Journal Of Educational and Psychological Researches
Journal of Educational and Psychological Research (JEPR) An Official Quarterly Publication of the University of Baghdad Journal Identity Publisher:Educational and Psychological Research Center Affiliation:University of Baghdad, Iraq ISSN:1819-2068 (Print) | 2663-5879 (Online) DOI Prefix:52839 Contact: Al-Jadriya Campus, Baghdad, Iraq | P.O. Box 47046 +964 750 372 5675 | jperc@perc.uobaghdad.edu.iq www.jperc.uobaghdad.edu.iq Publication Details Frequency:Quarterly Access:Open Access (CC BY-NC 4.0 License) Indexing: - Iraqi Academic Scientific Journals - Google Scholar - ResearchGate
Educational and Psychological Research Center
The Reality of Applying Institutional Entrepreneurship in Human Resource Development in The Ministry of Education in the Sultanate of Oman
The present research aims to examine the extent to which institutional entrepreneurship is implemented in human resources development at the Ministry of Education in the Sultanate of Oman. It also seeks to identify the requirements and obstacles associated with the application of institutional entrepreneurship. The research adopted a descriptive survey design and utilized a questionnaire as the primary data collection tool. The instrument consisted of 61 items distributed across three axes and was administered to a sample of 85 employees drawn from four directorates at the General Office of the Ministry of Education. The findings revealed that the level of implementation of institutional entrepreneurship in human resources development was moderate. Moreover, the results indicated that the availability of the requirements for implementation was low, while the obstacles to application were high.
Copyright (c) 2026 Journal Of Educational and Psychological Researches https://creativecommons.org/licenses/by/4.0
Satisfaction with the Academic Specialization among Kindergarten Students
The university education stage is considered the gateway to the future for students. Therefore, it is important that students are satisfied with their academic specialization to enable them to integrate academically at the university. Thus, the current research aims to measure satisfaction with the academic specialization among students in the department of kindergarten in terms of academic year, social status, and specialization (literary, scientific) in the high school. To achieve these objectives, the researcher developed a scale to measure satisfaction with the academic specialization, which was applied to a sample of 250 students who were selected randomly from the department of kindergarten at the College of Education for Women, University of Baghdad. The validity and reliability of the scale were confirmed by presenting it to a group of experts and specialists in educational and psychological sciences, as well as in kindergarten education. The statistical software (SPSS) was used to calculate the statistical analysis (t-test, analysis of variance, Cronbach's alpha, mean, standard deviation, and Pearson correlation coefficient). The results showed that there is a high level of satisfaction with the academic specialization among students in the department of kindergarten. There is no significant difference in the level of satisfaction over the four academic years. There is no significant difference in the level of satisfaction based on the variable of high school specialization (scientific vs. literary). There is no significant difference in the level of satisfaction based on the variable of social status. The researcher recommends focusing on scientific subjects over the four years of the department of kindergarten, especially in the first year, supporting various educational, cultural, and artistic activities, as they significantly contribute to students' sense of the importance of the kindergarten department. In light of these recommendations, the researcher suggests conducting a study on satisfaction with the academic specialization and its relation to the parents' academic achievement. Conducting a study on satisfaction with the academic specialization in relation to self-esteem. The study should also explore the relationship between satisfaction with the academic specialization and other variables, including positive thinking.
The Barriers to the Transformation of Yemeni Universities into Smart Universities
The research aims to identify the barriers to the transforming process of Yemeni universities into smart universities. To achieve the research objectives, the researcher employed a descriptive survey method. A questionnaire of 44 items was administered to a purposive sample of 22 experts in Yemeni universities. following the Delphi method. Appropriate statistical methods were used. The results showed that the barriers to the transformation of Yemeni universities into smart universities are very high, with an overall mean score of 4.24. Based on the average values of the fields, they were ranked in descending order as follows: the field of educational programs and content, followed by the field of modern technologies, then the field of organizational structure, the field of finance, and finally the field of university administration. The research came out with several recommendations and suggestions.
