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1
Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (November 28, 2019): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art861.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55 percent, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to self-confidence, foreign language anxiety, being unprepared or fear of talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (January 21, 2020): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art886.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55%, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to a lack of self-confidence, foreign language anxiety, being unprepared in, or fear of, talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Al-Shuaili, Ali Huwaishel. "Omani Science Teachers’ Perceptions of the Difficulties In Using Creative Teaching Methods." Journal of Educational and Psychological Studies [JEPS] 6, no. 3 (December 1, 2012): 23. http://dx.doi.org/10.24200/jeps.vol6iss3pp23-30.
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This study aims at investigating the perceptions of science teachers in Omani Basic Education schools regarding the difficulties they face in using creative teaching methods in the classrooms. The sample comprised 130 science teachers of basic education schools in the governorates of Muscat and the Interior. For the purpose of the study a 42-item questionnaire covering five domains – teacher, student, subject, school administration and other difficulties – was developed and administered by the researcher. The validity of the questionnaire was checked by a panel of experts and practitioners in science: Cronbach alpha reliability coefficient was found to be 0.923. Results revealed that the main difficulties that teachers encounter when using creative teaching methods are: exclusion of topics that may promote creativity from textbook content, inadequate pre- and in-service training, discouraging teachers thinking creatively, teachers’ weak intrinsic motivation, their heavy workload, and the absence of a free academic atmosphere. The results also show no significant differences between teacher’s perceptions of the difficulties in using creative teaching methods with respect to gender or the school district. A few recommendations have been proposed based on the findings.
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Prashanth, Gowda P., and Salim K. Ismail. "The Dundee Ready Education Environment Measure: A prospective comparative study of undergraduate medical students’ and interns’ perceptions in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 2 (September 9, 2018): 173. http://dx.doi.org/10.18295/squmj.2018.18.02.009.
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Objectives: This study aimed to assess perceptions of the educational environment in Oman among medical undergraduate students and interns using the Dundee Ready Education Environment Measure (DREEM) tool. Methods: This cross-sectional study was conducted between October 2016 and April 2017 at the Oman Medical College (OMC), Sohar, Oman. A total of 737 medical undergraduate students and interns from the OMC and College of Medicine & Health Sciences of Sultan Qaboos University in Muscat, Oman, were invited to complete the DREEM questionnaire in the form of an online survey. Mean overall scores, subscale scores and individual item scores were subsequently compared between undergraduate students and interns. Results: A total of 418 undergraduate students and interns completed the survey (response rate: 56.7%). The mean overall DREEM score was 130.75 ± 12.69. While interns had higher mean DREEM scores than undergraduate students, this difference was not significant (133.00 ± 17.64 versus 128.50 ± 15.53; P = 0.326). The mean score percentages for the perceptions of learning (66.7% versus 58.3%; P = 0.028) and perceptions of teachers (75% versus 68.2%; P = 0.038) subscales were significantly higher among OMC interns compared to undergraduate students from the same college. The perceptions of the environment subscale received the lowest mean score percentages among undergraduate students and interns from both colleges. Conclusion: Overall, medical undergraduate students and interns viewed the educational environment in Oman in a positive light. It is possible that undergraduate students’ perceptions of the educational environment may become more favourable as they progress with their medical career and become interns.Keywords: Medical Education; Undergraduate Medical Students; Internships; Perceptions; Oman.
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Al Balushi, Khadija A., and Sulaiman M. Al Balushi. "Effectiveness of Stimulating Neural Branching Strategies in Developing Creative and Critical Thinking among Eighth Grade Students in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 425. http://dx.doi.org/10.24200/jeps.vol11iss2pp425-443.
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This research aims to examine the effect of teaching by using strategies that stimulate neural branching in creative and critical thinking of study groups. The sample of this study consisted of two experimental groups and a control group. In terms of the treatment, one experimental group was taught using strategies that stimulate the neural branching in human brain mentally. The other experimental group was taught using the same strategies supported by technology. The control group was taught using the traditional instruction. The sample included (95) male student and (102) female students from two schools of the governorate of Muscat. To answer the research questions, Torrance test of creative thinking (TTCT) and Watson & Glaser critical thinking test (WGCTT) were used. The results show that the experimental groups significantly outperformed the control group with respect to the creative thinking test. However there were no statistically significant differences between the study's groups in the critical thinking test. This study recommends investment of mental capacities of the learners to encourage creative thinking and train teachers on using methods that stimulate neural branching.
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Narayanan, Radhika, and Priya Mathew. "Teaching International English Language Testing System (IELTS) Academic Writing and Exam Strategies Online to Develop Omani Students’ Writing Proficiency." Arab World English Journal, no. 2 (January 15, 2021): 49–63. http://dx.doi.org/10.24093/awej/mec2.4.
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The restrictions imposed by the COVID 19 pandemic have forced educators and students worldwide to adapt to online learning. Language teaching in L2 contexts also had to shift to the online mode without compromising the quality of teaching and learning. This paper examines the perceptions as well as the performance of the participants involved in the online International English Language Testing System (IELTS) course offered by Middle East College, Muscat, Oman via MS Teams, an online teaching platform. Most IELTS courses offered online focus on the improvement of exam techniques; however, the developers of this course designed a syllabus based on a needs analysis to cater to the specific needs of the candidates, which would not only improve their test-taking strategies but also develop their writing skills. Adopting the Test, Teach, Re-test method, a diagnostic test was conducted initially, followed by teaching interventions and post-tests. Interviews with teachers, feedback from students, a comparison of diagnostic test scores with exit level scores, and the use of corpus linguistic methods to examine lexicogrammatical features were carried out to determine the effectiveness of the online course. The results indicated that those students who were not motivated performed poorly, whereas the high achievers were those who engaged in self-study and were, to some extent, autonomous learners. This paper contributes to our understanding of the effectiveness of short-term online language classes for Omani learners as well as provides some recommendations for improving the design and delivery of such courses.
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Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (June 29, 2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.
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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
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Ambusaidi, Abdullah K. "The Image of Omani Teachers as Viewed by Segments of Society: An Analytical Descriptive Study." Journal of Educational and Psychological Studies [JEPS] 12, no. 2 (April 26, 2018): 282. http://dx.doi.org/10.24200/jeps.vol12iss2pp282-299.
