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The study aims to investigate the effectiveness of using the Model Eliciting Activities (MEAs) on the ability to solve mathematical problems and self-efficacy among female students in eighth grade in the Sultanate of Oman. A quasi-experimental research design was used. The sample of the study consisted of 52 female students. It was divided equally into two groups: an experimental group and a control group. To achieve the objectives of the study, an instrument was developed to measure the students’ ability to solve mathematical problems with test consisting of 6 essay questions. In addition, a questionnaire of self-efficacy in solving mathematical problems was used consisting of 27 items. The results showed statistically significant differences at (α=.05) in both abilities to solve mathematical problems, self-efficacy in solving mathematical problems scale due to the teaching method, in favor of the experimental group. Considering these results, the study suggested several recommendations such as benefiting from the educational model based on (MEAs), in mathematics teaching. [ABSTRACT FROM AUTHOR]

Background and Objectives: Due to the valuable place of science in school programs, designing and compiling desirable and effective curricula for this knowledge is important and valuable, which is achieved through enlightened and continuous evaluation. Therefore, the purpose of this research was to evaluate the eighth grade experimental science curriculum. Methods: This research is of the type of evaluation studies with a qualitative approach, using Eisner's method of educational connoisseurship and criticism. The data of this research is through 12 sessions of physical observation of the school environment and experimental science classrooms and interviews with teachers, managers and students in one of the schools in Isfahan province. In the academic year of 1401-1400, reference sources such as experimental science curriculum guide, national curriculum document and teachers' teaching guide have been collected and described, interpreted and evaluated. Findings: The findings of this research show that the architecture and physical space of the studied school is not attractive enough, also, although the science lesson is important as a main lesson, but for teaching this lesson, more attention is paid to traditional methods and less emphasis is placed on operational and new methods. In addition, the school does not have enough facilities and equipment, including a suitable laboratory for effective science education, so paying attention to modern and new teaching methods, providing the necessary facilities and equipment, and paying attention to the characteristics and individual needs of the learners is an important factor that should be considered Conclusion: According to the findings, it can be concluded that experimental science classes, as an important intellectual capacity that can be developed, require the existence of educational foundations and prerequisites. The use of active and collaborative teaching methods, the existence of interested, professional and experienced teachers, the existence of attractive and meaningful content and learning experiences, suitable and diverse evaluation methods, and the existence of a ready and supportive educational environment among the most important factors and There are conditions that can transform experimental science from a subject to be memorized into a practical skill by students. [ABSTRACT FROM AUTHOR]

The article aimed to find out the effect of using the cooperative learning strategy in teaching national education on the development of citizenship values among eighth grade students in the schools of the Qweismeh District Education Directorate in Jordan. To achieve this goal, the study used semi-experimental approach. The population of was determined in Asia Secondary School for Girls and Muhammad bin Al-Qasim Secondary School for Boys of the Education Directorate of Qweisma District / Capital Governorate. Specifically, in the first semester of the academic year 2022/2023, for a group of 280 students for the experimental and control groups. The study revealed a statistically significant differences between the experimental and control groups in the development of citizenship values, in favor of the experimental group. In light of this result, the study recommended proposing the design of the idea of using the cooperative learning method in the field of educational work, and giving teachers more training on this type of classroom management methods in developing their educational professional performance. Develop educational activities applied by using the cooperative learning strategy in national and social education books. [ABSTRACT FROM AUTHOR]

Copyright of Amman Arab University Journal is the property of Amman Arab University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to determine whether smart applications can help students in the United Arab Emirates (UAE) acquire higher levels of proficiency in scientific ideas. To do this, 120 eighth-graders (the last year of the second cycle) from schools in UAE city of Al Ain participated in a quasi-experimental study. These students were divided into two equal groups at random: a test group that studied with the aid of technology, and a control group that learned through the conventional classroom technique. A test on scientific concepts and intelligent applications based on the educational program served as study aids. The findings of the scientific-concept accomplishment test revealed statistically significant differences between the mean scores for the two groups, favoring the experimental group. As a result of the type of smart application used, particularly Alef platform in comparison to the Boclips and Connect platforms, the results also showed statistically significant differences between the mean scores for the experimental group students' achievement level regarding scientific concepts. The researcher advises incorporating smart applications into the educational process in light of these findings, particularly when instructing scientific topics. [ABSTRACT FROM AUTHOR]

