Suchergebnisse

This research delves into the distinctive challenges faced by educators of gifted students in Jordan, specifically focusing on the intricacies of delivering compelling lectures that foster academic excellence. To tackle this challenge, the study explores the potential of integrating game elements into the educational framework, with a particular emphasis on harnessing the popular platform Kahoot! to enhance engagement and academic achievement among gifted students. The primary goal is to evaluate the effectiveness and enjoyment of Kahoot! as a learning approach for gifted students in Jordan. Employing a quantitative methodology, the research analyzes data from 112 gifted students actively involved in using Kahoot! as an integral part of their learning experience. The investigation aims to scrutinize Kahoot!'s impact on the academic achievements of gifted students while assessing the potential benefits associated with integrating gamification elements into pedagogical strategies. The findings significantly contribute to determining the suitability of Kahoot! as a teaching strategy that incorporates gamification elements, especially in enhancing the academic accomplishments of gifted students in Jordan. Furthermore, the study explores innovative solutions to engage gifted students by infusing gaming elements into the instructional process, providing valuable insights for broader applications of gamification techniques to enhance engagement, motivation, and knowledge retention among gifted students within the Jordanian educational landscape.

ChatGPT quickly garnered over a million users within a week of its public launch on November 30, 2022, astounded the globe with its remarkable powers in managing exceedingly complex activities. The notable proficiency of ChatGPT in executing complex educational assignments has evoked a range of sentiments among educators, signaling a potential transformation in established educational practices. This exploratory inquiry consolidates recent scholarly works to discuss the potential benefits and downsides of ChatGPT in terms of increasing teaching and learning. Among the benefits are the facilitation of personalized and interactive learning and the generation of prompts for formative assessments, providing continuous feedback for instructional improvement. Conversely, the study underscores inherent limitations in ChatGPT, including the potential for generating inaccurate information, biases stemming from data training that might perpetuate existing prejudices, and concerns related to privacy. The research concludes with recommendations for optimizing the use of ChatGPT in educational contexts. Collaboration among policymakers, researchers, educators, and technology experts is encouraged to initiate dialogues on the safe and constructive utilization of these evolving generative AI tools to enhance education and support student learning.

Received: 1 January 2024 / Accepted: 1 March 2024 / Published: 5 March 2024

This study aimed to determine female mathematics teachers' level of performance in employing the teaching practices necessary to develop mathematical writing among female primary school students. It used the descriptive survey approach and collected data through observation. The study sample comprised 48 female teachers. The study generated several interesting results, most notably that the mathematics teachers' level of performance was average, with overall means of 1.92–3, and there were statistically significant differences at the level of ? < .05 in the level of teaching practices employed attributable to teaching experience in favor of the group with fewer than 10 years' experience. Based on these results, the study makes several recommendations. Primarily, it proposes that training programs for in-service female mathematics teachers should be strengthened, ensuring they cover the teaching practices necessary to develop mathematical writing skills.

Received: 10 May 2023 / Accepted: 22 June 2023 / Published: 5 July 2023

The main objective of this study is to investigate the impact of Information and Communication Technologies (ICT)-based education on the academic enthusiasm of eleventh-grade female students in mathematics. The study was conducted in a secondary school in the United Arab Emirates during the first semester of 2020-2021, using a quasi-experimental methodology. A school with the necessary facilities for ICT-based education was chosen, and two classes were randomly assigned as control and experimental groups. The study utilized the Mathematics Academic Enthusiasm (MAE) questionnaire, which included three subscales: cognitive, behavioural, and emotional. The study's findings revealed that the ICT-based education method had a more significant impact on students' MAE for the cognitive and behavioural subscales in comparison to traditional education methods. However, there was no significant impact observed on the emotional subscale. The study recommends further examination of students' enthusiasm for other new educational methods and investigating the impact of ICT on other variables such as mathematical achievement, motivation, and beliefs towards mathematics.

Received: 28 February 2023 / Accepted: 19 April 2023 / Published: 5 May 2023

This study discussed the level of logical mathematical intelligence of pre-service female mathematics teachers. The problem arises in adopting traditional curricula for teaching mathematics, which leads to low student achievement. The study objectives to measure the students' level of logical mathematical intelligence, and find out the level of students' achievement, and measuring the level of intelligence impact on the academic achievement. The study adopted the descriptive-analytical approach. The study population consisted of (45) pre-service female math teachers. A comprehensive sample was chosen. A questionnaire was used according to the (Likert) five-point scale, taking advantage of the MIDAS scale of multiple intelligences, which consisted of (17) statements, then the researchers developed the questionnaire up to (25) statements. The validity and reliability of the questionnaire were confirmed. The findings revealed that: The general average of the logical-mathematical intelligence level for the fourth-year students was in a high degree, when the arithmetic mean of the whole questionnaire was (3.71), standard deviation was (0.74). The marks of students' semester average were: Agree with a rate of 36.4%, strongly agree with a rate of 29.5%. The cumulative average was; 72.7% for a good level, and 25% for a very good level. Finally, there is a significant effect between the logical-mathematical intelligence of the female students, and the overall academic achievement in mathematics.

Received: 21 September 2023 / Accepted: 17 October 2023 / Published: 5 November 2023