The Effectiveness of Technology Integration on the Students’ Motivation and Engagement from Teachers’ Perspective: A Case Study at Sarta Secondary Girls’ School (Published)
Recent theoretical developments have revealed that technology can promote education in an effective way. This study aims to investigate the effectiveness of integration technology on the students’ motivation from teachers’ perspectives. For data collection, the researchers conducted face-to-face interviews with (13) teachers from different specializations at Sarta Secondary Girls’ School. The researchers use interviews to collect qualitative data that was first transcribed and then analyzed. The questions of the interviews were designed as the consistency of its previous literature. The results of the analysis showed an efficient impact of the technology on students’ motivation and engagement when there is a good infrastructure of technology such as devices, tools, and training teacher. The study recommends improving the technological environment of the school by supporting the private sectors financially and working with them. It also suggests the Palestinian Ministry of Education conduct special training courses for teachers to wax and wane their skills to effectively integrate technology in their teaching.
Keywords: Motivation, engagement, integration technology, teachers’ perspectives.
Multiple Prediction of Research Productivity: H-Index (Published)
Research Productivity, h-index, of faculty is predicted on their job-satisfaction, persistence, optimism, self-discipline, motivation, and procrastination. Never has been a better answer than H-Index in the history of science to the question of how to quantify the cumulative productivity, accomplishments, impact, and relevance of a researcher’s scientific work. Multiple Prediction design of correlational research method was adopted in the investigation. Faculty in natural sciences in universities around the world constituted the population. A multistage random sample of 180 faculty, 30 from each continent 7 or 8 from each of 24 universities, and 4 universities from each of 6 continents made the sample. Results showed statistically significant 21 correlation coefficients among the seven variables. The six independent variables taken together, significantly predicted research productivity [F (6, 173) = 72.379, p < .01, R2 = .715]. Each of persistence, optimism, self-discipline, and procrastination unilaterally predicted research productivity significantly. Neither job-satisfaction nor motivation singlehandedly predicted research productivity. Multiple regression equation was created for the prediction of research productivity from the six independent variables. Predicted values and residuals for each participant were tabulated.
Keywords: Continents in the world, Correlational research method., Faculty, H-index; Multiple prediction, Job Satisfaction, Motivation, Optimism, Persistence, Procrastination, Research productivity, Research productivity h-index, Self-discipline
Learners’ readiness for xMOOCS: Inequity in Nigeria (Published)
Learners’ readiness for xMOOCs, a variant of MOOCs, mode of teaching-leaning interaction by four categories of university students in Nigeria (Conventional, National Open University of Nigerian, Open Distance learners, and Postgraduate learners) was investigated for possible inequity; using comparative ex post facto research design. Disproportional stratified random sampling was employed to draw a sample of 1200 students for the study. Data were collected with a highly valid (0.721 to 0.891) and reliable (0.832 to 0.880) instrument, dubbed xMOOCs Readiness Indicators. Results demonstrated overwhelming preponderance of Postgraduates’ incomparable superiority over other students across all the eight factors of readiness for xMOOCs (study skills, motivation, self-direction, computer skills, Internet skills, communication skills, self-efficacy, and ICT facilities ownership). There is inequity in Nigeria in terms of university students’ readiness for xMOOCs. While xMOOCs can and should successfully be used for postgraduate programs in Nigeria as the learners are suitably ready for it; the three categories of undergraduate learners’ readiness for xMOOCs demand radical improvement before this swiftly revolutionary educational approach can be adopted optimally fruitfully in the country.
Keywords: Computer Skills, Factor of Readiness, Inequity in Nigeria, Internet skills, MOOCs, Motivation, NOUN, Open Distance Learners, Postgraduate Learners, Readiness for xMOOCs, Study Skills, Undergraduate Learners, xMOOCs