University of Science and Technology, Yemen (USTY): Journals / جامعة العلوم والتكنولوجي
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A Conceptual Educoach Multi-Sided Business Model: Online Tutoring Platform to Improve Career Opportunities of B40s and Unemployed Graduates as Digital Entrepreneurs
Get PDFThe paper discusses the development of EduCoach, an online tutoring platform aimed at supporting B40 university students in Malaysia, who come from families with monthly incomes below RM 4,850. EduCoach connects these students with qualified tutors for personalized, one-on-one academic assistance, aiming to enhance academic outcomes and student satisfaction. Despite competition from similar platforms, EduCoach emphasizes ensuring high-quality tutoring to stand out. It also offers tutors, especially B40 working adults and the unemployed, a chance to earn extra income and gain teaching experience, albeit with the need to manage their time effectively. Additionally, note sellers can monetize their academic materials, provided they maintain high standards of quality and organization. The platform adopts a design thinking approach to empathize with users, define problems, and prototype solutions, ensuring a user-friendly and effective service. EduCoach addresses the educational challenges faced by university students while offering flexible income opportunities for tutors and note sellers
Cloud Adoption in HEIs: A Multi-Theoretical Framework Integrating TOE, TRA, and FVT
Get PDFThis study aims to rigorously explore cloud computing adoption in Higher Education Institutions (HEIs) by applying a detailed analytical framework. This integrates the Technology Organization Environment (TOE) Theory, the Theory of Reasoned Action, and the Fit Viability Theory to holistically examine the factors influencing such adoption, and, as such, the research uniquely emphasises the interplay between technological capabilities, organisational readiness, and environmental factors, as well as taking into account the critical aspect of cultural fit within HEIs. By synthesising these theoretical perspectives, the study provides a comprehensive understanding of the adoption process, highlighting the nuanced interactions between technology, organisation, and the broader educational environment. This approach facilitates the development of a deeper insight alongside the development of valuable guidance for effective implementation and integration strategies. The findings of this study are thus significant for educational policymakers and administrators, providing a robust framework for them to navigate the complexities of modernising educational infrastructure by applying cloud computing technologies
Comprehensive Comparative Analysis of Computational Intelligence Models for Heart Disease Prediction
Get PDFHeart disease is a major global public health concern, highlighting the urgent need for precise prediction models to enhance prevention and early detection. This research looks at how well different computer models can predict heart disease. It mainly looks at Random Forests (RF), Logistic Regression (LR), Convolutional Neural Networks (CNNs), Decision Trees (DTs), and Artificial Neural Networks (ANNs). According to our data, ANNs were the most accurate model for prediction, achieving the highest accuracy (87.0%) with balanced recall (0.84), strong precision (0.91), and F1-score (0.87). CNNs displayed solid overall performance with an accuracy of 84.0%, precision and recall both at 0.85, and an F1 score of 0.85, suggesting their effectiveness in learning spatial hierarchies. Despite logistic regression attaining an accuracy of 82.0%, its precision (0.89) and recall (0.79) indicate a compromise between accurately detecting genuine positives and reducing false positives. Both Decision Trees and Random Forests achieved perfect precision, recall, and F1-scores (all 1.00), though Decision Trees had a lower accuracy of 74.0%, potentially indicating overfitting. This comparative analysis highlights the advantages and disadvantages of each model, offering insights into their usefulness for predicting heart disease. By incorporating essential metrics such as accuracy, precision, recall, and F1-score, this research contributes to creating more precise and dependable diagnostic tools, setting the stage for improved prevention and early intervention tactics for heart disease
