Psychometric Characteristics of the Mathematical Fluency and Calculation Tests "MFaCTs" for Primary Stage Students in Jordan

The aim of this study was to extract psychometric properties of the mathematical fluency and calculation tests for students of the primary stage (level) in the Jordanian environment. To achieve this goal, the test instructions were translated, and the mathematical writing was modified to suit the target sample. The test consists of two basic tests, including the calculation of the calculation (50) item, and the test of mathematical fluency (100) items. The study sample consisted of 3160 students - ordinary students - from grades 2 to 5, who were selected according to the random sampling method of Jordanian schools. The results of the study showed that all the values of the consistency coefficients / item statistics for the MFACTs for all grades in the standardization sample, and for the overall test score were greater than or equal to 0.699. On the other hand, mathematical fluency test was greater than or equal to 0.890. The values of the reliability coefficients ranged within the internal consistency / item statistics using the Cronbach Alpha formula to test the calculation between 0.699 for the second grade, and 0.876 for the fifth grade. Similarly, the reliability coefficients ranged from 0.890 for the second grade and 0.901 for the fifth grade. The coefficient of repeatability (Test- Retest) of the test for the total sample was 0.87 in the calculation test and 0.90 in the mathematical fluency test. The results further implied that there were no statistically significant differences between the two groups in the performance of the test according to the gender. As for the performance of the test, the average performance of the study sample steadily increased in the different grades. The correlation between the MFACTs and the mathematics student average in the previous year was 0.905 for the test and 0.486 for the mathematical fluency test

Validityand Reliability of the Cognitive Styles Test (TCS) – A Psychometric Study on Jordanian Universities\u27 Students

This study aims at investigating validity and reliability indicatorsof the cognitive stylestest amongstundergraduatedstudentsat Jordanianuniversities. The scalewas translated to Arabic language, and edited to the Jordanian environment. It was applied to a random sample of (313)Jordanian university students through which validity and reliabilitywere investigated.It was verified using logical validity and construct validity through factor analysis, reliability was investigated using Cronbach Alpha, and standard error of measurement.The results of the studyrevealed four factors which explain (45.671%)of variance; itshowed also a difference in the factorial structureof the Jordanianscale compared with the original one. Positive self-oriented style was the most dominant styleamong the sample, there is a weakcorrelation between the cognitive stylesmeasured by the scale and the GPAof the student, the studyended with some recommendations, such as: conductiong other studies on the Jordanian form of (TCS) to investigate its psychometric properties on other populations, using this form to reveal the preferred cognitive styles amongst other samples, and with other variables

Complexities, Challenges, and Opportunities of Mobile Learning: A Case Study at the University of Jordan

With the increasing popularity of mobile learning in educational settings, the use of social networking sites (SNSs) as a tool for remote learning has become increasingly prevalent. However, the negative aspects of mobile learning through SNSs have not been extensively explored by scholars. Therefore, in this paper, we aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. We also aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. Data were collected through an online survey from 648 voluntary participants in Jordanian universities. The SOR framework provided a theoretical foundation for understanding the impact of SNSs on mobile learning. Through this study, we found information overload and life invasion were significantly related to higher levels of technostress and exhaustion among students. This suggests that, when students feel overwhelmed by excessive information or when their personal lives are invaded by SNS use, they experience increased technostress and exhaustion. Moreover, the study revealed that technostress and exhaustion were positively associated with a reduced intention to use SNSs for mobile learning. This indicates students who experience higher levels of technostress and exhaustion are less likely to engage with SNSs as a platform for their mobile learning needs. In contrast, we did not find a significant relationship between social overload and technostress, suggesting the amount of social interaction on SNSs may not directly contribute to students’ technostress levels. Additionally, we observed no significant relationship between privacy invasion and exhaustion, indicating privacy concerns may not directly contribute to students’ feelings of exhaustion in the context of mobile learning through SNSs. Regarding practical implications, we thus suggest the importance of establishing norms and rules to protect students’ privacy and prevent overburdening them with excessive SNS use. The SOR framework provides a theoretical foundation for understanding the impact of SNSs on mobile learning, and future researchers could benefit from its application

The pass/fail grading system at Jordanian universities for online learning courses from students’ perspectives

This study aimed to investigate the perspectives of Jordanian university students toward the pass/fail grading system (PFGS) that was used during the COVID-19 pandemic. To achieve this goal, a questionnaire was prepared, consisting of 37 items in its final form; divided into four subscales: advantages, drawbacks of (PFGS), the reasons for its use by students, and their attitudes toward it. This questionnaire was applied to a sample of 6,404 male and female students from four Jordanian universities: Al al-Bayt University, Balqa Applied University, The Hashemite University, and The University of Jordan. Out of the 6,404 responses, we rejected 263 responses due to careless survey filling and/or incomplete answers. The results revealed that most students were satisfied with applying the PFGS to all courses, especially among the freshmen. They believed that the PFGS was the best choice for grading due to online exams and full distance learning lectures. The results showed significant differences at α = 0.05 in how students evaluated the PFGS; namely: its advantages, drawbacks, reasons, and their attitudes toward it, based on participants’ gender, school, and academic level. As for the relationship between GPA and students’ perspectives on the PFGS, it was clear that the correlation coefficients indicated weak but significant correlations