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This study aimed to identify the image of Omani teachers as viewed by other segments of society. The study sample consisted of 1196 members of Omani society from different sectors of the following Omani governorates: Muscat, Al-Dakhlyha, North Al-Sharqyia, South Al-Sharqyia, North Batinah, and South Batinah in academic year 2014/2015. To gather the data, a questionnaire consisting of 32 items and two open ended questions was used. The validity of the instrument was checked by a panel of experts. The reliability of the questionnaire was checked for internal consistency using Cronbach's alpha (a = 0.93). The overall results showed a positive image of Omani teachers as they are seen to play a positive role in the development of society and hold a message in life to pass to their students. In addition, the results showed statistically significant differences due to gender and the nature of their jobs. In addition, the results showed no significant differences due to having kids in school. Based on the findings, the researcher concluded with a number of suggestions and recommendations.
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Al – Dhafri, Saead S., and Abdullah K. Ambusaidi. "A Comparative Study in Health Habits and Attitudes of Students of Muscat and Dhofar in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 7, no. 1 (January 1, 2013): 36. http://dx.doi.org/10.24200/jeps.vol7iss1pp36-52.
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This study examined the possible differences in health attitudes and habits between Omani students from Muscat school district (north Oman) and students from Dhofar school district (south Oman). The participants responded to a group of questionnaires that included: health problems, weight satisfaction, attitudes towards physical activities, health and food habits, and attitudes towards and use of harmful substances. The sample consisted of 450 randomly selected middle and high school students. Independent t-tests and Chi-squares were used to answer the study questions. The results showed statistically significant differences in the levels of health problems, attitudes towards physical activities, frequency of eating fast food and hours of watching TV. Students from Muscat had more helath problems, revealed positive attitudes towards physical activities and more frequently eat fast food. No differences were found in weight satisfaction in the two school districts. Student of Dhofar showed higher tendency to use harmful substances than Muscat students did. Evidence was shown for a moderate consumption of fruit and vegetables among all participants, low consumption of soft drinks, of walking habits, low levels of physical activities, and few hours of computer use (with no differences between the two districts in any of these habits).
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Al Wadry, Nadia. "Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 271. http://dx.doi.org/10.18295/squmj.2020.20.03.005.
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Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.Keywords: Teacher Training; Medical Education; Oman.
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Abdelmohsen, Moustafa Mohamed, Rohaya Abdullah, and Yasir Azam. "The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 363–81. http://dx.doi.org/10.26803/ijlter.19.9.19.
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This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.
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Al-Asmi, Khalfan, and Venkat Ram Raj Thumiki. "Student satisfaction with advising systems in higher education: an empirical study in Muscat." Learning and Teaching in Higher Education: Gulf Perspectives 11, no. 1 (June 1, 2014): 3–21. http://dx.doi.org/10.18538/lthe.v11.n1.154.
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Advising systems play an important role not only in the student development process but also in student retention. Academic scholars across the world have been emphasising the presence of an effective student advising system as one of the requirements of a standard educational set up. To ensure student satisfaction with the advising system, institutions conduct satisfaction studies to monitor the effectiveness of their system and to understand key issues such as influencing factors and the association between demographic and influencing variables. The current paper addresses these key issues. A survey was conducted during Fall 2012 with students from across the GCC at three colleges in Muscat, Oman, to identify the factors influencing student satisfaction with advising system. In our study twenty-six variables were formed into five factors. The results show that student satisfaction with the advising systems is highly influenced by ‘feel good’, ‘critical situations’ and ‘IT’ factors. It was also found that satisfaction is independent of gender but not of the education level: lower level students were found to be more satisfied with advising systems than the students at the higher level. Student satisfaction has a significant positive correlation with training/orientation on advising and perceived quickness in solving students’ problems.
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Alkaaf, Fatma, Durayra AlMaqbali, and Yousra Al-Sinani. "Reality of Linguistic Competencies of Pre-Service and In-Service Female Physical Education Teachers in the Sultanate of Oman." Journal of Education and Learning 9, no. 5 (September 11, 2020): 184. http://dx.doi.org/10.5539/jel.v9n5p184.
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This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.
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Al-Harthy, Ibrahim S., and Abdullah K. Ambusaidi. "The Effect of Using Critical Thinking Activities on Knowledge Monitoring in Science of Seventh Graders in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 10, no. 1 (January 1, 2016): 19. http://dx.doi.org/10.24200/jeps.vol10iss1pp19-31.
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The aim of the current study was to investigate the effects of using critical thinking activities in the classroom to enhance and develop students’ knowledge monitoring and whether knowledge monitoring predicts students’ academic achievement in Science. Fifty females were randomly selected from the seventh grade at one of Al-Saeeb province schools in Muscat governorate. Subjects were assigned to an experimental group (n=24) and to a control group (n=26). Both groups were taught same materials by the same teacher. The critical thinking activities were manipulated into the experimental group, whereas the control group received no critical thinking activities. Pre and post tests of knowledge monitoring were obtained. Subjects took an academic test at the end of the experiment. The results demonstrated that knowledge monitoring in experimental group significantly improved. Significant differences were found between pre and post knowledge monitoring in the experimental group. Recommendations and suggestions are discussed.
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Al Kharusi, Fatma Mohamed, and Abdo Mohamed Al-Mekhlafi. "The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors." International Journal of Higher Education 8, no. 6 (October 14, 2019): 120. http://dx.doi.org/10.5430/ijhe.v8n6p120.
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This study investigates EFL Post-Basic education teachers’ and EFL supervisors’ perceptions toward the importance of providing WCF and the practice of WCF including the techniques, focus, and follow-up methods. It attempts to examine the differences between teachers’ and supervisors’ perceptions on teachers’ WCF practices. The data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study findings reveal that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors’ responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers’ WCF practices.
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Al Kharusi, Fatma Mohamed, Abdo Mohammed Al-Mekhlafi, Ali Hussain Al-Bulushi, and Ahmed Yousuf Abdulraheem. "The Effect of Gender, Experience, and Training on Teachers’ Written Corrective Feedback Practices." Studies in English Language Teaching 7, no. 1 (February 14, 2019): 59. http://dx.doi.org/10.22158/selt.v7n1p59.