Obstacles to the transition the smart university
The Role of Sustainable Development in Developing the Professional Competencies of Arabic Language Teachers
The current study aims to investigate the role of sustainable development in enhancing the professional competencies of Arabic language teachers at the elementary level in Babil Governorate. To achieve this objective, the researcher adopted the descriptive method. Two survey instruments were developed to measure the study's variables: the first to assess sustainable development and the second to evaluate the professional competencies of Arabic language teachers. The final version of the sustainable development instrument comprised 28 items distributed into three main domains: environmental (12 items), economic (8 items), and educational (8 items). The professional competencies instrument included 30 items categorized into four domains: cognitive competencies (7 items), performance competencies (10 items), affective competencies (8 items), and productive competencies (5 items). The psychometric properties of both instruments were verified through expert review and evaluated by a specialized jury. Validity, reliability, and discrimination indices were calculated using appropriate statistical tests. The instruments were administered to a stratified random sample of 430 male and female teachers selected from the Babil Directorate of Education, specifically from the Al-Mahawil Education Department. The sample included schools from urban centers, villages, and rural areas. The total population of the study consisted of 5,943 Arabic language teachers in Babil Governorate for the academic year (2024–2025). Data were analyzed using the SPSS software, where means and standard deviations were computed. A t-test was employed to examine gender differences, and analysis of variance (ANOVA) was used to assess the impact of years of service. The results revealed a positive correlation between sustainable development and professional competencies.
The Reality of Physics Teachers' Use of Formative Assessment Tools in Dhofar Governorate from the Perspective of senior Teachers and Educational Supervisors
This research aims to explore the reality of physics teachers’ use of formative assessment tools in Dhofar Governorate from the perspectives of senior teachers and educational supervisors. It also sought to identify differences in the mean scores of participants’ responses regarding the extent of use, based on the variables of job role and gender. To achieve these objectives, the descriptive-analytical method was employed, as it is most suitable for describing phenomena without delving into causal relationships. A questionnaire was developed, consisting of six main domains with 24 items. The research was applied to a sample of 53 participants, including 22 educational supervisors and 31 senior teachers affiliated with the schools of Salalah. According to the statistics obtained from the Department of Statistics and Information at the Directorate General of Education in Dhofar for the academic year 2023–2024. The results revealed that the average of senior teachers regarding the use of formative assessment tools was 3.67, indicating a high level of use, while the average of educational supervisors was 2.98, indicating a moderate level. Oral questioning emerged as the most frequently used formative assessment tool, followed by written questions and homework assignments, whereas project-based assessment was the least used. The findings also indicated significant differences regarding participants’ responses based on job role. There are no significant differences based on gender. The research recommended training teachers in the effective use of formative assessment tools and raising their awareness of the importance and advantages of written assessment tools in evaluating students’ understanding, as they are more effective than oral questioning.
Obstacles to the Employment of Distance Education among Social Studies Teachers in Schools of Dhofar Governorate from the Perspective of Teachers and Suggestions for Improvement
This research aims to identify the obstacles to distance education for the second-cycle students in Dhofar Governorate from the social studies teachers' perspectives. The research sample consisted of 25 male and female teachers who were selected randomly from public schools affiliated with the Ministry of Education. To achieve the objectives of the research, the descriptive approach was employed, where the questionnaire was used to collect quantitative data. It was directed to social studies teachers in the second cycle and consisted of 31 items. The questionnaire was divided into several domains, including obstacles to implementing distance learning related to the teacher, the student, the educational content, and distance learning tools, in addition to a section for suggestions to improve the implementation of distance learning in schools. The results showed that the obstacles to distance education for students of the second cycle from the point of view of their teachers were high in general. There are no statistically significant differences regarding the obstacles of distance education for students of the second cycle of basic education from their teachers’ perspectives in terms of gender and years of experience.
Reasons for the Reluctance of Tenth-Grade Female Students in Dhofar Governorate to Choose Pure Mathematics
The research aims to identify the reasons for tenth-grade female students' reluctance to choose pure mathematics in Dhofar Governorate. The researcher adopted the descriptive approach by designing a questionnaire that included 25 items distributed into four domains, namely, reasons related to the female students, reasons for reluctance, reasons related to the mathematics subject, reasons related to the mathematics teacher, and reasons related to the family. The questionnaire was administered to 161 tenth-grade female students at Manbaa Al-Hikma School. The data were analyzed statistically using the SPSS software (mean, standard deviation, and correlation coefficient). The results of the research showed that students' responses to reasons for reluctance related to mathematics received the highest response average recorded 3.985. The reasons for student-related attrition came in second, with a mean score of 3.494, followed by reasons for attrition related to the mathematics teacher, with a mean score of 2.902, and finally, reasons for family-related attrition, with a mean score of 2.056. The results also revealed that there are statistically significant differences at the level of 0.05 between the students' responses to the questionnaire attributed to the variables of the student and the subject. There are no statistically significant differences at the level of 0.05 attributed to the variables of the teacher and the family. The research recommended analyzing the content of pure mathematics curricula by specialists in the educational and scientific fields, re-planning and designing them in line with scientific development and the levels of the students, urging vocational guidance teachers to intensify guidance courses for tenth-grade female students, and increasing their awareness of the labor market requirements related to mathematics.