Experimental study of influence of temperature, salt, and pH on the rheological behavior of eco-friendly water-based drilling fluid
Get PDFWe used nonionic polysaccharides and polyethylene glycols of intermediate molecular weight as environmentally friendly and highly effective additives in water-based bentonite drilling fluids to inhibit syneresis, provide good slurry rheological profiles at elevated temperatures, and maintain these properties in a saline well environment. The effects oResearchers looked into how temperature, salt type and concentration, and pH affect the flow characteristics of an eco-friendly drilling fluid made from two types of Algerian bentonite (Mos-b and Mag-b) and two water-soluble polymers (hydroxyethyl cellulose and polyethylene glycol). steady shear rheological data to the Herschel-Bulkley (H-B) and Cross models to calculate rheological parameters such as yield stress, consistency index, flow behaviour index, zero shear viscosity, infinite shear viscosity, and characteristic constant of time. The results showed that the highest levels of yield stress, consistency index, and viscosity were found at 65°C for Mos-b and 75°C for Mag-b. These levels went down as the pH went down and when sodium chloride (NaCl) and potassium chloride (KCl) were added to the drilling fluid. The addition of KCl significantly reduced the rheological parameters. The behavior of the base drilling fluid containing Mos-b is more stable and provides superior rheological properties at elevated temperatures and in saline environments compared to the base drilling fluid containing Mag-b
Preparation and Characterization of Ni-based Catalysts Supported on Metal Organic Frameworks (MOFs) for CO2 Conversion to Value-added Chemicals
Get PDF This research is aimed at producing Metal Organic Frameworks (MOFs) for the conversion of CO2 to value-added chemicals using two organic linkers namely; Terephthalic acid and Triazole. Two different MOFs materials were produced via solvent-free and solvothermal synthesis. The MOFs materials were impregnated with Ni2+ to produce their respective Ni-based catalysts. Fourie-Transform Infrared (FTIR) characterization of MOFs and Ni-catalyst prepared via solvothermal synthesis shows absorption bands in the range of 628cm-1–689cm-1 corresponding to O-Ni-O and Ni-N vibration, indicating the formation of coordinate bond between –COOH, -NH groups and Ni2+. X-Ray diffractograms (XRD) of the prepared MOFs revealed crystalinity with different average crystallite sizes; MOF-terephthalic acid (137.9nm), catalyst-terephthalic acid (149.9nm), MOF-triazole (155.3nm) and catalyst-triazole (2.200nm) at 2θ values of 8.616550, 8.988520, 10.51650, and 33.24290 respectively. The morphologies and particle sizes of the materials were evaluated by scanning electron microscope (SEM) which reveals the flake-like shape (MOF-terephthalic acid), cuboid shape (catalyst-terephthalic acid) and rhombohedral shape for mof-triazole and catalyst-triazole respectively. The terephthalic-based materials are found to exhibit less particle sizes (213.651-228.242nm) relative to triazole-based materials (242.591-683.093nm). It was observed that the crystalinity, crystallite size and particle size of the materials increases with the impregnation of Ni2+ into the frameworks. In conclusion, the solvothermal synthesis approach adopted in this study proved to be more efficient than the solvent-free synthesis in producing materials with excellent properties for the conversion of CO2 to value-added chemicals
The reality of school principals’ practice of educational leadership styles in Aqaba Governorate and their relationship to solving school problems from the teachers’ point of view.