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<p><em>This study investigated whether EFL Post-Basic education teachers’ perceptions toward teachers’ practice of written corrective feedback (WCF) varied according to three contextual variables gender, teaching experience, and in-service training on WCF. It also attempted to investigate the challenges teachers encounter when providing WCF. The quantitative data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12). The participants were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study showed that the only variable that had an effect on teachers’ perceptions was the number of training workshops/courses received on WCF. It also revealed that teachers perceived the challenge of focusing on all types of errors (content, organisation, and language) simultaneously as the most common difficulty they were experiencing. Some suggested recommendations of the study for the Ministry of Education, EFL teachers, and further studies were finally provided.</em><em></em></p>
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ALAJMI, Mohammed Saleh. "THE EXTENT TO WHICH ARABIC TEACHERS PRACTICE DIFFERENTIATED INSTRUCTION SKILLS IN THE SECOND CYCLE OF BASIC EDUCATION IN THE SULTANATE OF OMAN." International Journal of Humanities and Educational Research 03, no. 03 (June 1, 2021): 1–12. http://dx.doi.org/10.47832/2757-5403.3-3.1.
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This study aimed to know the extent to which Arabic language teachers practice differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman, and to reveal whether there are statistically significant differences at the significance level (ɑ≤0.05) due to the variables of the human gender and the educational governorates in the extent of practicing Differentiated teaching skills. The study adopted the descriptive approach, and its community consisted of all the first teachers and the first teachers of the Arabic language in the General Directorates of Education in the governorates: North and South Al-Batinah, Muscat, Al-Dakhiliyah and Dhofar, which numbered 175 teachers first and a first teacher, while the study sample was chosen by a simple random method at a rate of 75% It has reached 132 first and first female teachers, and to achieve the aims of the study, a differentiated education skills questionnaire was designed and applied, consisting of three axes: the planning axis for differentiated education, the implementation axis for differentiated education, and the evaluation axis for differentiated education. Among the findings of the study: The extent to which Arabic language teachers practiced differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman was of a medium degree, with an arithmetic mean of 3.16, while the study revealed statistically significant differences attributed to the gender variable in favor of the female teachers. The extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman in the axis of implementation of differentiated education, and in contrast there were no statistically significant differences attributed to the educational governorate variable in the extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman. Among the most prominent recommendations that came out of the study: Promoting Arabic language teachers in the second cycle of basic education who practice differentiated education. To increase the demand for it in teaching practices to high levels. And increasing interest in training programs for Arabic language teachers in the second cycle of basic education to raise the scope of differentiated education practice to high levels
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Al-Saadoon, Muna, Yahya M. Al-Farsi, Syed Rizvi, Marwan Al-Sharbati, Abdullah Al-Jabri, Sufyan Almamari, Wafaa Al-Baluki, and Samir Al-Adawi. "The Magnitude and Impact of Bullying among School Pupils in Muscat, Oman: A Cross-Sectional Study." Scientific World Journal 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/169737.
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Research about bullying among school pupils in the Arab/Muslim population is scarce. This study evaluates the characteristics of bullying and its impact among school pupils in Oman via cross-sectional survey among eighth grade school pupils (n= 1,229) during the academic year 2006-2007. The participants were selected using stratified random selection among 6 administrative divisions of one the governorates in the country. Data were collected using self-completed structured questionnaires. This study found similar percentages of males and females (76%) have experienced one form of bullying, and the majority of the incidents (80%) occurred in the vicinity of the school. In almost half of the cases, the bullying was initiated by a student of the same age or older than the victim. The most common type of bullying encountered in this study was verbal (47.7%), followed by misuse (45.9%), physical (43.9%), and, finally, social isolation/exclusion (22.5%). Although the failure of an academic year was uncommon among victims of bullying, the number of pupils who missed 4–6 and ≥7 school days was higher among bullied pupils. If this study will withstand further research, educational initiatives are needed to mitigate the rate of bullying in Oman.
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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.
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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.
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Al Balushi, Khadija. "Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman." Advances in Language and Literary Studies 12, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.1.
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Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession
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Issan, Salha A., and Faiza A. AlShidi. "Degree of Applying Quality Standards in Post Basic-Education Schools from the Point of View of Supervisors and Senior Teachers in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 12, no. 2 (April 26, 2018): 262. http://dx.doi.org/10.24200/jeps.vol12iss2pp262-281.
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The study aimed at exploring the degree of the application of quality standards in post basic-education schools from the perceptive of supervisors and senior teachers in the Sultanate of Oman. The study sample consisted of 129 supervisors and 137 senior teachers selected from six educational governorates: Muscat, Ad Dakhiliyah, Al Batinah North, Sharqiyah North, Al Buraimi, and Dhofar during academic year 2015/2016. The data was collected by a questionnaire consisting of 53 statements, categorized in seven areas of quality standards: planning; school curriculum; teaching and learning; learners affairs; human and financial resources; and community. The results showed that quality standards were applied to a large extent in the areas of human resources, learner's affairs and planning, and to a medium degree in the other remaining areas. Findings also revealed statistically significant differences in applying the standards due to gender in favor of females in all areas. Moreover, there were statistically significant differences in the degree of applying quality standards in schools in favor of senior teachers in all areas except curriculum. Based on the results, a number of recommendations were provided.
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Zaman Khan, Wasi Uz, Abdullah Ahmed Ali AlAjmi, and Sarim Al Zubaidy. "Use of Data Quality Index in Student Feedback for Quality Assurance of Engineering Programmes at the Military Technological College, Muscat, Oman." International Journal of Higher Education 7, no. 3 (May 20, 2018): 90. http://dx.doi.org/10.5430/ijhe.v7n3p90.
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This case study was undertaken to assess the effectiveness of the modifications into the engineering programmes adopted by the Military Technological College (MTC) to satisfy the needs of Omani armed forces. It discusses the role of Quality Assurance (QA) in engineering education and accreditation process in the context of four engineering programmes offered by the MTC. The study outlines the steps undertaken by the QA department at the MTC which are practiced by western institutes and universities. This study also included the student feedback as the most important parameter in measuring the effectiveness of modified engineering programmes. Due to low participation rate, the data quality index (DQI) approach was used for assessing the quality of the programme in a military learning environment. The MTC applied its anonymous over sighting the engineering programmes offered by the four engineering departments (Aeronautical, Civil, Marine, and Systems). The Student Evaluation Questionnaire (SEQ) used in the academic years 2014-15 and 2015-16 was modified and the improved version was used in academic year 2016-17. In year 2016-17 a total of 561 students participated online in the SEQ survey. The student’s satisfaction about the module and lecturer with low participation rate was above 50% in most modules which could be misleading. However, after transformation of the data to DQI the student feedback became more representative. On a scale of 0 – 100, a lower DQI value indicated higher student satisfaction. The DQI can be used as an institutional approach for maximum information and assessment of module performance. Out of 43 modules, the students were more satisfied in module MTCA5030 owned and managed by Aeronautical Engineering Dept.; in module MTCC3009 (section 2) owned and managed by Civil Engineering Dept.; in module MTCM5004 owned and managed by Marine Engineering Dept.; and in module MTCS5011 owned and managed by Systems Engineering Dept.