This article engages an immanent ontology to theorize how the film Eighth Grade produced affective intensities for me through the detailed, fluid rendering of a teen girl. Drawing on Kathleen Stewart's concepts of worlding and ordinary affects, I analyze how Eighth Grade resists the representational stasis of an autonomous protagonist to produce a teen girl embedded in and contingent on wider social and material cultures. As Kayla is not reduced to a "type," movement is maintained through her relationality to a world enlivened beyond a static subjectivity. Eighth Grade thus escapes the oversimplifications common to many teen girl films in the twenty-first century, offering a singular example of immanent cinematic girlhood, or a girlhood in motion. I employ post qualitative inquiry to analyze two scenes that show how movement is generated through a vivid worlding produced by ordinary affects. I conclude with a discussion of the film's feminist potential. If stasis creates homogeneity, then Kayla's movement promotes heterogeneity, not only showing girlhood to be an irreducible, relational experience, but also opening space for unimagined girlhoods to emerge. [ABSTRACT FROM AUTHOR]

This research aims to develop a valid, practical, and effective eighth-grade Statistical module based on Problem-Based Learning. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was used to develop the module in this research. The research findings showed that the developed module was valid with a validity percentage of 85.29% based on the validity test. Based on the practicality test of a small group with eight respondents, the developed module was stated very practical with a practicality percentage of 88.97%. These showed that the developed module completed valid and practical criteria. The practicality test of limited group and module effectiveness test could not be carried out because the learning situation was not effecting during the COVID-19 pandemic.

Copyright of Revista de Orientación Educacional is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to understand how anxiety disorders are represented in the films Eighth Grade and Silver Linings Playbook. A filmic analysis is conducted, specifically narrative analysis. Additionally, qualitative interviews with qualified informants bring a more robust understanding of anxiety disorders and explanation of the results obtained. The results reveal that the filmmakers choose to represent characters with characteristics that go beyond mental illness, enabling an identification by the viewers. In Eighth Grade, there are characteristics coincident with the symptomatology, such as apathy, restlessness, and irritability, and deviant ones, such as dependence on the Internet, the manifestation of increased maturity, and the revealing of confidence. In Silver Linings Playbook, irritability, mood swings, and refuge in sports are coincident particularities, and the expression of happiness, motivation, and recognition of overcoming are dissonant symptomatology. In both films, there was an attempt by the filmmakers to convey a positive message and a happy ending, condensing the idea of overcoming mental illness. The films, assuming an educational function, provide tools that teach how to deal with anxiety in everyday life. [ABSTRACT FROM AUTHOR]

