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Khan Manzoor Ahmed Merabet Adel Alkaabi Shamma Sayed Hesham El 《Education and Information Technologies》2022,27(4):5153-5177
Education and Information Technologies - Computer security competitions have been playing a significant role in encouraging students to get into cybersecurity, as well as enhancing the... 相似文献
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Maher M. Abu-Hilal Faisal A. Abdelfattah Saleh A. Alshumrani Adel S. Abduljabbar Herbert W. Marsh 《European Journal of Psychology of Education - EJPE》2013,28(4):1201-1220
The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender. 相似文献
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The Correlation between Final Grade Score,Attendance and Homework in the Performance of CED Students
Adel S. Aldosary 《European Journal of Engineering Education》1995,20(4):481-486
The student performance of 152 College of Environmental Design students from 10 courses were analyzed for possible correlation between the final score, class attendance and the homework assignments. It is widely believed that student performance in a course is strongly related to attendance level. However, the results of this study showed a much stronger correlation between the final score and the homework performance in a given course than between the final score and the attendance level. This demonstrates that we ought to consider placing a much heavier weight on homework and assignment as a percentage of the final score, as well as load of assignments, than we currently do. We may also consider relaxing some of our stronger policies on attendance. 相似文献
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Adel G. Tannous Jamal M. Khateeb Hatem A. Khamra Muna S. Hadidi Mayada M. Natour 《International journal for the advancement of counseling》2012,34(2):136-142
This study investigated the knowledge and attitudes of Jordanian school counselors toward diabetes mellitus. A sample of 295
counselors completed a questionnaire consisting of two parts concerning knowledge and attitudes. The face validity of the
questionnaire was assessed using an informed panel of judges, and its reliability was established using the test- re-test
method. Results showed that counselors as a whole had a moderate level of knowledge about diabetes. This level of knowledge
was related to counselor gender (females were more knowledgeable than males) and to knowing a person with diabetes, but not
to counselor age. Results also showed that counselors showed favorable attitudes toward students with diabetes. Knowing a
student with diabetes had no influence on attitudes. 相似文献
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A cross-cultural comparison of Kuwaiti and British citizens' views of e-government interface quality
It is difficult to conceive how Web users from different cultures can be encouraged to reap the benefits of an e-government initiative when its portal is suffering from culture-indifferent interface quality. Thus far, the e-government literature not only has paid scanty attention to web evaluation issues but also has been slow to embarking on cross-cultural research. As an attempt to address this concern, this investigation introduces an augmented approach to analyze cross-cultural website quality. The proposed approach consists of three parts: 1) a qualitative study of the website using content analysis, 2) an empirical evaluation using traditional statistical methods of perceptions of website users, and 3) a “persuasive quality gap” analysis that examines the gap between the composite scores of perceived importance and performance of quality attributes across the studied two cultures. These analyses were used to identify cross-cultural differences between Kuwaiti and British users' perceptions of e-government quality attributes. While the findings showed no significant differences between Kuwaiti and British users in terms of important quality features, the results revealed significant variations between the two groups in terms of perceived performance of quality attributes. Moreover, although the findings showed marginal support for the existence of differences between the two samples in terms of persuasive quality features, a post-hoc analysis of the persuasive quality gap revealed a need to consider not only important and/or high performing characteristics but also persuasive features to fully understand cross-cultural e-government quality variations. The author discusses the implications of these results for e-government design practices and future research. 相似文献
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Adel Safty 《Interchange》1992,23(4):389-405
By virtue of their organization, growth, and continued success, French immersion programs represent more than a second-language learning methodology; they are and ought to be recognized as programs of bilingual education. This means that their effectiveness ought to be measured by generally accepted criteria of educational effectiveness. These include, among other things, the degree of staff integration in the school culture and the quality of leadership provided by the school principal. But the majority of schools offering bilingual education programs are administered by unilingual or by theoretically bilingual administrators; this can deprive the French component of much needed leadership and create situations in which the level of ambiguity is high and the possibility of integration into the school culture is low. An effort to gradually ensure that bilingual education benefits from bilingual administration would be a step in the direction of recognizing the maturity of French immersion. 相似文献
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Ahmed Sharaf Eldin Alaa H. ElNahry Adel Elsayed Rania Elsayed Ibrahim 《Education and Information Technologies》2014,19(2):451-467
The current study seeks to introduce a new pedagogical design for geo-informatics courses using an e-training support system. Laurillard’s conversational approach based on conceptual representation for both instructor and learner was used to form the framework. As the current study specifically interested in training as a special form for learning, so, we sought methods and strategies to integrate requirements of both company and employee into the design of training programs. Therefore, a competency perspective was adopted into the conversational framework to use learning design that leads to learning activities tightly related to the needs of the company and employee. The above framework has been developed with special consideration to the underpinning pedagogical principles and the needs of lifelong learning that continues after the training has been completed. The implementation of the developed framework needs a special computerized system, so an e-training support system (ETSS) was developed to realize the framework. ETSS is an open source and standard-based infrastructure to enable and foster competence development and exchange of learning activities and learning units. Although the domain of the current study focuses on geo-informatics, ETSS is applicable to any other domain. The developed framework through its ETSS implementation were evaluated in a typical training environment. The results indicated that the best method in training was the training with the developed system with 91.5 % in comparison with the traditional training method with 81.4 %. 相似文献