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Barwani, Thuwayba Al, and Abdo Al-Mekhlafi. "Community Engagement and Improved Language Proficiency: The Case of Service-Learning in Higher Education in Oman." Studies in English Language Teaching 2, no. 1 (March 7, 2014): 95. http://dx.doi.org/10.22158/selt.v2n1p95.
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<p><em>It can be argued that as an effective teaching approach, service learning can contribute significantly to improvement of the proficiency of learners of English as a foreign Language. This paper reports on the findings of a quasi- experimental study on the effect of service learning on EFL student-teachers English language proficiency in pre-service teacher education program at Sultan Qaboos University. The findings of the study reveal that the student teachers in the experimental group outperformed those in the contrast group in all language components tested by the TOEFL and the Oral test. These findings clearly indicate an overall improvement in the language performance of the student teachers as a result of the service-learning intervention. Comparison of the experimental group results in both tests between pre and post intervention reveals a significant improvement which can be attributed to the service learning experience.</em><em></em></p>
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Ali Alyafei, Ibtisam Abdullah. "Continuous Assessment Skills used by Arabic Language Female Teachers of Basic Education in Oman." Journal of Arts and Social Sciences [JASS] 9, no. 1 (June 11, 2018): 109. http://dx.doi.org/10.24200/jass.vol9iss1pp109-122.
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The study aims at identifying learners' continuous assessment skills required by female Arabic language teachers in the first cycle of basic education in Oman. It also aims at determining the level of mastery of these skills by female Arabic language teachers in the first cycle of basic education, in order to propose a training programme that would help Arabic language teachers to acquire these skills while they are still in service. The researcher designed a self-assessment scale that can be used by Arabic language teachers in the first cycle of basic education in Oman. The scale was validated by being refereed by 12 arbitrators and applied to an exploratory sample of teachers. The research sample consisted of 54 female Arabic language teachers in the first cycle of basic education in Oman working in the Governorate of Dhofar, Sultanate of Oman. The nine supervisors applied the memorandum to them. The study findings reveal that there is low performance in a number of skills. Parents are not contacted before the beginning of the school year to inform them of the proposed plan to improve the level of the student, keeping a record of discussion refers to the ideas of students, and apply a short test after each unit. The study recommended the need to train Arabic language teachers in the first stage of basic education in the skills of continuous assessment, as well as to benefit from the proposed training program. Establish a system of integrated training programs that help develop continuous evaluation and draw attention to the basis of the main issue built by the interaction portfolio Between the parties to the educational system.
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Alkharusi, Hussain, Said Aldhafri, Hilal Alnabhani, and Muna Alkalbani. "Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs." Social Behavior and Personality: an international journal 42, no. 5 (June 18, 2014): 835–55. http://dx.doi.org/10.2224/sbp.2014.42.5.835.
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We examined the effects of teachers' classroom assessment practices and students' perceptions of assessment tasks on students' academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students' perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers' frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom assessment.
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Albalushi, Faiza G., Rashid S. Almehirzi, and Abdulqawi S. Al Zubaidi. "Psychometric Properties of Working Memory Test for Cycle Two (Grades 5-7) of Basic Education in Muscat Governorate in Oman." Journal of Educational and Psychological Studies [JEPS] 12, no. 3 (July 29, 2018): 484. http://dx.doi.org/10.24200/jeps.vol12iss3pp484-503.
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The study aimed to develop a test to measure working memory for students in grades 5-7 in Basic Education and examine its psychometric properties. The study aimed also to develop the required norm scores for score interpretation. The sample consisted of 300 male and female students from grades 5, 6 and 7 in Muscat governorate. The validity of the working memory test was examined through face validity, construct validity, predictive validity and concurrent validity. The results supported the validity of the test. Confirmatory factor analysis showed the fit of data to the factorial structure of the working memory. In addition, the test showed high predictive validity of student achievement for several subjects. The reliability of the test was examined using Cronbach alpha reliability and test-retest reliability. Cronbach Alpha reliability ranged between 0.62 and 0.86 for the three grades. Similarly, test-retest reliability was between 0.35 and 0.75. The norm scores were computed using standardized scores and percentile ranks for each of the three subtests within each grade.
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Al-Maawali, Wafa. "Affordances in Educational Technology: Perceptions of Teachers and Students in Oman." Journal of Information Technology Education: Research 19 (2020): 931–52. http://dx.doi.org/10.28945/4662.
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Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.
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Al-Rawahi, Nasser Yasser. "An Investigation into Omani Physical Education Teachers' Beliefs about Physical Education Teachers' Characteristics and their Roles in Omani Schools." Journal of Educational and Psychological Studies [JEPS] 4, no. 2 (December 1, 2010): 1. http://dx.doi.org/10.24200/jeps.vol4iss2pp1-13.
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The purpose of this study was to investigate Omani physical education teachers‟ (pre -service and in-service) beliefs about the characteristics and roles of physical education teachers in Omani schools. Interviews were used to achieve this purpose by interviewing 29 participants: 12 student teachers and 17 teachers. Data were analysed qualitatively by using analytic induction and interpretive analytic framework. Qualitative results show that student teachers and teachers have similar beliefs about the general and professional characteristics of a physical education teacher. Between 70% and 95% of participants believed that the essential general characteristics of physical education teachers are: having a strong personality, being an ideal model for students, having patience and tolerance, and communicating effectively with students. Also, similar beliefs were found among the participants regarding the professional characteristics. They believed that a successful physical education teacher is one who has conviction about his profession, and who is always physically fit in order to be able to manage all of the profession‟s requirements in or out of school. Results also indicated that student teachers believed in traditional roles of the teacher who is more concerned about giving knowledge to students, while experienced teachers believe in progressiv teaching roles of the teacher who facilitates students‟ learning. All the results are discussed in relation to the physical education context in Oman.
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Yasin, Naveed, Zeinab Khansari, and Taimur Sharif. "Assessing the enterprising tendencies of Arab female undergraduate engineering students in the Sultanate of Oman." Industry and Higher Education 34, no. 6 (March 3, 2020): 429–39. http://dx.doi.org/10.1177/0950422220903618.