No full textهدفت الدراسة إلى التعرف على واقع ممارسة مديري المدارس في محافظة العقبة لأنماط القيادة التربوية وعلاقتها بحل المشكلات المدرسية من وجهة نظر المعلمين، واتبعت الدراسة المنهج الوصفي التحليلي، حيث جرى تطوير استبانة تكوَّنت من (54) فقرة، توزَّعت على مجالين؛ أنماط القيادة التربوية، والمشكلات المدرسية، وقد طُبِّقت على عينة الدراسة التي تكوَّنت من (319) معلمًا ومعلمة من محافظة العقبة، وقد توصلت الدراسة إلى أنَّ نمط القيادة الديموقراطي هو النمط الأكثر تطبيقًا في مدارس محافظة العقبة، يليه النمط الأوتوقراطي، وأخيرًا النمط التراسلي، كما أظهرت النتائج أن أكثر المشكلات المدرسية التي تواجه الإدارة في مدارس محافظة العقبة هي المشكلات التي تتعلق بالطلبة، تليها المشكلات التي تتعلق بالمعلم، وأخيرًا المشكلات المتعلقة بأولياء الأمور، وقد بينت النتائج أيضًا أنه توجد علاقة ذات دلالة إحصائية ما بين نمط القيادة الديموقراطي وحل المشكلات المدرسية، بينما هناك علاقة سلبية بين نمط القيادة الأوتوقراطي والتراسلي وحل المشكلات. وبناءً على النتائج التي جرى التوصل إليها، أوصت الدراسة بضرورة تقديم المدارس دورات تدريبية لقادة المدارس بشأن أنماط القيادة التربوية وكيفية تطبيقها بفعالية في البيئة المدرسية.The study aimed to determine the extent to which school principals in Aqaba Governorate practice educational leadership styles and their relationship to school problems from the teachers’ point of view. The study followed the descriptive analytical approach, where a questionnaire was developed that consisted of 54 items divided into two areas: Patterns of educational leadership and school problems. They were applied to the study sample, which consisted of (319) male and female teachers from Aqaba Governorate. The study found that the democratic leadership style is the most applied style in schools in Aqaba Governorate, followed by the autocratic style and the hierarchical pattern. The results also showed that the most common school problems facing the administration in schools in Aqaba Governorate are problems related to students, followed by problems related to the teacher, and problems related to parents. The results also showed a statistically significant relationship between the democratic leadership style and solving school problems. At the same time, there is a negative relationship between autocratic and hierarchical leadership patterns and problem solving. The study recommended the need to provide training courses for school leaders on educational leadership styles and how to apply them effectively in the school environment
Teacher Preparation in Jordan: Perspectives on Challenges and AI Integration
No full textهدفت هذه الدراسة إلى التعرُّف على واقع إعداد المعلمين بالأردن في ضوء اتجاهات الذكاء الاصطناعي، والتعرُّف على معوقات تطوير إعداد المعلمين بالأردن في ضوء اتجاهات الذكاء الاصطناعي من وجهة نظر المعلمين، وأخيرًا تحديد متطلبات تطوير إعداد المعلمين بالأردن في ضوء اتجاهات الذكاء الاصطناعي من وجهة نظر المعلمين في محافظة إربد، وقد استخدمت الدراسة المنهج الوصفي التحليلي، وجرى الاعتماد على الاستبانة، وقد تكوَّنت من (40) فقرة لجمع البيانات من عينة الدراسة التي شملت (541) معلمًا ومعلمة من محافظة إربد. وقد توصلت الدراسة إلى أنَّ واقع إعداد المعلمين بالأردن في ضوء اتجاهات الذكاء الاصطناعي جاء بدرجةٍ مرتفعةٍ من وجهة نظر المعلمين، وأنَّ معوقات تطوير إعداد المعلمين بالأردن في ضوء اتجاهات الذكاء الاصطناعي من وجهة نظر المعلمين كانت مرتفعة، وكانت أهم المعوقات قلة البرامج التدريبية المختصة بتوظيف تقنيات الذكاء الاصطناعي، وأخيرًا، كان تعزيز التعاون والشراكات بين المؤسسات التعليمية والشركات التكنولوجية لتبادل المعرفة والخبرة من أهم متطلبات تطوير إعداد المعلمين التعليم بالأردن في ضوء اتجاهات الذكاء الاصطناعي. وبناءً على النتائج، أوصت الدراسة بضرورة عقد شراكات بين المؤسسات التعليمية والشركات التكنولوجية لتبادل المعرفة والخبرات في مجال الذكاء الاصطناعي، وتفعيل دوره في العملية التعليمية.This study aimed to determine the reality of teacher preparation in Jordan in light of emerging artificial intelligence trends. Furthermore, the barriers to the development of teacher preparation in Jordan in light of the movements of artificial intelligence from the perspective of educators should be determined. Finally, define what is needed to evolve teacher preparation in Jordon in light of artificial intelligence trends, as described by teachers in Irbid Governorate. The