4 research outputs found
EDUCATIONAL TECHNOLOGY SELF-EFFICACY BELIEFS OF STUDENT TEACHERS AT QATAR UNIVERSITY AND ITS RELATION TO THEIR PROGRAM PREPAREDNESS FOR TECHNOLOGY INTEGRATION
No full textThe purpose of this study was to investigate the educational technology self-efficacy beliefs of student teachers at Qatar University and their relationship with students’ perceptions of teacher program preparedness. Additionally, the study looked at the effect of student teachers’ area of specialization (primary, secondary education) and their achievement level (average, high GPA) on their technology self-efficacy beliefs and their perception of program preparedness.
This study utilized a 44 item questionnaire that targeted student teachers’ perception about their ability to complete educational technology tasks and their perception on three aspects of teacher program preparedness: (1) instructor’s role, (2) curriculum content, and (3) field experience. Based on previous self-efficacy measures, the scale was constructed to be aligned with the context of this study. The final scale has been reviewed for validity and reliability and values were acceptable. Data was collected from 174 participants and was analyzed using SPSS.
Results indicated that student teachers possessed an average level of technology self-efficacy and they perceive that the teacher program prepared them moderately to integrate technology in their teaching. Further, student teachers in the primary level reported significantly higher self-efficacy levels than student teachers in the secondary level. Furthermore, a strong positive relationship was detected between student teachers’ technology self-efficacy beliefs and their perception about program preparedness. Technology self-efficacy can be predicted by the perceived role of the instructor and the field experience. The implications of these findings and recommendations were offered
The Plot Thickens: Literacy Through Computational Thinking
No full textIn this lesson, students analyzed word frequency, character interactions, and recurring themes in Frankenstein to predict how the novel unfolds before reading the next chapter. Students mapped a decision tree for Victor Frankenstein’s choices and predict alternative endings. This lesson utilized Plotting Plots (n.d.-a), created Dr. Tom Liam Lynch as a classroom resource that blends literature with data analysis. This tool leverages computational and quantitative approaches to understanding books by creating visual representations of literary data. The Much Ado About K-12 Computer Science: A Crash Course for ELA and English Teachers YouTube video playlist videos (Plotting Points, n.d.-c) are designed for secondary English Language Arts teachers to strategically map keywords and to support students’ exploration and inferences of what they could mean for the plot of the text
Reading Strategies Used by Undergraduate University General Education Courses for Students in US and Qatar
No full textThis study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely global reading strategies, problem-solving strategies, and support reading strategies. It was given to 127 students (mean age = 21.03 years) in US and 134 students (mean age = 19.78 years) in Qatar enrolled in university general education courses. Descriptive statistics was applied in the data analysis. US and Qatar students were overall highly aware of metacognitive reading strategies, and the groups of strategies that were most used were problem-solving strategies, followed by global reading strategies, and then support reading strategies. The five strategies with the highest use were problem-solving strategies.Open Access funding provided by the Qatar National Library
Academic self-concept and its relationship to academic achievement among university students.
No full textThis research sought to study the academic self-concept and the relationship between the academic self-concept and students’ academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed of 274 undergraduate university students was utilized in this study. Tools of data collection consisted of demographic characteristics such as gender and age; students’ cumulative Grade Point Average (GPA) as academic achievement; and the Academic Self-concept Questionnaire (Byrne, 1996) to measure the academic self-concept, which was composed of 40 items, distributed in 4 subscales namely Maths, Verbal, Academic, and Problem Solving. The result of the study revealed a significant but weak relationship between the academic self-concept and the academic achievement