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This study assesses the enterprising characteristics of first-year undergraduate Omani female chemical engineering students in Muscat, Oman. Pre and post surveys were conducted with 27 respondents from an entrepreneurship boot camp module mandated by the Oman Ministry of Higher Education. The variables, measured on a 10-point Likert scale, included need for achievement, need for autonomy, creativity, risk-taking, and locus of control. Statistical analysis was performed on the integrated data to measure the impact of student learning using a t-test approach and comparing mean averages. This was followed by qualitative semi-structured interviews that were examined using thematic analysis. The comparison of students’ enterprise tendencies before and after the module indicates minor to moderate improvements in their entrepreneurial abilities and their understanding of entrepreneurial behavior. The most noticeable impact was on students’ risk-taking abilities, followed by their creativity, need for achievement, need for control, and, lastly, their need for autonomy. The findings illustrate that students perceived entrepreneurship positively but were concerned about the scheduling of the module and its integration into their core program of study. Students may have benefited further from a module of extended duration as opposed to the block delivery “boot camp” mode of learning. Due to the limited number of participants and the focus on female students only, the results of the study cannot be generalized. However, the article presents an initial exploration of and offers insights into enterprising characteristics among an empirically underexplored demographic and nonbusiness group.
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Al Salehi, Asma, Tamima Al Dughaishi, Gauhar Rizvi, and Vaidyanathan Gowri. "Obstetrics and Gynaecology as a Future Career for Medical Graduates in Oman: Factors that attract and discourage graduates." Sultan Qaboos University Medical Journal [SQUMJ] 19, no. 1 (May 30, 2019): 58. http://dx.doi.org/10.18295/squmj.2019.19.01.011.
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Objectives: Obstetrics and gynaecology (OBGYN) is a major speciality in the medical field that is often demanding yet rewarding; however, OBGYN receives the least number of applicants in Oman. This study aimed to determine the factors that influence graduates in choosing OBGYN as their speciality. Methods: This cross-sectional questionnaire-based study was conducted from February to March 2017 at Sultan Qaboos University Hospital, Royal Hospital, Khoula Hospital and Al Nahdha Hospital, Muscat, Oman. The questionnaire was distributed to 150 Omani medical graduates (interns and post-intern doctors). Results: A total of 145 Omani graduates took part in the study (response rate: 96.7%) and the participants’ average age was 26 years. Family medicine ranked as the first choice followed by paediatrics and emergency medicine. OBGYN was the first choice for eight female graduates. The top factors attracting male graduates to the OBGYN speciality were its surgical opportunities (80.6%), intellectual content (77.4%), faculty interactions and the opportunity to care for a healthy population (54.8% each); however, the top factors attracting females were the intellectual content (88.6%), patients’ desire for female physicians (85.1%), the opportunity to care for a healthy population (76.3%) and cultural expectations (69.5%). The most discouraging factors for male graduates were cultural expectations (100%), the patients’ desire for a female physician (93.5%) and the level of stress (71%), while the discouraging factors for female graduates were the level of stress (82.5%), time demands (78.1%), night duties and the length of the residency (71.9% each). Conclusion: Most of the factors that discourage female graduates from choosing OBGYN are to some extent modifiable. These changes should be considered to encourage the selection of OBGYN as a career by medical students.Keywords: Career Choice; Obstetrics and Gynecology Department, Hospital; Internship and Residency; Medical Student; Oman.
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Zameer Bhat, Anjum, Baldev Singh, and Teba Fadhil Mohsin. "Cloud Implementation to Assist Teachers of English to Speakers of Other Languages in HEI’s in Sultanate of Oman." Arab World English Journal, no. 2 (January 15, 2021): 169–83. http://dx.doi.org/10.24093/awej/mec2.12.
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Cloud Computing has been implemented in diverse fields and sector, including education sector with a very good success rate. The cloud deployments enhance the learning experience and provisions appropriate IT resources critical for a specific learning environment. This research study exploits a service model to deliver appropriate learning resources to foundation students and teachers that otherwise is not available with the current cloud service architectures. Language should not be a barrier to learning, teaching subjects in English to those who are not native English speakers, most of the times is a challenging job especially in circumstances where the English Language is introduced late in the school academic curriculum. There are several challenges faced by students, and teachers. Several mechanisms have been suggested and adopted to deal with such situations so that student learning experience is not affected in a significant manner, and at the same time, teachers are also not facing problems while explaining concepts or topics to students. This research paper is a study on helping teachers and students in these situations by providing cloud-based knowledge base related to TESOL (Teachers of English to Speakers of Other Languages), repositories, and apps that may help and assist teacher and students.
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Al-Aghbari, Saif Y. "The Relationship between the Use of Student-Centered Approach and Social Studies Teachers’ Gender, Specialization and Qualification in Oman." Journal of Educational & Psychological Sciences 13, no. 03 (September 3, 2012): 35–57. http://dx.doi.org/10.12785/jeps/130320.
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Vankudre, Gopi S., and Babu Noushad. "Barriers and Perception Towards Spectacle Wear among Student Population of University of Buraimi, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 21, no. 3 (August 29, 2021): 416–22. http://dx.doi.org/10.18295/squmj.4.2021.004.
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Objectives: The study aims to evaluate the barriers and perception towards spectacle wear among student population of University of Buraimi, Oman. Methods: This descriptive, questionnaire based, cross-sectional study was conducted between December 2017 and May 2018. To evaluate participant’s barriers and perception towards spectacle wear, a self-designed, validated questionnaire prepared in English language, obtained responses from 170 a university student population within the Sultanate of Oman. Chi-square test was used to assess the association between the type of perception with the socio-demographic and refractive error related profiles of the participants. Results: All participants with inappropriate spectacle correction (61.82%) responded to the questionnaire. Majority of them (73.5%, n = 125) were having their eyes examined for the first time. Only 28 (16.5%) were wearing spectacles. Nearly half of the participants (54%, n = 91) had positive attitude towards spectacle wear, followed by negative (36%, n = 62) and neutral perception (10%, n = 17). Participants from a health science background had a higher positive perception towards spectacle wear compared to the non-medical study majors (P = 0.012). The difference in the perception scores between myopic and hypermetropic refractive error group was statistically insignificant (P = 0.882). Conclusion: A majority of the participants were having inappropriate spectacle corrections and did not undergo any prior ocular examinations. Very few participants were wearing spectacles, however, it was inappropriate concerning their current refractive status. The other reasons for spectacle non-wear were, ordering of new spectacles, lost them, or were broken. Nearly half of the participants had positive perceptions towards spectacle wear. The positive perception was higher among students with health-related majors. The study stresses to extend the current school eye health initiative within the region to the university level. A holistic eye health promotional approach integrating students, teachers, and parents can help in improving spectacle wear within the population.
