The Impact of SnapChat Use with Structured Peer Teaching Strategy on developing Practical Computer Skills among students’ and their attitudes Towards it

Abstract: This study aimed to identify the impact of using a structured peer teaching strategy based on SnapChat on the development of practical skills for secondary school second-year female students in a computer course unit. The study focusses on the attitudes of female students towards the use of SnapChat as a systematic peer teaching strategy. The sample of the study consisted of (50) female secondary school students in Riyadh in the second semester of the year 1438/1439 H corresponding to 2017/2018 AD. To achieve the goals of this study, the researchers used the semi-experimental method and used the following tools: The research tools (observation card and direction scale) were applied, and the (observation card) was applied beforehand and after hand. Several results have been reached. There were statistically significant differences at the relational level (α≤0.05) in the measurement of practical skills between the mean scores of the experimental group (which used the structured peer-based learning strategy based on SnapChat), and the mean scores of the control group (studied in the usual way) In the remote observation. The result in favor of the experimental group, indicating the effectiveness of teaching using a systematic peer-based learning strategy based on SnapChat in developing practical skills among high school female students. The attitudes of female students to use SnapChat has positively influenced the development of practical skills of the computer course, and use SnapChat as a systematic peer teaching strategy was also positive. The study presented a set of recommendations and proposed further research. Keywords: Peer teaching, Structured strategy, SnapChat, high school students, computer course, Practical skills

Exploring the role of digital citizenship and digital empowerment to enhance academic performance of business students

In the changing educational environment brought about by the COVID-19 pandemic, this study investigates the dynamic interactions between digital citizenship, digital empowerment, and academic performance. Data is collected from a survey of students at the College of Business, Al-Ahliyya Amman University. The Partial Least Squares (PLS) method of structural equation Modeling (SEM) was used to analyze the collected data. The findings reveal how digital empowerment is directly impacted by digital education, respect and protection. It was also discovered that digital empowerment directly improves academic performance, highlighting the significance of promoting digital settings that are safe, respectful, and conducive to learning. With the changing educational landscape, this study adds to a better understanding of how digital citizenship influences students' academic performance and learning experiences. It provides educators, organizations, and legislators with useful information to help them better prepare students for success in a fast-evolving educational landscape by enhancing their digital skills and competences