Factors Contributing to Spelling Weakness Among Basic Stage Students from the Teachers' Perspective) An Analytical Field Study (
The problem of spelling weakness is one of the most prominent challenges facing the educational process in the primary stage, as it negatively affects students' academic achievement and self-confidence. The current research aims to identify the causes of spelling weakness among primary school students from teachers' perspectives, as well as to identify the most common and influential of these causes. The researcher adopted the descriptive-analytical approach. A sample of 120 male and female Arabic language teachers in public schools was selected randomly. To achieve these objectives, a questionnaire consisting of 35 items distributed over seven main domains was developed: causes related to the teacher, causes related to the learner, causes related to the curriculum, causes related to teaching methods, causes related to the school environment, causes related to the family, and causes related to the nature of the Arabic language. The validity and reliability of the instrument were verified using Cronbach's alpha coefficient (α = 0.92). The results showed that the most influential causes of spelling weakness were weak reading skills among students (mean = 4.65), the lack of training and practice (4.58), the lack of family follow-up (4.52), spelling rule difficulty (4.48), and curriculum density (4.42). The results also showed there are no statistically significant differences at the level of (α ≤ 0.05) in teachers' estimates attributed to gender, years of experience, or educational qualification. In light of these findings, the study recommended the necessity of developing specialized remedial programs for students suffering from spelling weakness, training teachers in modern teaching strategies, reducing curriculum density, activating the family's role in following up on their children, and simplifying spelling rules in accordance with different age stages.
Effectiveness of Interactive Video on the Development of Football Instep Shooting Skill among Basic Education Students in Dhofar Governorate
This research aims to examine the effectiveness of using interactive video in developing the football instep shooting skill among seventh-grade students in the second cycle of basic education in the Sultanate of Oman. A quasi-experimental design with two equivalent groups and a post-test-only structure was employed, aligning with the nature of field research. The sample consisted of 70 students, purposively selected from Salalah Al-Sharqiya School under the Directorate General of Education in Dhofar Governorate. They were randomly assigned to an experimental group and a control group. The experimental group received instruction through an interactive educational video specifically designed for the target skill, while the control group was taught using traditional methods. Data were collected using a cognitive test and a skill observation checklist. The results indicated there are statistically significant differences in favor of the experimental group in both cognitive and motor performance, emphasizing the effectiveness of interactive video in enhancing motor skill acquisition. The research recommended integrating interactive multimedia tools into physical education classes due to their positive impact on skill development and student engagement in active learning.
The Effectiveness of a Project-Based Learning Strategy in Enhancing Self-Discipline and Developing Social Skills in the Islamic Studies
This research aims to explore the effectiveness of the project-based learning strategy in enhancing self-discipline and developing social skills within the Islamic Studies curriculum for middle school students in the Kingdom of Saudi Arabia. The researcher employed the experimental method using a quasi-experimental design, applied to a sample of 70 first-year middle school students, who were divided into two equal groups: an experimental group and a control group. The research instruments consisted of two scales. The first was a self-discipline scale comprising 20 items, which measured the following dimensions: self-control, responsibility, adherence to rules and instructions, and perseverance in performing tasks. This scale demonstrated a high reliability coefficient of 0.91. The second was a social skills scale consisting of 20 items, covering the following dimensions: effective communication, teamwork, social interaction, and social initiative. This scale was administered after verifying its validity and reliability. The results revealed the effectiveness of project-based learning in enhancing self-discipline across its dimensions of self-control, responsibility, adherence to rules and instructions, and perseverance in performing tasks and in developing social skills across their respective dimensions of effective communication, teamwork, social interaction, and social initiative. The reliability coefficient for this scale was 0.84. All findings showed the superiority of the experimental group. The research recommended the importance of implementing classroom projects that foster moral values and positive behaviors among students, as well as training teachers to design and apply project-based learning strategies that emphasize the students’ active role in the educational process. It further recommended linking these projects to real-life contexts within education to reinforce the religious and social values acquired through learning.
