, Teaching with Technology, Computer Education and Instructional Technology, Technology for Learning and Teaching, and Using Technology
The main objective of this research study was to assure that all segments of the Kuwaiti society are aware about the Law on Combating Information Technology Crimes. Specifically, this study focused on educators’ (i.e., learners, teaching... more
The main objective of this research study was to assure that all segments of the Kuwaiti society are aware about the Law on Combating Information Technology Crimes. Specifically, this study focused on educators’ (i.e., learners, teaching staff, administration staff, supervising staff, parents, and community members) perceptions in the State of Kuwait regarding the Law No. (63) of 2015 on Combating Information Technology Crimes. The study investigated educators’ awareness level about the Law, their acceptance level for such Law, and their agreement level on the importance of asserting new literacy practices with regards to this matter. This research study also proposed some recommendations regarding the awareness and literacy about the Law. A descriptive research design was used to achieve the objectives of this quantitative study. A stratified random sample of 1800 participants (i.e., 300 each category) participated in this research. The study’s primary instrument, a survey, was carefully and objectively developed, and then measured by experts for its validity and later tested for its reliability on a pilot sample using Cronbach's alpha. It was distributed electronically during the second semester of 2015-2016 academic year using information and communication technology (ICT) media, tools, and services. Once the data collection process was completed, the data were stored in the SPSS program for statistical analysis that is essential to answer the research questions. The findings of this research study revealed clearly a significantly high-rate participants’ agreement level with regards to the importance and necessity of issuing the Law No. (63) of 2015 on Combating Information Technology Crimes on the one hand, as well as the importance and necessity of the awareness and literacy about such Law for all community members in the State of Kuwait on the other hand. The results indicated that the mean for the overall disagreement ratio did not exceed 5.0% in the majority of the questions or statements or items associated with the principal topics of this research study; specially, topic no. (2) entitled “Agreement/Acceptance” (in which the disagreement ratio was almost 4.3%), and topic no. (3) entitled “Literacy” (wherein the disagreement rate reached about 3.3%).
Research Interests: Education, Cybercrimes, Information and Communication technology, use of Information and communication technology, E-Crimes, and 15 moreDigital Crimes, Electronic Crimes, Internet Crimes, Information and Communication Technology Crimes, ICT Crimes, The Law on Combating Information Technology Crimes, الجرائم الإلكترونية, الجرائم المعلوماتية, الجرائم السيبيرانية, جرائم الإنترنت, جرائم تكنولوجيا المعلومات والاتّصالات, جرائم تقنية المعلومات, قانون مكافحة جرائم تقنية المعلومات, استخدام تكنولوجيا المعلومات والاتّصالات, and Information/Computer Crimes
This study aimed to identify the degree of usage by Kuwait University (KU) faculty members of the academic support information and communication technology (ICT) tools, services, systems, and resources provided by KU. The study comprised... more
This study aimed to identify the degree of usage by Kuwait University (KU) faculty members of the academic support information and communication technology (ICT) tools, services, systems, and resources provided by KU. The study comprised an exploratory descriptive research design, using a survey questionnaire technique. A total of 304 faculty members willingly participated in the study. Regardless of two decades of massive investment to situate ICT tools, services, systems, and resources as a pivotal tenet of KU's teaching, learning, research, and administration practices, the findings revealed that formal academic usage of these ICT services and resources by KU faculty is only "average" (overall mean score is 3.48 (SD = 0.937) on a 6-point rating scale). This implies that the potential benefits of these academic support ICT systems and services have not yet been attained, in terms of serving KU's strategic objectives. Lack of technical support, awareness of availability, time, knowledge/training, and impracticality (e.g., difficulty accessing ICT services and resources due to slow speed connection, or too much maintenance, etc.) were among the key factors that led KU faculty members either to not use at all or to infrequently use academic support ICT services and resources provided by KU. In light of these findings, a number of important implications are provided to help increase the extent of ICT tools and resource usage by KU faculty members. Other academic institutions can use this study as a reference to evaluate their faculty members' ICT use.