This study aims to uncover the impact of using iPads in teaching the 3D shapes unit and promoting spatial visualization and achievement in mathematics among eighth-grade students. The study was conducted in Al-Hassad Schools and used a quasi-experimental method. The sample consisted of 118 eighth-grade students enrolled in the second semester of the academic year 2014 to 2015. The students were placed randomly in two groups: 62 students in the control group and 56 in the experimental group. The researcher developed a 3D model from a textbook unit, a spatial perception test, and a mathematics achievement test. The study revealed the following findings: (1) the effectiveness of an iPadenhanced 3D model in improving students’ mathematical achievement, (2) the effectiveness of using iPads in promoting spatial perception among eighth-grade students, (3) a statistically significant correlation between the level of spatial perception and their achievement in mathematics, and (4) a statistically significant difference in the effectiveness of using iPads to facilitate the students’ achievement in mathematics and spatial development, which is attributed to gender difference and favored female participants. In conclusion, the study recommends the use of iPads to facilitate teaching and learning mathematics and promoting the development of students’ spatial perception. Moreover, it also suggests paying more attention to male students. It also provided evidence for the need to conduct future studies to develop special applications for iPads to better facilitate teaching and learning mathematics and other materials in Arabic and finally, recommends incorporating iPads in teaching practices within schools and classrooms. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the mathematics achievement of eighth grade students on geometric transformation and geometric thinking levels. This research was carried out in the fall semester of 2018-2019. The sample was 88 students from two different middle schools in an urban area of Erzincan, Turkey. The survey model was used. The geometric transformation achievement test with 20 questions and the first 15 questions of the van Hiele geometric thinking test, which are suitable for the middle school student level, were administered to students at different times. SPSS was used to conduct analysis for descriptive statistics, standard deviation, percentage, mean and frequency, independent samples t test, and Pearson correlation. Pearson correlation was conducted to determine the relationship between the total scores that the students got from the van Hiele geometric thinking test and geometric transformation achievement test. While there was a significant relationship between the van Hiele geometry test and transformation geometry test, the geometric thinking levels of the students were below the expected level. There was no statistically significant mean difference between the boy and girl students across the schools. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effect of blended learning in developing critical thinking skills among eighth-grade students in history subject. To achieve the study's objectives, a semi- experimental approach was adopted, where California Critical Thinking Skills Test (2000) was used after examining its validity and reliability. A purposive sample was selected from eighth-grade students who were enrolled at Al-Madar International School, first semester of the year (2020/2021). The sample consisted of (60) students in two sections with (30) students in each. One of the sections represents the experimental group, who have learned by blended learning technology, and the other represents the control group learned using traditional teaching methods. Results showed significant and statistical differences (α=0.05) in critical thinking in favor of the experimental group who have learned by blended learning and. On the other hand, there was no statistically differences in critical thinking skills among the experimental group between Post-test and postponed exam’s results, According to the effect size weight, deductive skill skills came in the first place, followed by analyzing skill, analyzing skill, and evaluating skill, respectively. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth‐grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi‐experimental design with pre‐test, post‐test and delayed post‐test was employed. This study was conducted with 52 eighth‐grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software‐supported instruction was carried out in the experimental group, textbook‐based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open‐ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre‐test and post‐test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t‐test and ANCOVA test. It was indicated in the study results that GeoGebra software‐supported instruction for eighth‐grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook‐based direct instruction. Lay Description: What is already known about this topic?: The subject of functions and their graphs are the basis of many mathematical concepts and subjects such as logarithm, limit, derivative and integral.It is indicated in many studies that middle‐grade students have some misconceptions and difficulties in learning the concept of a straight line and slope.It was determined in previous studies conducted at different grade level that using dynamic geometry software (DGS) increases students' mathematics achievement according to traditional instruction.There is a need for research investigating the effect of using GeoGebra software on eighth grade students' conceptual understanding and retention of learning regarding linear equations and slope. What this paper adds?: A quasi‐experimental design with pre‐test, post‐test and delayed post‐test was conducted.Using GeoGebra software had positive effects on eighth‐grade students' conceptual understanding regarding linear equations and slope.The learning environment with GeoGebra software increased the retention of learning. The implications of study findings for practitioners: This research provided evidence regarding the effects of using GeoGebra software on eighth‐grade students' conceptual understanding and retention of learning in mathematics.In future studies, the long‐term effects of GeoGebra on other mathematics topics and other learning outcomes within similar settings should be examined. [ABSTRACT FROM AUTHOR]

The Study aimed at identifying the effectiveness of the instructional theater in the achievement of eighth grade students in Arabic Grammar in Al-karak Governorate. The participants of the study were (82) students distributed randomly into two groups: The experimental group which consisted of (40) students taught by using the instructional theater method and the control group which consisted of (42) students taught by the traditional method. To achieve the purposes of the study, the researchers used the quasiexperimeia method and prepared instructional content by the theater method and achievement test). Validity and reliability were ensured for the instructional content and the achievement test. The results of the study showed that there is effectiveness of the instructional theater method on the achievement of eighth grade students in comparison with the traditional method, and that there were statistical significant differences at (a= 0.05) between the two groups in favor of the instructional theater method. There were also statistical significant differences at (a=0.05) in the achievement of the experimental group due to gender in favor of female students. There were no statistical significant differences at (a=0.05) between the two groups that can be attributed to the interaction between gender and method of teaching. In the light of the results of the study a number of recommendations were proposed: Arabic language curriculum should include lessons that are based on instructional theater because of their positive effect in achievement compared with the traditional method of teaching. [ABSTRACT FROM AUTHOR]