The Image of War as Perceived by Primary School Students (Displaced and their Normal Peers): an Analytical Study with Drawings
The study aims to identify the current perception of the image of war as a final image of displaced primary school students and their normal peers (non-displaced) through analyzing their drawings, and to identify what the differences are in the perception of the image of war among displaced students and their normal peers in terms of gender and age (6-12 years). 100 male and female students were selected intentionally from a primary school as displaced and non-displaced students. The researcher adopted a scale for children’s perception of war through drawing (Children’s War Drawing Perception Scale), which is a national tool designed to analyze the content (symbolic and emotional) in the drawings of children who were exposed to war or displacement conditions. The tool consists of five main dimensions symbolized by the letters (W1-W5), as they represent all two dimensions of an integrated psychological nature. The results showed that prominent displaced people show high levels in the two dimensions (W1 war elements and W2 emotional aspect) to perceive the image of war related to the distinction of the object and elements of war and distinctive emotions compared to their peers who live in natural environments. These results showed a rise in perception of displaced students when they initiated the elements (sensory, visual, emotional, and affective) that contribute to war. At the same time, the responses of the general peers were more interactive with their creativity for the three dimensions, which are protection and security, hope and flexibility, and the self-child, than The results showed that the displaced people, regardless of gender (male or female), overcame the elements (fear, tension, and violence) for what they lived through from war experiences and their peers more than clarifying social relations or as protection through the use of visuals in their messages. With the sensory and emotional stimuli famous for war and its various elements, more than their peers who live in environments of existence, as the results showed, there is a correlation between age and the five dimensions of perception of the image of war. The older the student, the higher their level of perception of the image of war.
Evaluating the Level of Educational Services Provided to Students with Autism Spectrum Disorder in Educational Institutions in the Makkah Region from the Teachers' Perspective
The current research aims to identify the level of educational services provided to students with autism spectrum disorder (ASD) in educational institutions in the Makkah region from the teachers’ perspective. The current research employed a descriptive analytical approach, using a questionnaire distributed to 91 teachers of students with ASD in the Makkah region. The results indicated that the level of educational services provided to students with ASD in educational institutions, from the teachers’ perspective, was high, with an overall mean score of 3.592 and a relative weight of 71.8%. The classroom environment dimension ranked first, followed by teaching methods and techniques in second place, and the individualized educational program dimension came in third place. The results also indicated there are no statistically significant differences attributable to the variables of gender and academic qualifications. However, there are statistically significant differences attributable to the variable of educational institution in favor of the private sector. The variable of years of experience also favored less experienced teachers (less than 5 years) in the “Classroom Environment” dimension and more experienced teachers (more than 10 years) in the “Individual Educational Program” dimension. Future recommendations including the establishment of a national electronic platform that trains teachers on how to prepare and implement individual educational programs and employ the latest teaching methods and techniques in the field of ASD and that helps teachers communicate directly with education departments to provide the necessary tools and supplies in the classroom environment. In addition, designing a practical guide that helps teachers organize and adapt the classroom environment to suit the abilities and needs of students with ASD is recommended.
Estimates of Fourth Grade Pupils in the Sultanate of Oman and their Mothers of the role of “Nahla and Nahil” Platform in Shaping Attitudes Towards Reading
This research aims to identify the estimates of fourth-grade pupils in the Sultanate of Oman and their mothers of the role of the “Nahla and Nahil” platform in shaping the attitudes towards reading, as well as the extent to which it is affected by some variables. The research utilized a questionnaire consisting of 24 items, divided into three axes: the features of the "Nahla and Nahil" platform and its role in encouraging reading, the reading habits acquired while using the platform, and the positive effects of using the platform. The questionnaire was distributed electronically to 45 male and female fourth-grade pupils and their 45 mothers. The results revealed that the pupils and their mothers estimated the role of the Nahla and Nahil platform in forming the attitude towards reading to a great degree. It was also revealed that there is no statistically significant difference between the estimates of male and female students regarding the role of the “Nahla and Nahil” platform in forming the attitudes towards reading. Furthermore, there are no statistically significant differences in mothers’ estimates due to mothers’ academic qualifications and work, nor the presence of a home library for children. In light of the results, the research recommended using the “Nahla and Nahil” platform to develop reading skills for pupils in grades 1-4, regardless of their achievement levels, and advising parents who are looking for a safe digital educational source to subscribe to the “Nahla and Nahil” platform.
Fawziya bint Malallah bin Abdulazizi Al-Wahhabi
The Effectiveness of Teaching Based on Artificial Intelligence in Developing Critical Thinking Skills in Mathematics among Secondary Stage Female Students
The research investigates the effectiveness of teaching based on artificial intelligence in developing critical thinking skills in mathematics among secondary school female students through an experimental approach with a quasi-experimental design, which included random selection of two study groups: the control group 27 students and the experimental group (27 students). A pre-posttest of 16 questions in the (sequences and series) chapter was applied to the research groups to examine their equivalence and to investigate the differences, their significance, and the effect size. The study was implemented in the second semester (1445 AH) in the city of Arar. The results showed the equivalence of the two groups in the pretest, and there is a statistically significant difference at the significance level (α ≤ 0.05) between the means of the two groups in the posttest, in favor of the experimental group, and the superiority of the post-application of the experimental group over its pre-application in the test. Accordingly, the extent of the impact of critical thinking in mathematics by teaching based on artificial intelligence is greater. In light of research results, a number of recommendations and suggestions were presented.