Research Interests:
This study aimed to identify the extent of agreement among the administrators who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the integration of ISTE Standards for... more
This study aimed to identify the extent of agreement among the administrators who work in the State of Kuwait’s general education schools (i.e., government/public and private schools) towards the integration of ISTE Standards for Administrators in general education; as well as to reveal the effect of some independent/factor variables on the acceptance level. A quantitative descriptive research design was used. A stratified random sample of 359 administrators participated electronically in this research at the end of the second semester of 2017-2018 academic year. The results revealed evidently that the level of agreement among the administrators regarding the application of ISTE Standards for Administrators in Kuwait’s general education schools is “high”. The findings also reported the existence of some significant differences among the constituents with regard to some independent variables (e.g., major, and educational stage). Yet, the general analysis of participants’ responses showed an overwhelming “high” acceptance level/degree among all constituents in favor of the application of these standards.
Research Interests: ICT competencies, Educational Technology Competencies, Iste Standards, ICT standards, Education Reform Initiatives, and 11 moreEducation Reform Projects, ISTE Standards for Administrators, Educational Technology Standards, Information and Communication Technology Standards, Information and Communication Technology Competencies, Opinions of Administrators, Perceptions of Administrators, The Extent of Agreement, The Extent of Acceptance, The Degree of Agreement, and The Degree of Acceptance
One key trend in the educational application of new technologies involves the integration of the "bring your own device" (BYOD) initiative. This study's objective was to determine the impact and usefulness of a BYOD program for students'... more
One key trend in the educational application of new technologies involves the integration of the "bring your own device" (BYOD) initiative. This study's objective was to determine the impact and usefulness of a BYOD program for students' learning and academic excellence at Kuwait University (KU). A quasiexperimental design was employed that compared classroom assessment scores and final grades for control (i.e., non-BYOD) and experimental (BYOD) student groups. The results showed that BYOD intervention had a statistically significant positive effect on students' learning and achievement, as measured by improvement in test scores, quality of work on projects, and final grades, along with heightening students' motivation, attitudes, and involvement in the course.
Research Interests: Mobile Learning, Higher Education, M-Learning, Academic achievement, University Students, and 13 moreICT integration in education, Students' Learning, BYOD, ICT Integration, BYOT, Bring Your Own Device (BYOD) model, Mobile Teaching, Bring Your Own Device (BYOD), BYOD Model, ICT Intergation in Teaching and Learning, Students' Attitudes, m-Teaching, and Bring Your Own Technology (BYOT)
This study aimed to evaluate the effectiveness and feasibility of the projects related to reforming education in the State of Kuwait from a scientific and objective manner; through focusing on the perceptions’ of educators (i.e.,... more
This study aimed to evaluate the effectiveness and feasibility of the projects related to reforming education in the State of Kuwait from a scientific and objective manner; through focusing on the perceptions’ of educators (i.e., teachers, school administrators, and subject matter technical supervisors) towards the initiatives from three perspectives: (1) their awareness level, (2) their interest/need level, and (3) their satisfaction level. A descriptive research design was used to achieve the objectives of this quantitative study. A stratified random sample of 1062 participants (i.e., 451 teachers, 305 administrators, and 306 technical supervisors) participated in this research. In order to achieve the study’s objectives, a survey was constructed and then evaluated by experts. Once the data were collected, they were subjected to statistical analysis to answer the research questions. The findings of this study revealed clearly that the level of awareness among the educators regarding the educational reform projects was low; their level of interest/need in these projects was somewhat moderate; and their level of satisfaction with them was also low. In addition, the results confirmed that the need to aware educators about such projects is a necessity because the degree of familiarity (awareness level) is significantly and positively highly correlated with the level of interest/need and the level of satisfaction as well; the findings also indicated that the level of interest/need in these initiatives is very essential because it is significantly and positively highly correlated with the level of satisfaction too. Moreover, the results also showed the existence of statistically significant differences among the participants’ perceptions with respect to the independent/factor variables (i.e., gender, educational district, age, nationality, category, qualification, years of experience, educational stage, major, and level of knowledge/skills in using ICT media, tools, and services). Nevertheless, the findings evidently indicated that there was a very broad convergence of views and responses among all participants. They agreed that their level of awareness with respect to the education reform projects was low; their level of interest/need in these projects was somewhat moderate; and their level of satisfaction with them was also low.