Keywords: Eyeglasses; Refractive errors; School eye health; Spectacle compliance; Patient compliance.
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Alami, Manizheh. "Causes of Poor Academic Performance among Omani Students." International Journal of Social Science Research 4, no. 1 (March 2, 2016): 126. http://dx.doi.org/10.5296/ijssr.v4i1.8948.
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Nowadays, poor academic performance is among the main concerns of teachers, syllabus designers, curriculum developers and the whole educational body. The issue becomes worse in non-English speaking countries where the medium of instruction at colleges/ universities is English but students are exposed to English for a limited number of hours before beginning their study at college/university. To answer the question ‘what are the causal factors that affect students’ poor performances in non-English speaking countries like Oman? 151 essays written by students who enrolled for post foundation program at Salalah College of Technology were examined carefully. The factors involved in students’ low academic achievements categorized into four macro groups; student-related factors, teacher- related factors, family- related factors and some other factors such as marriage, health problem, toxic friendships and transportation problem. The findings show that while student-related factors have the highest impact on students’ performance, teacher-related factors had the lowest effect.Keywords: Academic performance, student- related factors, Teacher-related factors, Family-related factors
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Abdullah, Mohamad Yahya, Hawa Mubarak Harib Al Ghafri, and Khadija Saleem Hamdan Al Yahyai. "A Qualitative Study on the Best Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers." English Language Teaching 12, no. 3 (January 23, 2019): 57. http://dx.doi.org/10.5539/elt.v12n3p57.
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In the pedagogical process, lack of motivation becomes a controversial issue. In this qualitative study, the researcher intended to explore the best motivational teaching strategies from the perspectives of the EFL teachers at Buraimi University College (henceforth BUC) in Oman. Purposeful sampling was used in the selection of five EFL teachers in English language department at BUC. The protocol of interview (semi-structured interviews) was conducted for data collection. The obtained data provided by the participants was analysed using qualitative thematic analysis to answer the questions and accomplish the objective of the present study. The findings revealed that motivational strategies would not be applicable in any classroom without creating a helpful, interactive, engaging, and enjoyable environment. The participants of the current study believe in the vital role of playing games in stimulating the interest and enthusiasm of learners as well as giving fun and energetic environment. Besides, it is essential to inspire students with the feelings of a sense of accomplishment through helping them to set realistic goals according to their learning abilities and observe their progress once in a while. However, in any learning environment developing motivation is a difficult task for the teachers because students learn differently and every student is diverse in her way.
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Ambusaidi, Intisar, Bernard Badiali, and Khalid Alkharousi. "Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum." ATHENS JOURNAL OF EDUCATION 8, no. 1 (January 15, 2020): 73–114. http://dx.doi.org/10.30958/aje.8-1-5.
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Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.
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Ambusaidi, Intisar, Bernard Badiali, and Khalid Alkharousi. "Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 263–304. http://dx.doi.org/10.30958/aje.8-3-3.
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Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.
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Al-Bulushi, Ali, Ali Al-Issa, and Rima Al-Zadjali. "Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS." Khazar Journal of Humanities and Social Sciences 21, no. 3 (November 2018): 67–89. http://dx.doi.org/10.5782/2223-2621.2018.21.3.67.
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Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.
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Mohand Cherif, Samir. "PgCert Student-faculty Perspectives on Online Collaborative Projects: A case from Middle East College." Arab World English Journal, no. 2 (January 15, 2021): 197–211. http://dx.doi.org/10.24093/awej/mec2.14.
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Teacher online collaboration has recently attracted more and more attention and interest in many parts of the world. Unfortunately, very little research, if at all, has been conducted so far in the Sultanate of Oman. The present paper sought to fill this severe gap in research by asking and finding answers to this central question: What beliefs and opinions do faculties hold towards online collaborative projects (OCPs)? It used a quantitative method approach through a questionnaire administered to a group of PgCert student-faculty group (n=50) from Middle East College to get to know about their perspectives concerning the questions set above. The results obtained revealed (a) a high positive feedback on the part of the study participants as to their involvements in online collaborative projects, (b) very different reports on issues faced when working on online collaborative projects, and (c) varying degrees of impacts of OCPs on their teaching practices. The results of the study will have tremendous significance to teachers in all fields of specialization who are/will be engaged in OCPs. The potential implications of these and other results on teacher practices and involvement in such OCPs are discussed
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Al-Busaidi, Saleh, and Fawzia Al-Seyabi. "Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 116–36. http://dx.doi.org/10.26803/ijlter.20.4.7.
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Project-based learning (PBL) helps students gain a deep understanding of the knowledge they acquire, develops higher levels of learning, and promotes the motivation to learn. Through self-inquiry, self-planning, and investigation, students learn to be independent thinkers and autonomous learners and pursue their learning needs by seeking solutions for real-life problems. The objective of this study was to explore the extent to which PBL approach helped 146 student-teachers at the College of Education, Sultan Qaboos University, Oman, develop their course design skills. The study utilized a questionnaire with multiple sections. The students were asked for their opinion about the approach, the difficulties they encountered, and suggestions for improvement. The results revealed that the students’ responses were positive. The students enjoyed the project and agreed that it helped them gain many of the principles of courses design, as well as a host of academic skills. The students also reported a few challenges faced during the project such as needs analysis and writing goals and objectives. Teacher preparation programs in other contexts can benefit from the course design and the study findings to introduce change to their courses. Researchers and practitioners can also benefit from the challenges faced in implementing PBL in higher education institutions where one would expect students to be highly independent.
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Tawafak, Ragad M., Sohail Iqbal Malik, Roy Mathew, Mohammed Waseem Ashfaque, Jasiya Jabbar, Maryam Nasser AlNuaimi, Abdalla ElDow, and Ghaliya Alfarsi. "A Combined Model for Continuous Intention to Use E-Learning System." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 03 (February 12, 2021): 113. http://dx.doi.org/10.3991/ijim.v15i03.18953.