Teaching based on artificial intelligence
Psychological Vulnerability among University Students
The research aims to explore psychological vulnerability among university students. The researcher developed a scale of 32 items to measure psychological vulnerability among 382 male and female students who were selected randomly from the University of Baghdad for the academic year (2024-2025). The results showed that the sample generally has a low level of psychological vulnerability, with a higher level among females and students in the humanities fields. The study also indicated that psychological vulnerability is influenced by an individual's fixed cognitive structures, rather than academic experience or academic level, which is related to several factors, such as self-esteem, optimism, social support, and self-efficacy.
Problems Faced by Centres for Individuals with Special Needs in Baghdad Governorate
The current research aims to identify the problems faced by centers for individuals with special needs in Baghdad Governorate. To achieve this goal, the researchers developed a scale to measure the issues encountered by these centers. This was done by presenting an open-ended exploratory question to the directors and female trainers of several centers in Baghdad. Based on their responses, 20 items were formulated and distributed across four domains: health, economic, family, and psychological domains. The scale was applied to a sample of 80 directors and trainers across six centers for individuals with special needs, including Basmat Amal Center for Special Needs and Learning Difficulties, Smart Center for Autism Spectrum Disorder, Noor Al-Huda Center for Learning Difficulties, Al-Safa Institute, Al-Salam Institute for Autism Care, and Babylon Academy for Special Needs. After confirming the psychometric properties of the scale, the results revealed that the most significant problems faced by these centers were health-related issues, which ranked first, followed by family-related problems, then economic issues, while psychological problems were reported as the least significant.
The Relationship between Chaos Theory Practicing and Leadership Abilities of Public-School Principals Sultanate of Oman
The research aims to identify the relationship between the practice of chaos theory and leadership abilities among government school principals in the Sultanate of Oman. To achieve the research objectives, the descriptive correlational approach was adopted in addition to two questionnaires that were constructed to measure the degree of practicing chaos theory and creative abilities. The sample consisted of 300 male and female principals in public schools in the Governorates of Muscat and South Al Batinah. The results showed that the degree of school principals’ practice of chaos theory from their point of view is very high. There are no statistically significant differences in chaos theory attributed to all study variables. The degree of availability of leadership capabilities is very high. There are no statistically significant differences in the degree of availability of leadership capabilities attributed to the gender variable in the dimensions (emotional capabilities, personal traits, and organizational capabilities). There are differences attributed to the gender variable in the dimension (creative thinking abilities) in favor of males. There are no differences attributed to the academic qualification variable in the dimensions (emotional abilities, personality traits, and creative thinking abilities). The research recommended continuing to enhance training by offering intensive training courses for managers.
The Effect of the Inquiry Wheel Model on the Achievement of Chemistry among the Second Grade Intermediate Female Students
The research aims to identify the effect of the inquiry wheel model on the achievement of chemistry among second-grade middle school students in public daytime middle and secondary schools. Umm Al-Qura intermediate school for girls was chosen intentionally, where students were assigned as a research sample affiliated with the Third Rusafa Directorate for the academic year (2024-2025). Two classes of the second-grade classes were randomly selected, one of which was the first group that studied according to the inquiry wheel model, and the other was the second group that studied according to the traditional method. Equivalence was carried out between the two research groups considering chronological age in months, previous achievement in chemistry, previous information test, and the Raven intelligence test. The research concluded that the two groups were equivalent. As for the research tool, the researchers developed an achievement test consisting of 40 items, 38 objective items, and 2 essay items. The results of research showed that there are statistically significant differences at the level of 0.05 between the average scores of the experimental group, who studied according to the inquiry wheel model, and the average scores of the control group, who studied according to the traditional method, in favor of the experimental group. In light of that, a set of recommendations and conclusions was developed.
Second-grade intermediate female students
The Effect of the Brown Method on Fourth-Year Science Students' Achievement in Biology
The researcher employed the experimental research method, which is characterized by a quasi-experimental design with partial control for two groups (experimental and control). The research population was determined to be the fourth-grade science students of the public daytime secondary and preparatory schools for boys in the center of Baghdad Governorate, Al-Karkh/III, for the academic year (2024-2025). The research sample consisted of 60 students, divided into two groups: 30 students in the experimental group and 30 students in the control group. Equivalence was achieved between the two groups in certain variables that could influence the research results by interacting with the independent variable to affect the accuracy of the dependent variables. These variables were chronological age in months, intelligence test score, and prior achievement in biology. To achieve the research objective, an instrument was needed to measure student achievement. The researchers developed an achievement test consisting of 40 multiple-choice items. The psychometric properties of the achievement test were verified after review by a number of experts. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The results indicated that the experimental group outperformed the control group on the biology achievement test. Based on these findings, it was concluded that using the Balsenkar and Brown method is a successful and effective teaching method for biology. It is recommended to adopt this method more widely and train teachers within professional development programs to improve the outcomes of science education at the Preparatory level.