Research Interests: Education, ICT in Education, ICT, Information and Communication technology, ICT Usage, and 11 moreICTs, K-12 Education, Education in the 21st Century, Teaching in the 21st century, Education Reform Initiatives, Education Reform Projects, Teaching and Learning in the 21st Century, Learning in the 21st Century, Using Information and Communication Technology (ICT) in Teaching and Learning, Opinions of Educators, and Perceptions of Educators
Rather than attempting to defend the existence of Internet Addiction Disorder (IAD)—or the title’s validity—this research study focused on the appearance of potential symptoms in the high school student population at a private... more
Rather than attempting to defend the existence of Internet Addiction Disorder (IAD)—or the title’s validity—this research study focused on the appearance of potential symptoms in the high school student population at a private international educational institution in the State of Kuwait by inquiring about their routine Internet usage behaviors. Through the distribution of an anonymous questionnaire to 188 high school students, the study revealed the emergence of several symptoms related to IAD; however, most of the addictive behaviors reported were not detrimental. In addition, demographic information acted as partial indicators: gender was trivial, while grade level presented new information that positively correlated low workloads and low stress levels with increased Internet usage.
Research Interests: Problematic Internet Use, Adolescents, Social Media Addiction, Addiction Towards Social Media Networking, Online Addiction, and 12 moreAddictive Behaviors, High School Students, Psychopathological Symptoms, Online social networking addiction, Internet Addiction (IA), Internet Addiction Disorder (IAD), Internet Use Disorder, Internet-related Disorders, ICT Addiction, ICTs Addiction, Private International American School, and State of Kuwait
This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The... more
This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional face-to-face methods. A total of 42 (i.e., 21 in the experimental group and 21 in the control group) preschoolers enrolled in the public educational system participated in this study in the second semester of the 2015-2016 academic year. The findings of this research are coherent and consistent with the results of other studies conducted over the past 5 years as well as with the postulated hypotheses. The results revealed the following: (1) there were statistically significant differences between the control group (traditional group) and the experimental group (AR group) in their degrees of interaction with the English alphabet lesson in favor of the experimental group; (2) there were statistically significant differences between the control group and the experimental group in their scores on the English alphabet test in favor of the experimental group; and (3) there was a very strong linear relationship/correlation between the children's interaction with the English alphabet lesson and their scores on the English alphabet test in the AR group. The study concludes with relevant proposals and recommendations regarding the implementation of AR technology in education and suggests undertaking further studies on this interesting topic.
Research Interests: Education, Educational Technology, Instructional Technology, Augmented Reality, ICT in Education, and 12 moreICT, Information and Communication technology, Mobile Augmented Reality, ICTs, Ar, Information and Communication Technologies, K-12 Education, Educational Effectiveness, Kindergarten children, Augmented Reality (AR), Use of Augmented Reality Apps, and Use of AR Apps
The objective of this study was to investigate the perspectives of pre-service and in-service teachers in the College of Education (COE) at Kuwait University (KU) on the use of online streaming media services as a facilitative and... more
The objective of this study was to investigate the perspectives of pre-service and in-service teachers in the College of Education (COE) at Kuwait University (KU) on the use of online streaming media services as a facilitative and innovative tool for teaching, learning, professional development, and teacher preparation. Five research questions were used to compile a questionnaire and to guide analysis of the data. Various descriptive methods of analysis were applied to the collected data (e.g., frequencies and percentages to summarize the demographic data; means and standard deviations to address the research questions). The study revealed that the participants' awareness of the availability of such services is low (M = 2.49; SD = 0.57). However, their attitudes toward online streaming media as an innovative tool for teaching, learning, professional development, and teacher preparation were significantly positive among all subgroups, with a high mean score (M = 4.5213, and SD = 0.27707). Thus, online streaming media prepares teachers and students alike for a voyage of imagination and discovery. No school can afford to be without this tool-a gateway to a new world of educational possibilities.