This study aimed to identify the effect of using educational films on achievement among the eighth-grade students in the city of Tulkarm. The study population consisted of (851) students, according to the statistics of the Directorate of Education in Tulkarm. The study sample consisted of the (73) eighth-grade students at the Abi Salma Al Karmi Basic Girls School in Tulkarm. This study used an experimental research approach. The researcher chose two intentional classes from three available at school. One was experimental group and the other was a control group. The number of students in the experimental group was (37) (used educational films), whereas the number of students in the control group was (36) (traditional). The researcher prepared an assessment test about the construction technology unit of the eighth-grade technology textbook. The study found out that there were statistically significant differences between arithmetic means of the experimental group (taught by the educational film) and the control group (taught in the traditional method without the educational film) in the results of the post-achievement test. The study recommended the need to urge the curriculum designers to provide educational films with school textbooks which could benefit the content knowledge. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however, no differences between the two groups at the applying level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive. [ABSTRACT FROM AUTHOR]

This study explores the relationship between high creativity and high scholastic achievement in mathematics, reading, and science among 8th and 11th grade students. A quantitative methodology was used in the study. Data were collected from 941 eighth-grade students and 605 eleventh-grade students at an independent public school district in Minnesota, a Midwestern State in the U.S.A. The data collection instruments included a general personal questionnaire, the Torrance Tests of Creative Thinking (TTCT) Figural Form A, and the Minnesota Comprehensive Assessment Test (MCA). Correlations were computed and chisquare analyses were performed to address research questions. Grade-based standard scores were used in the measurement of creativity and academic achievement with the top 20% cutoff scores being used to identify students with high achievement and students with high creativity. The results indicated that the relation between high creativity and high academic achievement varies among eighth and eleventh graders. High mathematics and high reading achievement are related to high creativity among both eighth- and eleventh-grade students, but with small effect sizes. High achievement in science is related to high creativity among eleventh-graders. Our results indicate that high creativity and high achievement in reading, mathematics, and science achievement tend to be positively related, but those relationships are at best weak, indicating that there are substantial components to high creativity that are not shared by high achievement in mathematics, reading, and science and vice versa. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the research is to examine the contribution of applying author-generated dichotomous keys (digital key - DDK and print key - DPK) to the quality and durability of the knowledge of eighth grade students about the Systematic and classifications of plants (Bryophyta, Pteridophyta, Gymnosperms and Angiosperms), as compared to traditional teaching. The study included 180 eighth grade students from Montenegro (12–13 years old) divided into three groups: E1 (where content was learned through DPK), E2 (where content was learned through DDK) and K (where content was learned through the verbal-textual method). Dichotomous keys contributed to increasing the quality and durability of the knowledge acquired in comparison to traditional teaching at the cognitive levels of analysis, evaluation and synthesis. DDK contributed to the higher quality and durability of student knowledge in comparison to DPK at the cognitive levels of evaluation and synthesis. [ABSTRACT FROM AUTHOR]

Mathematics is a core content area in the science, technology, engineering, and mathematics (STEM) fields and is vital to student learning in the other STEM subjects. The purpose of this study was to investigate the math performance of fifth- and eighth-grade students in 1170 Texas school districts. We conducted growth hierarchical linear modeling in SAS 9.4 in order to explore the effects of time, district-level characteristics, and their interaction on student performance as measured by the State of Texas Assessments of Academic Readiness (STAAR) math test across three performance levels (i.e., approaching, meeting, and mastering grade level) over three academic years: 2016–2019. The overall findings indicated that, over time, Texas school districts improved in the percentage of students who approached, met, and mastered grade-level performance on the STAAR math test. The results also indicated that five district-level variables consistently and significantly impacted Grade 5 and 8 students’ math achievement at three performance levels. Significant positive factors included the percentage of English learner students and principal years of experience; significant negative factors were the percentage of economically challenged students, student mobility rate, and teacher turnover rate.