study used an analytical descriptive approach, and data in the study\u27s samples, containing (541) male and female teachers from the Irbid governorate, was gathered using a questionnaire containing (40) items. The study concluded that the reality of teacher preparation. According to the questionnaire, the reality of preparing teachers in Jordan in light of artificial intelligence trends has improved significantly from the viewpoint of teachers. Furthermore, the obstacles to developing teacher preparation in Jordan in light of artificial intelligence trends were high from the teachers\u27 perspective, with the most significant obstacle being a lack of training programs specialized in the use of artificial intelligence techniques. Finally, improving relationships and cooperation between school systems and technology businesses to exchange information and experience is one of the most critical criteria for expanding teacher education in Jordan in light of artificial intelligence developments. Based on the findings, the study advised that schools and technology companies form partnerships to share information and experiences in the field of artificial intelligence and activate its role in the educational process
The reality of using artificial intelligence applications in developing primary school curricula from the point of view of classroom teachers in the Rusaifah district
No full textهدف البحث إلى التحقق من متطلبات تطوير مناهج المرحلة الابتدائية في ضوء الذكاء الاصطناعي من وجهة نظر معلمي الصف في الأردن. جرى اعتماد المنهج الوصفي التحليلي وتطوير الاستبانة لجمع البيانات من عينة الدراسة البالغ عددها (200) معلمٍ ومعلمةٍ من معلمي الصف للمرحلة الابتدائية العاملين في لواء الرصيفة. أظهرت النتائج أنَّ توفير أدوات تحليل البيانات الضخمة، وتعلم الآلة المتقدمة لتحليل البيانات التعليمية، وتوجيه تصميم المناهج العلمية المبتكرة تُعدُّ من أهم متطلبات توظيف تقنيات الذكاء الاصطناعي في تطوير المناهج، كما أشارت النتائج إلى وجود تحدياتٍ ماليةٍ وثقافيةٍ واجتماعيةٍ تحُدُّ من توظيف هذه التطبيقات. وأخيرًا بيَّنت النتائج وجود عددٍ من الإستراتيجيات التي من شأنها تسهيل توظيف هذه التقنيات في تطوير المناهج والعملية التعليمية، أهمها توفير الموارد والمنصات الداعمة لها. وقد أوصت الدراسة بضرورة إيلاء الجهات المختصة أهميةً كبيرةً لتوفير الموارد المالية اللازمة لتطبيق التقنيات الذكية في تطوير المناهج، بما في ذلك توفير التجهيزات والبرمجيات اللازمة، وتدريب المعلمين وتطوير مهاراتهم وتطوير برامج تدريبٍ مستمرةٍ للمعلمين لتعلم كيفية استخدام التقنيات الذكية بنحوٍ فعَّالٍ في تدريس المناهج وتطويرها.The research aimed to investigate the requirements for developing primary school curricula in light of artificial intelligence from the perspective of primary school teachers in Jordan. The descriptive-analytical approach was adopted, and a survey questionnaire was developed to collect data from a sample of 200 teachers working in primary schools in Al-Rusayfah district. The results indicated that providing tools for analyzing big data and advanced machine learning to analyze educational data and guide the design of innovative scientific curricula is one of the most crucial requirements for employing AI technologies in curriculum development. However, the results also pointed out financial, cultural, and social challenges that hinder the adoption of these applications. Finally, the results revealed several strategies that could facilitate the utilization of these technologies in curriculum development and the educational process, most notably by providing the necessary resources and supportive platforms. The study recommended that relevant authorities prioritize the provision of necessary financial resources for implementing smart technologies in curriculum development, including the provision of necessary equipment and software, as well as training teachers and developing their skills through continuous training programs to learn how to effectively use smart technologies in teaching and curriculum development
The Degree of Practicing Leadership Love by School Principals in the Qweismeh District and its Relationship to Institutional Excellence from the Teachers\u27 Point of View