Research Interests: Teaching and Learning, Education, Educational Technology, Teacher Education, Higher Education, and 15 moreInstructional Technology, ICT in Education, ICT, Information and Communication technology, Online videos, ICTs, Information and Communication Technologies, Educational Videos, Online Streaming Video, Instructional Videos, Online Streaming Media Services, Pre-service and In-service Teachers, Online Streaming Videos, Online Streaming Media in Education, and Educational Use of Digital Vidoes
This longitudinal research study examined the perspectives, attitudes, and assessments of a sample of 1,477 female pre-service teachers at the College of Education at Kuwait University who were enrolled in 60 sections of 11 undergraduate... more
This longitudinal research study examined the perspectives, attitudes, and assessments of a sample of 1,477 female pre-service teachers at the College of Education at Kuwait University who were enrolled in 60 sections of 11 undergraduate level courses regarding the use of e-tests as a facilitative tool for measurement and assessment in education. The sample represents various ethnic and academic backgrounds. The results clearly indicated that participants’ overall perspectives, attitudes, and assessments with regard to e-tests as a facilitative measurement and assessment tool are highly positive, as are overall information and communication technology (ICT) or technology acceptance levels. However, certain significant differences emerged when inferential tests were performed that favored non-ICT courses, advanced courses, science major students, and pre-service teachers presenting high levels of ICT self-efficacy.
Research Interests: Education, Higher Education, Technology Acceptance, Student Attitudes and Perceptions, E-Assessment, and 11 moreAssessments, Students Attitudes, E-test, e-Evaluation, Attitudes and Perceptions, e-Measurement, Electronic Test, Electronic Tests, الاختبارات الإلكترونية, القياس والتقويم الإلكتروني, and ICT Acceptance
This longitudinal, qualitative and Delphi technique-designed research study sought a reasonable consensus for identifying and prioritizing the best and most appropriate Web 2.0/3.0 nonlinear visual tools that can revolutionize the... more
This longitudinal, qualitative and Delphi technique-designed research study sought a reasonable consensus for identifying and prioritizing the best and most appropriate Web 2.0/3.0 nonlinear visual tools that can revolutionize the educational processes of thinking, teaching, learning, and leading in the digital knowledge age. The study also sought reasonable agreement on the criteria to measure the educational success of these new breeds of information and communication technology (ICT) tools. The results were very promising. The Delphi ICT experts, 80 personnel in total, reached significant agreement on the issues that were carefully deliberated in this study. The Delphi participants prioritized a list of the most relevant, reliable, and appropriate Web 2.0/3.0 nonlinear visual tools that can enhance the educational processes of thinking, teaching, learning, and leading in the digital knowledge age. Additionally, the participants recognized and prioritized certain criteria (i.e., measurements, standards, factors, benchmarks, and principles) that can assess and measure the success of Web 2.0/3.0 nonlinear visual tools and any ICT platform from educational perspectives. No significant differences were found among the Delphi subgroups when inferential statistics were performed. The qualitative nature of the Delphi technique research design, the deployment period, and the capability of examining a large sample size of ICT experts all notably helped in strengthening the statistical significance, reliability, and confidence in the collected data. The findings of this study comply with the postulated assumptions. These results can assist academics, educators, instructional technology leaders, practitioners, administrators, and policy and decision makers in ascertaining and defining appropriate solutions to educational challenges.