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<p>E-learning systems installed in educational institutions have increased the efficiency of scholarly processes over the years. E-learning, however, has faced many factors affecting the continuous intention of teachers and students to use e-learning, such as student satisfaction, productivity, and academic success. Therefore to improve academic success, there is a need for institutions to enhance their e-learning programs. Thus the primary objective of this thesis is to construct a composite. This research focuses on the advancement of e-learning to boost students' continuous trying to use e-learning to increase students' level of understanding and academic performance. Data were collected using questionnaires returned to determine their e-learning feedback by 295 undergraduates from four universities in Oman, after which (PLS-SEM) used e-learning to assess their ongoing trial of using e-learning. The facts demonstrate that the variables are essential for the continuing decision to use e-learning.</p>
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Abu-Rahmah, Mohamed Ismail. "Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World." Journal of Educational and Psychological Studies [JEPS] 2, no. 1 (January 1, 2008): 98. http://dx.doi.org/10.24200/jeps.vol2iss1pp98-144.
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The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of theses qualities. There were statistically significant differences in the perception of the qualities between the male subjects and the female subjects in favour of females. It was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar views for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different iiviews as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same views, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was i recommended that two further studies are needed: (1) a l study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.
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Al-Lawati, Esam, and Abdullah Al Farsi. "The effectiveness of the educational qualification diploma program in raising self-confidence among the trained teachers at the College of Arts and Humanities at A’Sharqiyah University in the Sultanate of Oman." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 71–76. http://dx.doi.org/10.33495/jerr_v9i3.20.204.
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The concept of self-confidence has been dealt with by many interested scientists, whether in the psychological, educational, economic, social, or other vital and different fields. Philosophers, writers, educators and of course psychologists all have emphasized the crucial role played by self-confidence in motivation, affect, and social interactions (Bénabou and Tirole, 2002). Self-confidence is the courage to know yourself, believe in yourself, and act on your beliefs. A definition of self-confidence is a positive feeling about oneself and the world that leads to courageous actions born out of a sense of self-respect (Anneli, 2014). The study investigated self-confidence with (70) postgraduate diploma education student-teachers. These trainee-teachers “students” joined the educational qualification diploma in the College of Arts and Humanities at A’Sharqiyah University in Oman after completing their university degree in various institutions. The researchers used the self-confidence scale prepared by Sidney Shrauger 1990 that was modified, revised, and translated into Arabic language by Dr. Adel Abdullah from the Faculty of Education at the University of Zagazig in the Arab Republic of Egypt and researchers themselves reviewed it according to the Omani environment. The results of the current study revealed that the level of self-confidence among trainee-teachers in the educational qualification diploma program was low. Therefore, those in charge of this program decided to conduct individual personal interviews with the trainees (students) to determine their level of self-confidence and to provide the necessary support to raise their self-confidence level.
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Naqvi, Samia. "Nurturing Entrepreneurship Skills, Creativity and Communication Skills: An Exploratory Study on Omani Arab EFL Learners." Arab World English Journal, no. 2 (January 15, 2021): 150–68. http://dx.doi.org/10.24093/awej/mec2.11.
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To prepare students to face the world of work, universities should ensure that engineers graduating from their campuses demonstrate entrepreneurial skills and the ability to understand market forces alongside domain knowledge. This exploratory study focused on the design, application, and evaluation of a research-based coursework assignment in a business communication course offered to undergraduate level engineering students at a university college in Oman. The assignment aimed at developing students’ entrepreneurship skills, basic business concepts, creativity, critical thinking, communication skills, and research skills. Student perceptions on the role of assignment in developing the above-mentioned skills and in influencing their affective domain were gathered using a survey questionnaire carrying closed and open-ended questions. The data were analyzed using SPSS and frequency tables were generated. The results of the survey revealed that the students enjoyed working on the assignment and showed strong agreement for most of the items on the role of assignment in developing their skills and knowledge. The assignment model used in this study can support teachers in designing assessments that target the development of entrepreneurial skills alongside other meta-skills and can help solve the problem of unemployment in due course.
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Shekaili, Bati Al. "The Relationship between the Teachers' Levels of Use and Their Demographic Characteristics in the Adoption of the Student-Active Learning Approach in EFL Classrooms in Oman: A Quantitative and Exploratory Relational Study." IJAEDU- International E-Journal of Advances in Education 1, no. 2 (August 31, 2015): 132. http://dx.doi.org/10.18768/ijaedu.90321.
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Anjali, Anjali, and Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity." Current Research in Nutrition and Food Science Journal 6, no. 2 (August 25, 2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.
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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.
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Pittas, Evdokia, and Adenike Adeyemi. "Technology integration in education: Effectiveness, pedagogical use and competence." Lumat: International Journal of Math, Science and Technology Education 7, no. 1 (September 25, 2019). http://dx.doi.org/10.31129/lumat.7.1.396.
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This cross-sectional study examined primary and secondary teachers’ and students’ views regarding technology integration into teaching and learning in Muscat, Oman. The target group consisted of teachers (N=44) and students (N=219) from two bilingual and two international schools in Oman. Results showed that the majority of students use technology to do projects and research. Both teachers and students enjoy the use of technology in teaching and learning, they feel competent in using it and they similarly evaluate the effectiveness of available technologies. Although the majority of teachers agreed that teaching has become easier and faster with technology, only a small percentage integrates technology into teaching. Factors hindering technology integration concern curriculum design, network issues, time constraint and other. In theory, the study contributes to our understanding of the reasons why teachers’ and students’ find it challenging to use technological innovations in school. Methodologically, this study provides the basis for examining Technological Pedagogical Knowledge in certain socio-geographical contexts. In practice, the study provides educational authorities with suggestions on how technology can be used to support, enhance and extend the curriculum.
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Salem Mohammed Ali Ghailani. "- Verbal violence against adolescent students A field study applied to a sample of post-primary students in Muscat Governorate schools - Sultanate of Oman: العنف اللفظي الممارس تجاه الطلبة المراهقين دراسة ميدانية مطبقة على عينة من طلبة التعليم ما بعد الأساسي بمدارس محافظة مسقط - سلطنة عمان -." مجلة العلوم التربوية و النفسية 2, no. 5 (2018). http://dx.doi.org/10.26389/ajsrp.s061217.