No full text هدفت الدراسة الكشف عن درجة ممارسة مديري المدارس في لواء القويسمة للقيادة بالحب وعلاقتها بالتميز المؤسسي من وجهة نظر المعلمين. ولتحقيق هدف الدراسة جرى اختيار عينة عشوائية تكوَّنت من (286) معلمًا ومعلمةً، وطُبِّق عليهم مقياسان: الأول لقياس درجة القيادة بالحب، أما المقياس الثاني لقياس مستوى التميز المؤسسي، وقد بلغ عدد فقراتهما (40) فقرة، وجرى التحقق من صدقهما وثباتهما. وتوصلت الدراسة إلى النتائج التالية: جاءت درجة ممارسة مديري المدارس في لواء القويسمة للقيادة بالحب من وجهة نظر المعلمين بدرجةٍ مرتفعة، وجاء مستوى التميز المؤسسي بدرجةٍ متوسطة، كما أشارت نتائج الدراسة إلى وجود علاقةٍ ارتباطيةٍ طرديةٍ بين القيادة بالحب والتميز المؤسسي، ودلَّت نتائج دورات ومؤتمرات وجود فروق ذات دلالة إحصائية في درجة ممارسة مديري المدارس في لواء القويسمة للقيادة بالحب من وجهة نظر المعلمين تُعزى لأثر متغيرات (الجنس، والمؤهل العلمي، وسنوات الخبرة) في جميع المجالات، وإلى عدم وجود فروق ذات دلالة إحصائية تُعزى لأثر متغيرات، ودلَّت نتائج الدراسة إلى عدم وجود فروق ذات دلالة إحصائية في مستوى التميز المؤسسي تُعزى لأثر متغيرات (الجنس، والمؤهل العلمي، وسنوات الخبرة) في جميع المجالات، وفي ضوء نتائج الدراسة توصي الدراسة بمجموعة من التوصيات، أهمها: أن تقوم وزارة التربية والتعليم بإقامة دورات ومؤتمرات وورش عمل لتعزيز حول القيادة بالحب وأهميتها موجهة خصوصًا لمديري ومديرات المدارس. This study aimed to study the degree of practicing leadership by love by school principals in the Qweismeh district and its relationship to institutional excellence from the teachers\u27 point of view, To achieve the aim of the study, a random sample of (286) male and female teachers was selected, and two scales were applied to them: the first to measure the degree of leadership with love, and the second to measure the level of institutional excellence. The study reached the following results: The degree of school principals\u27 practice of leadership with love from the teachers\u27 point of view was high, and the level of institutional excellence was medium. There are statistically significant differences in the degree of practice of school principals in the Qweismeh District to lead with love from the point of view of teachers due to the effect of the variables (sex, educational qualification, and years of experience) in all fields, And that there are no statistically significant differences due to the effect of variables, and the results of the study indicated that there are no statistically significant differences in the level of institutional excellence due to the impact of the variables (sex, educational qualification, and years of experience) in all fields, and in light of the results of the study, the study recommends a set of recommendations The most important of which is that the Ministry of Education holds courses, conferences, and workshops to promote leadership with love and its importance, especially for school principals
The degree of availability of supervisory competencies related to modern teaching strategies for school principals from the point of view of Ma’an education teachers
No full textتهدف الدراسة إلى الكشف عن درجة توافر الكفايات الإشرافية المرتبطة باستراتيجيات التدريس الحديثة لدى مديري المدارس من وجهة نظر معلمي تربية معان، واستخدمت الباحثة المنهج الوصفي المسحي لملاءمته أغراض الدراسة الحالية وأظهر نتائج الدراسة أن مديري المدارس الحكومية في معان لديهم كفايات إشرافية مرتبطة باستراتيجيات التدريس الحديثة بدرجة مرتفعة بشكل عام بمتوسط حسابي (4.0575) وانحراف معياري ( .593) وأوصت الدراسة بضرورة اهتمام وزارة التربية والتعليم بتنمية الكفايات الإرشادية المرتبطة باستخدام استراتيجيات التدريس الحديثة لدى مديري المدارس الحكومية.The study aims to reveal the degree to which the managers of schools affiliated to Ma\u27an education possess supervisory competencies associated with modern teaching strategies. the researcher used the descriptive survey method to achieve the purposes of the current study. The results of the study showed that the managers of Public Schools in Ma\u27an have supervisory competencies associated with modern teaching strategies to a generally high degree with an arithmetic mean (4.0575) and a standard deviation (.593). The study recommended that Ministry of Education should pay attention to the development of extension competencies associated with the use of modern teaching strategies among public school principals