Research Interests: Education, Assessment, Measurement and Evaluation, Information and Communication technology, Information and Communication Technologies, and 13 moreMeasurement, Teaching with Web 2.0 Tools, Web 2.0 tools, ICT tools, Delphi Technique, Web 3.0 Tools, ICTs Tools, Nonlinear Visual Tools, Teaching and Learning with Web 2.0 Tools, Teaching and Learning with Web 3.0 Tools, Web 2.0/3.0 Tools in Education, Web 2.0 Tools in Education, and Web 3.0 Tools in Education
This longitudinal descriptive qualitative evaluation action research case study explored the reflections/experiences (i.e., their perceptions, attitudes, and feelings) of 450 pre-service teachers in the College of Education (COE) at... more
This longitudinal descriptive qualitative evaluation action research case study explored the reflections/experiences (i.e., their perceptions, attitudes, and feelings) of 450 pre-service teachers in the College of Education (COE) at Kuwait University (KU) over three academic years regarding the use of Prezi as a facilitative storytelling presentation tool for the teaching and learning processes of education. The results of this study were very encouraging and in high support of using Web 2.0/3.0 presentation tools in general and Prezi in particular into education. The qualitative nature of the data collection instruments’ used in this research, the implementation period, as well as the ability to scrutinize a large sample size all played a remarkable role in strengthening the statistical significance and confidence in the collected data. This study’s findings are coherent with the results of research studies conducted over the past five years as well as the assumptions postulated. The results of such research study could assist scholars, academics, educators, teachers, administrators, instructional technology leaders, professionals, practitioners, as well as policy and decision makers determining and defining appropriate solutions/actions to educational challenges.
Research Interests: Teaching and Learning, Education, Educational Technology, Higher Education, Information and Communication technology, and 13 moreTechnology Integration in Schools, Information and Communication Technologies, Technology Integration, ICT tools, Prezi, PK-12 Education, PKM Tools in Education, Web 2.0/3.0 Tools, Web 2.0/3.0 Presentation Tools, Web 2.0/3.0 Presentation Software, Nonlinear Presentation Tools, Zooming Presentation Apps, and Zooming Presentation Software
The main objectives of this research study were to identify the differences in the learning styles amongst the students enrolled in the College of Education (COE) at Kuwait University (KU), and to scrutinize if these differences are... more
The main objectives of this research study were to identify the differences in the learning styles amongst the students enrolled in the College of Education (COE) at Kuwait University (KU), and to scrutinize if these differences are correlated to several demographic independent variables such as gender, major, grade point average (GPA), and academic year level. A stratified random sample—to ensure the diversity of participants in the sample— of 214 undergraduate students were randomly selected to participate in this study. As their main tool for data collection purpose, the researchers used “Dunn & Dunn Learning Style Inventory (LSI)” measurement model for learning styles after being translated prudently into Arabic. This translated tool was carefully assessed by experts in the field for its validity and reliability, resulting with a 0.771 alpha Cronbach’s value. The results of the study revealed that the “perceptual” type of learning styles is the most outspread type amongst the COE’s students. Nevertheless, no significant differences were found amongst the students with regard to the independent variables of major, GPA, and academic year level. However, the results showed that significant differences in learning styles amongst the students were evidently observed with regard to the gender variable. The study suggested some valuable recommendations such as starting an awareness and professional development/training campaign about learning styles at KU with faculty members and the academic support staff as the main targeted audience. The study also recommended conducting more research studies on this topic spanning wider range of colleges and students at KU and on a national level at the State of Kuwait’s educational institutions.