Fatima Abdul Amir Abdul Redha Al-Fatlawi
The Effect of a Teaching Strategy According to the Toulmin’s Model of Arguments on Future Thinking Skills of Fifth-Grade Scientific Students in Mathematics
The aim of the research is to identify the effect of a teaching strategy according to Toulmin’s model of arguments on the future thinking skills of fifth-grade science students. To achieve the research goal, the experimental method was adopted on a community consisting of all fifth-grade science students in preparatory and secondary schools’ public daytimes affiliated with the General Directorate in Baghdad Governorate/Al-Karkh II for the academic year (2024-2025). The researchers chose the two sections represented by (D) and (E) from Al-Taawun Preparatory School for Girls randomly, as section (D), which represents the experimental group, included 32 students who studied according to a teaching strategy adopted from the Toulmin model of arguments, and section (E), which represents the control group, included 30 students who followed the traditional teaching method. The research sample was tested based on previous achievement in mathematics, intelligence, chronological age, and parents’ academic achievement. A test of future thinking skills in mathematics consisting of 24 multiple-choice objective items was utilized as the research tool. The results showed female students in the experimental group outperformed the students in the control group in the future thinking skills test.
The Effect of the Note-Taking Strategy (CORNELL) on the Achievement of Chemistry among Second-Year Middle School Female Students
The current research aims to identify the effect of the Cornell note-taking strategy on the achievement of chemistry among second-grade female students in government daytime middle schools. Al-Fadhila School was chosen intentionally as its student sample, affiliated with the First Karkh Directorate for the academic year (2024-2025). One of the two classes was then chosen to represent the experimental group, taught according to the Cornell note-taking strategy, and the other class, the control group, was taught according to the traditional method. The equivalence of the two research groups was verified using a set of variables, including chronological age calculated in months, the Raven Intelligence Test, previous achievement in chemistry, and a post-achievement test. The equivalence of the two research groups was confirmed. The researchers prepared the research tool, an achievement test consisting of 39 multiple-choice items and one essay item. This was administered to the research sample after being reviewed by arbitrators to ensure its validity. The reliability coefficient was extracted using the Cronbach's alpha equation. The research found a statistically significant difference at the 0.05 level between the average scores of the experimental group students who studied using the Cornell note-taking strategy and the average scores of the control group students who studied using the traditional method, in favor of the experimental group. In light of this, the research confirmed that the Cornell note-taking strategy contributes to increasing chemistry achievement among second-year middle school students more than teaching using the traditional method. It also emphasized the need to encourage chemistry teachers to use the Cornell note-taking strategy, given its importance in organizing and analyzing information and identifying key ideas, which facilitates retrieval.
The Effect of the Strategy (Summarizing in Groups) on the Acquisition of Concepts and Critical Thinking Among Sixth Grade Primary School Students in Social Studies
The research aims to explore the effect of the strategy of summarizing in groups on the acquisition of concepts and critical thinking among sixth-grade primary school students in social studies. To achieve this, the researcher chose a sample of 67 male and female students from the sixth primary school. affiliated with the second Karkh Education Directorate. The sample was divided into 33 male and female students for the experimental group and 35 male and female students for the control group. The researcher's sample was tested based on chronological age calculated in months and academic achievement for mothers and fathers, an intelligence test, and a pre-critical thinking test. After the researcher identified the scientific subject, the researcher identified 42 main and subsidiary concepts and formulated 126 behavioral objectives. The researcher developed model teaching plans for each of the specified topics for the experiment. In order to measure the acquisition of concepts and critical thinking among the students of the two research groups, the researcher designed two tests. The first was a concept acquisition test consisting of 36 items and a critical thinking test composed of 45 items. The results showed the superiority of the experimental group over the control group in the two tests: acquiring concepts and critical thinking. The researcher also concluded the effectiveness of the summarization strategy in groups in acquiring concepts and critical thinking among the female students of the class. The sixth grade in social studies, compared to the traditional method, is an important goal advocated by all conferences and modern educational literature. The researcher recommended implementing the new teaching methods in teaching social studies.