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The problem of the current study is the study of the issue of linguistic violence against children in the school environment and society. The current study aimed to identify the reality of violence in the language and its level in the community (family) and that the violence directed by the parent, and in the educational environment and intended to violence directed by the teacher. The study also aimed at identifying the level of violence and its relation to some independent variables such as: age, gender, class, the practical situation of the guardian, the educational level of the guardian, the achievement level of the student. The current study belongs to the descriptive studies model, which is based on the descriptive approach, which is actually applied through the social survey method in the sample, for a random sample of 11th and 12th grade students in post-primary education schools in the governorate of Muscat in Oman. The study was based on a basic data collection tool that included two measures: The first was to measure the level of verbal violence directed by parents (fathers and mothers and those who represent a part of the society) towards male and female students in post-primary education, 10 and 12), while the second measure was measured by measuring the level of verbal violence directed by the teacher representing foreigners from the school environment towards the same students. The researcher designed the scale himself, adopting the design and method of Likert Scale. Each scale may be of (29) words. Study limits and areas: The human field: The human field is in the students of the post-primary education schools in Muscat Governorate. The geographical area: Muscat Governorate is a spatial area of this study. The time period is the period in which the registration began from the month of March of 2015 and the data was collected during the period from 1/4/2017 to 5/5/2017. Analytical Methods and Statistical Processes Analysis Techniques: The researcher relied on both qualitative and quantitative analysis methods and according to the design of this study and in line with its objectives and questions and the corresponding hypotheses. Based on the scientific method used in the descriptive approach and the type and nature of field data, Collect, validate, encode, create a database, then unpack and analyze it by relying on the Statistical Package for Social Silences to access valuable indicators and indicators that support the study. Iterative tables simple and composite measures of central tendency, especially arithmetic means, and standard measures of dispersion Calanhrav, in addition to making some important analyzes that the researcher saw an image made for a total college or results of the measure, such as the relative strength. The researcher also used advanced statistical measures in his attempt to conduct hypothesis tests. He relied on the T-Test for independent samples, the ANOVA test and the Person Correlation factor. The study found several important results that confirmed the existence of violence practices The results showed that the level of language violence practiced in the educational environment by teachers is significantly higher than the language violence practiced by parents. The results also indicate that the level of verbal violence practiced against students Higher than the linguistic violence against female students, whether in school or in the community. One of the most important findings is the relationship between the level of language violence and the level of student achievement. The lower the level of student achievement, the higher the level of language violence practiced by both parents and teachers. Thus, the following relationship can be inferred that the lower the level of student achievement, the higher the level of language violence practiced by both the guardian and the teacher. In the end, the study presented some recommendations concerning raising the level of awareness of the family environment (the guardian) and the educational environment (teacher) about the negative effects that language violence can have on students and children at this important age. Some mechanisms to implement the proposed recommendations.
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Kamal, Abdulaziz Abdelrahman. "Editorial in English." Journal of Educational Sciences 16, no. 16 (January 2021). http://dx.doi.org/10.29117/jes.2020.0031.
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In midst of the tribulations inflicted on humanity by the COVID-19 pandemic, the Journal of Educational Sciences continues undeterred in its mission to be a platform for knowledge sharing, regionally and internationally. This issue includes seven meticulously selected research articles on education and educational psychology, from various subfields and schools of thought. The first article, investigates “The Effect of a Guidance Program based on Creative Thinking Strategies in Developing Career Planning Skills among Academically Gifted Tenth Grade Students.” The second article examines “The Effectiveness of a computerized Program Using the Interactive Whiteboard to Develop Reading Fluency Skills for Students with Learning Disabilities in the Second Episode in the Sultanate of Oman.” The third article examines “The Effect of a Training Program in Developing the Pragmatic Language Skills in a Sample of Children with Autism Spectrum Disorder in Jordan.” The fourth article presents a view on “The Role of School Administration towards Enhancing the Intellectual Security of Students in Muscat in the Sultanate of Oman.” The fifth article examines “Parental involvement in Kindergarten, from Teachers’ and Educational Supervisors’ Perspective in the State of Kuwait.” The sixth article observes “The Effect of Arabic Diacritics on Rapid Naming of Fourth Grade Students with and without Reading Disabilities in The Sultanate of Oman.” The final article examines “The Psychometric Properties of HEXACO-60 Inventory for the Six Personality Factors on School and University Students in the Sultanate of Oman.”We call on Arab researchers around the globe and all researchers in the MENA region to consider this magazine as one of their primary choices for publication. We take pride in the quality, diversity, and rigorous arbitration in this endeavor so that the Journal of Educational Sciencesremains - as it has always been - a distinguished educational journal, which can be trusted for its scope and quality.
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"The Gulf Comparative Education Society’s Fourth Annual Symposium on Bridging the Policy/Research Divide in Education in the GCC." Al Qasimi Foundation, November 12, 2013. http://dx.doi.org/10.18502/aqf.0098.
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"The Gulf Comparative Education Society (GCES) held its fourth annual symposium under the sponsorship of the Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research in collaboration with the Sultan Qaboos University from March 16 to 18, 2013. Entitled “Bridging the Policy/Research Divide in Education in the GCC,” the symposium was held at the Sultan Qaboos University in Muscat, Oman. It consisted of a pre-conference workshop, one keynote address, three featured panels, and 20 breakout sessions with a total of over 70 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries, including United Arab Emirates (UAE), Oman, Bahrain, Qatar, Switzerland, England, Australia, Germany, and the United States, and represented different voices in the education sector, such as policy makers, academics and researchers, school providers and leaders, consultants, and teachers. The purpose of this year’s GCES symposium was to examine the potential for policy makers in the Gulf region to devise evidence-based policies through utilizing local research in the education sector with a focus on the promise and possibilities of comparative education research to policy-making. Delivering the keynote address on the relationship between educational research and policy and practice was Professor Fernando Reimers, Ford Foundation Professor of International Education and Director of the International Education Policy Program at the Harvard Graduate School of Education. The featured panels and breakout sessions addressed the following topics: • Linking Research to Educational Policy • Implications of Technology in the Classroom • Lifelong Learning • Applying Transnational Models of Education • Evaluating and Transforming Educational Systems • Regional and International Youth Challenges • Improving Educational Quality • Research in Higher Education in Oman • Student Leadership and Development • Promoting an Education Research Culture • Perspectives on Teaching and Learning • Trends and Innovations in Education In addition, the symposium brought together over 400 participants working in a range of organizations across Oman, the Gulf States, and beyond, all of whom shared an interest in comparative education in the GCC. Following the symposium, presenters were asked if they would like to submit a 1,500 - 3,000 word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were made at the symposium, presentation slides for all the presentations are available on the GCES website (www.gulfcomped.ning.com). Dr. Hamood Al-Harthi - President Dr. Christina Gitsaki - Vice President Dr. Natasha Ridge and Soha Shami - Secretary Verena Woeppel - Proceedings Editor"