Research Interests: Teaching and Learning, Education, Higher Education, Learning Styles, Personality Types and Learning Styles, and 8 moreLearning Styles and Academic Performance, Learning styles and strategies, Learning Styles and Multiple Intelligences, Adult Learning Styles, Learning and Teaching Styles, Teaching and Learning Styles of the Learners, Teaching and Learning Styles, and Dunn & Dunn
This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for... more
This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for teaching and learning, in science education. The first level (i.e., reaction) of Kirkpatrick's/Phillips' classic 5-level evaluation research model was exploited to assess and validate the reaction-based satisfaction level of pre-service science teachers. Although the findings disclose that 74.2 percent of participants asserted being aware about concept/mind maps beforehand. However, the vast majority, 96.8 percent, affirmed that they are not aware about concept/mind mapping application software. The results indicate that all participants were highly satisfied with utilizing concept/mind mapping and its related applications in education, accordingly, their reaction based satisfaction level was extremely positive and significantly high among all subgroups. The participants favored utilizing such tools for constructing their concept/mind maps over hand-drawing or regular desktop productivity applications. Also, all participants do consider that concept/mind maps and its related application software as being appropriate, valuable, and useful facilitative and enhancement tools in education. They also do believe that these tools are important constituents for promoting thrive and success in science education.
Research Interests: Science Education, Higher Education, Visual Learning, Concept Mapping, Information and Communication technology, and 15 moreMind Mapping, Concept Maps, Information and Communications Technology, K-12 Education, Mind Maps, ICT tools, KM Tools, Mind Mapping Software, الخرائط الذهنية, برامج الخرائط الذهنية, Visual Teaching, PKM Tools, KM Tools in Education, PKM Tools in Education, and Concept Mapping Software
This study aimed to assess the reaction-based satisfaction level of Kuwait University’s students regarding the utilization of some PKM tools in their academic studies and its influence on managing their knowledge. A total of 100... more
This study aimed to assess the reaction-based satisfaction level of Kuwait University’s students regarding the utilization of some PKM tools in their academic studies and its influence on managing their knowledge. A total of 100 undergraduate students from the College of Education participated in this research. Regardless of students being not aware at all about KM, PKM, and PKM tools. Yet, the fact is that the results showed a significantly positive, affirmative, and encouraging feelings, attitudes, and perceptions with respect to using PKM tools for academia and personal life as well (i.e., yielded an agreement ratio about 95 percent). The majority of the participants did consider PKM tools as being appropriate and useful to their work/study. They also did believe that PKM tools are important constituents for success in the global knowledge society. Thus, most of the participants were highly satisfied with PKM tools and, accordingly, their reaction-based satisfaction level was positive and significantly high among all subgroups.
Research Interests: Education, Knowledge Management, Higher Education, ICT in Education, ICT, and 15 morePersonal Knowledge Management, Information and Communication technology, ICTs, Information and Communication Technologies, K-12 Education, Information and Knowledge Management, Knowledge management tools, ICT tools in teaching and learning, Knowledge Management (KM), KM Tools, Personal Knowledge Management Tools, PKM Tools, ICT Tools in Education, KM Tools in Education, and PKM Tools in Education
This qualitative descriptive analysis reference research study aimed to provide an elaborative and detailed view scientifically and academically about a vital topic which is mind mapping. This subject is considered one of the fundamental... more
This qualitative descriptive analysis reference research study aimed to provide an elaborative and detailed view scientifically and academically about a vital topic which is mind mapping. This subject is considered one of the fundamental issues/matters in the field of information and communication technology (ICT). It is also deemed one of the knowledge management tools that most academic/scientific literature and research studies recommend focusing on and paying attention to for the sustainable human development in this knowledge era in which we live, the era of scientific and technological advancements in which human being is considered the foundation for creating a modern, robust, and distinct country. The importance of this study lies in its contribution to enrich the readers’ literacy about such an important topic. In essence, the searching and retrieving process for the scientific and academic literature written in Arabic language revealed, without doubt, that the Arabic library collection or depository with regard to this vital topic is very limited. This research study used the theoretical survey instrument. The data was collected over two and half years and the majority of the resources used were written in English. Indeed, more than 85 scholarly and scientific references, either printed or electronic versions, focusing on mind mapping were scanned and examined thoroughly. These resources included scientific research studies, articles, and reports as well as internationally renowned books and professional Websites. Therefore, this research study can be considered a scientific and academic reference that may benefit various readers such as learners, teachers, administrators, supervisors, learning resources centers’ specialists, parents, top-level managers, and decision makers.