Psychological Entitlement and Its Relationship with Existential Threat among Employees Approaching Retirement
Psychological entitlement refers to a persistent feeling that one deserves more than others, even if this is not proportional to one's actual abilities and efforts. Employees approaching retirement often lack a sense of meaning due to the absence of a work environment and emotional participation among groups that share the same ideas and responsibilities. Their loss thus becomes a loss that leads to the emergence of certain problems, which may result in existential threat. Therefore, having meaning and hope is of great importance, as it makes it possible to deal with, adapt to, or manage intense and exciting situations and changes. When an employee believes that they deserve more than others, this belief will make them focus only on their own needs and will negatively affect their relationships with others, which may result in conflicts and divisions at work. The current research aimed to: 1-Identifiing psychological entitlement among employees approaching retirement. 2-Determining the significance of differences in psychological entitlement according to the variables of gender (male/female) 3-Identifng existential threat among employees approaching retirement. 4-Determining the significance of differences in existential threat according to the variables of gender (male/female). 5-Identifing the correlation between psychological entitlement and existential threat. To achieve these objectives, the researcher developed a psychological -entitlement scale based on Campbell's theory of psychological entitlement (2004) and an existential threat scale based on Sullivan's adopted theory (2016), which consisted of 33 items with five response options distributed across two levels. The sample consisted of 400 employees approaching retirement in order to extract the psychometric properties using the SPSS program. The current research concluded the following results: 1-Employees approaching retirement have a statistically significant level of psychological entitlement. 2-There is no difference in psychological entitlement according to the gender variable (male – female). 3-Employees approaching retirement have a statistically significant level of existential threat. 4-There is no difference in existential threat according to the gender variable (male – female). 5-There is a positive correlation between psychological entitlement and existential threat. Afterwards, a set of recommendations and suggestions was presented.
Copyright (c) 2025 Journal Of Educational and Psychological Researches https://creativecommons.org/licenses/by/4.0
Systems Thinking Skills among Intermediate School Female Students
The current research aims to identify the level of systematic thinking skills among middle school female students in secondary and intermediate government day schools affiliated with the First Karkh Education Directorate for the academic year (2024-2025). To achieve the research aim, the researchers developed a scale of systematic thinking skills consisting of 37 items distributed over four skills: perceiving relationships, analyzing systems, composing systems, and valuating systems. It was administered to 200 middle school female students. The results were analyzed using statistical methods, and based on that, a set of conclusions and recommendations was developed.
The Extent to Which of curricula of Islamic Education in Post-Secondary Sycle in the Sultanate of Oman Address Intellectual Security from the Perspective of Teachers
The research aims to explore the extent to which the curriculum of Islamic Education in Oman incorporates intellectual security. The sample consisted of 113 male and female teachers from post-basic education schools who teach Islamic Education in the 11th and 12th grades. They were randomly selected from four educational governorates. The researchers developed a questionnaire of 32 items. The reliability coefficient of the instrument was 0.96. The instrument included three dimensions: Islamic doctrinal affiliation, cultural affiliation, and national-social affiliation. The results revealed that the perspective of Islamic education teachers on the inclusion of intellectual security in the post-basic education curriculum was good, with a mean score of 4.1 and a standard deviation of 0.589. The results also showed that out of three dimensions, the Islamic doctrinal affiliation ranked first, with a mean score of 4.4159 and a standard deviation of 0.52055, followed by national-social affiliation (mean = 4.0933, SD = 0.68424) and cultural affiliation (mean = 4.0657, SD = 0.62745). Furthermore, the research found there are no statistically significant differences at the significance level of (α = 0.05) between the mean scores of the research sample concerning the extent to which the Islamic Education curriculum in post-basic education incorporates intellectual security based on gender, educational qualification, and experience. The significance levels were 0.526, 0.537, and 0.414, respectively, all of which are higher than the significance level (α = 0.05).
The Effectiveness of Some Differentiated Teaching Strategies in Teaching Mathematics on Developing Deductive Reasoning among Fourth Grade Students in the Basic Education Stage in Dhofar Governorate
This research aims to identify the effect of some differentiated education strategies in mathematics to develop deductive thinking skills among fourth-grade students in Dhofar Governorate. The research sample consisted of 60 students who were chosen purposefully from the fourth grade at Qalaat Al Fikr School for Basic Education (1-4). It was divided into two groups: a control group of 30 students was taught using the traditional method, and an experimental group of 30 students was taught using some differentiated education strategies. The researcher developed a test of deductive thinking that included three skills—problem solving, deduction, and induction—to collect data. According to the quasi-experimental approach, a pre-post-deductive thinking test was applied to the research sample. The research revealed that there are statistically significant differences between the mean scores of the experimental group and the mean scores of the control group at α ≤ 0.05 in the post-test of deductive thinking in favor of the experimental group. The research recommended the importance of employing strategies that foster the development of deductive thinking skills in mathematics education and encouraging teachers to incorporate tasks and activities that promote deductive reasoning.
