Search

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on recent approaches, such as task-based teaching approach. To face this problem, the study followed some procedures including: designing a questionnaire of creative thinking teaching skills for female science teachers in KSA and designing the instruments for measuring these skills, represented in: designing a test for the cognitive aspect of creative thinking teaching skills, designing an observation card for the performative aspect of creative thinking teaching skills, and designing the program. The study participants were then selected, and they included 30 female science teachers in KSA. Following this, there was a pre-application of the previously mentioned instruments to the study participants, an application of the program, and a post-application of the same instruments. The results obtained indicated the effectiveness of the study program in developing creative thinking teaching skills for female science teachers in KSA. Therefore, the study recommends the necessity for the follow up of science teachers in KSA regarding the application of critical thinking teaching skills to guarantee their use of those skills in teaching.

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on recent approaches, such as task-based teaching approach. To face this problem, the study followed some procedures including: designing a questionnaire of creative thinking teaching skills for female science teachers in KSA and designing the instruments for measuring these skills, represented in: designing a test for the cognitive aspect of creative thinking teaching skills, designing an observation card for the performative aspect of creative thinking teaching skills, and designing the program. The study participants were then selected, and they included 30 female science teachers in KSA. Following this, there was a pre-application of the previously mentioned instruments to the study participants, an application of the program, and a post-application of the same instruments. The results obtained indicated the effectiveness of the study program in developing creative thinking teaching skills for female science teachers in KSA. Therefore, the study recommends the necessity for the follow up of science teachers in KSA regarding the application of critical thinking teaching skills to guarantee their use of those skills in teaching. [ABSTRACT FROM AUTHOR]

This paper focuses on the relationship between institutional factors and the intention of undergraduate students to withdraw from or complete their distance education courses in the Arab Open University (AOU). The model was examine on a pilot sample of 127 students and then re-examined on the field study of 587 students. Mixed paradigms were selected, the quantitative approach was, the dominant technique, using factor analysis followed by discriminant analysis. The qualitative approach used content analysis for the in-depth interviews and open ended questions to explore the problem details. This study seems to suggest that, the intention to stay in the Arab Open University (AOU) distance learning (DL) programs depends critically on the quality of instructors and the variety of technology used to support and deliver these (DL) programs. [ABSTRACT FROM AUTHOR]