3 research outputs found

    Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles

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    This study aimed to determine the degree of availability of knowledge economy skills among female mathematics students at the College of Science and Human Studies in Saudi Arabia (Imam Abdulrahman bin Faisal University) according to their perceived future roles. To achieve this, a descriptive analytical method was employed and a newly developed questionnaire administered to a random sample of 100 female students. Data were analysed using the Statistical Package for Social Sciences (SPSS) (Cronbach's Alpha, Split-Half, Spearman's correlation coefficient, Arithmetic mean, Standard deviation, Standard error, Order). The results indicated a high level of problem-solving and decision-making skills (the first dimension) among students with an arithmetic mean of 2.68 (89.42%), followed by communication skills with an arithmetic mean of 2.63 (87.67%), innovation skills with an arithmetic mean of 2.42 (80.9%), both critical thinking skills and using technology with an arithmetic mean of 2.3 (78.33%), and a medium level of teamworking skills with an arithmetic mean of 2.07 (69.25%). The arithmetic mean for the general level of skills was 2.42 (80.65%), indicating a general increase in the availability of knowledge economy skills among these female mathematics students. Statistically significant differences (0.01) in the availability of knowledge economy skills were also found in academic stage (Bachelor-Master) in favour of undergraduate students. The researchers recommend an increased focus on teamworking skills, and that students, particularly master’s students, should receive more training on knowledge economy skills and be encouraged to keep up to date with recent developments

    The obstacles to using technologies in primary schools to help students with mathematics difficulties in the Kingdom of Saudi Arabia

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    Despite the potential positive effects of using technology with students who have difficulties in mathematics in the Kingdom of Saudi Arabia and the great efforts made by the Saudi Government to improve the education system of the nation, which has included a continuous rise in the educational budget, there still remain some obstacles for some teachers when using technology, and while some of these teachers overcome these barriers, others do not succeed in this the challenge. This study investigated the barriers that teachers face when using technology in their classroom in primary schools, and why some overcame obstacles while others did not. Semi-structured interviews and observations were used for the purpose of this research, which were undertaken with three mathematics teachers from school A which used technology, and the other three from school B, which did not use technology. The researcher observed each teacher 45 times separately, 45 minutes each time, over a period of three months. The three teachers in school A were observed during the first 45 days, and the other three were observed for another 45 days. The researcher found from the interviews’ responses of all six teachers and the consequent observations, that the head teacher’s support was the main reason behind their decision to overcome or not overcome the obstacles they face when using technology to help students with difficulties in mathematics. The principals of both schools played a crucial role in managing the challenges they faced with technology. This became evident when the head master of school A helped the teachers in overcoming the obstacles they faced when using technology by training teachers and through technical support, which reflected positively on teaching and learning mathematics, leading to a continued and enthusiastic use of technology. On the other hand, the head teacher in school B did not help or support his teachers in providing technology in school, nor help with overcoming the challenges they faced with technology, which reflected negatively on their enthusiasm to continue to overcome barriers such as the provision of technology in the school, and the lack of training and technical support, in spite of their beliefs that the technology has a positive impact on teaching and in the learning of students who have difficulties in mathematics. This study concludes with recommendations regarding future research in this area

    Barriers To Using Technologies When Helping Saudi Primary Students' Difficulties With Mathematics

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    Despite the potential positive effects of usingtechnology with students who have difficulties in mathematics inthe Kingdom of Saudi Arabia and the great efforts made by theSaudi Government to improve the education system of thenation, which has included a continuous rise in the educationalbudget, there still remain some obstacles for some teachers whenusing technology, and while some of these teachers overcomethese barriers, others do not succeed in this the challenge. Thispaper will investigate the barriers that teachers face when usingtechnology in their classroom in primary schools, and why someovercame obstacles while others did not. Semi-structuredinterviews and observations were used for the purpose of thisresearch, which were undertaken with three mathematicsteachers from school A which used technology, and the otherthree from school B, which did not use technology. I found thatthe major obstacle teachers face when using technology includedaspects of the teachers’ negative attitudes and beliefs aboutteaching mathematics using technology, the lack of training inusing technology, and the lack of technical support. The headteacher’s attitude was also an important influence on managingthe challenges teachers faced, which affected teachers’ decisionsto use or not use technology in school
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