Omani Social Studies Teachers' Perceptions of Change in Teaching during the COVID-19 Pandemic
The research aims to identify the level of social studies teachers' assessments in the Sultanate of Oman regarding the change in teaching during the COVID-19 pandemic. To achieve the research's objectives, the researchers employed a descriptive-analytical approach. A questionnaire prepared by the researcher and based on a review of several previous studies, consisting of (28) items, was used. After verifying the validity and reliability of the instrument, the Cronbach alpha for internal consistency reached 0.856, which is a high and applicable percentage. The research was applied to a sample of 445, including 206 male teachers and 239 female teachers from the governorates of North Al Batinah, Muscat, Dhofar, South Al Sharqiyah, and Al Wusta for the academic year 2021-2022. The research results showed that the level of social studies teachers' assessments of the change in teaching style reached a high level of 3.76, and that the best teaching style from the perspective of social studies teachers during the COVID-19 pandemic is face-to-face teaching. It received an approval rate of 79%. Furthermore, the research sample members disagreed about the level of effort required by distance learning. While 42% of the sample members believed that its adoption came at an appropriate time, 38% believed that its adoption came at an appropriate time to some extent, and 20% believed that its adoption came at an inappropriate time. Approximately 58% of the study sample had average knowledge of distance learning methods, and the majority (60%) believed that implementing this teaching style during the COVID-19 pandemic was appropriate for the circumstances of only some students, teachers, and the community. The research recommended developing a training plan for social studies teachers to enhance their assessments and prepare them for the requirements of change in teaching. Based on this, the researchers propose studying the training and supervisory programs provided to teachers and the challenges they faced during the COVID-19 pandemic.
Family Awareness of the Child Concept and Its Relationship to the Number of Children in the Family
The current research aims to investigate family awareness of the concept of the child according to the variable of the number of children in the family. The researcher has developed a scale to assess this awareness. The researcher adopted the descriptive approach as a scientific methodology and relied on the integrative theory. After reviewing the relevant literature on children and families, a family awareness of the Child Concept Scale was developed, consisting of 37 items. The scale was first administered to a pilot sample to ensure the clarity of instructions. Subsequently, it was applied to a randomly selected sample of 300 children, and reliability was assessed using Cronbach alpha coefficient. The statistical analysis of the responses revealed that the level of family awareness among kindergarten children's families was higher than the scale’s hypothetical mean, indicating a strong parental interest in understanding and addressing their children's needs at this stage. Additionally, there was a statistically significant difference in family awareness based on the number of children within the household, suggesting that awareness levels vary according to family size.
Ideal Multidimensional Knowledge among Graduate Students
Graduate students often face a range of psychological challenges that affect them. One of the most prominent problems that students face at this stage is that they have to balance many academic requirements, such as their research, lectures, and projects. This pressure may cause high levels of anxiety and stress, which hinders their ability to concentrate or complete academic work efficiently (Snyder, 2002:249). The research problem can be summarized in answering the following question: What is the relationship between multidimensional ideal knowledge among graduate students? The current research aims to identify the ideal multidimensional knowledge of graduate students in terms of gender and specialization. The research sample of 500 male and female graduate students was selected randomly from the University of Baghdad for the academic year 2023-2024. The researcher developed a scale of ideal multidimensional knowledge based on the theory of Stoebr (2010), consisting of (30) items. The results showed that postgraduate students have a significant level of multidimensional ideal knowledge. There is a significant correlation in multidimensional ideal knowledge between males and females in favor of males. There is no significant correlation in multidimensional ideal knowledge between males and females in terms of specialization. The researcher came out with a set of recommendations and suggestions: employing multidimensional ideal knowledge in college departments to design academic curricula and programs to enhance hope among students. Providing psychological consultations in counseling centers and conducting psychological research based on the results of analyzing students’ personality patterns to better guide them during their academic and personal crises. In addition, investigating the effect of personality types according to the enneagram on academic performance and psychological motivation among graduate students, and exploring the relationship between multidimensional ideal knowledge and other elements, such as creativity or decision-making, among graduate students.
Academic Passion among Middle School Students
The research aims to identify the level of academic passion among middle school students. To achieve this objective, a sample of 423 male and female students was selected randomly from secondary schools in Al Qadisiyah city. The researcher developed a scale of 30 items to measure academic passion as the research tool, which included five areas (self-efficacy, uncertain control, academic integration, academic anxiety, and the relationship between the teacher and the student) according to the theory of Marsh & Martin (2008). The results showed a decrease in the level of academic passion among middle school students. There were no significant differences between males and females in terms of academic passion. In light of this, the research came out with a set of recommendations and suggestions.