Teachers perspective about the practice of augmented reality of technology in teaching science subject to enhance the higher-order thinking skills of cycle one students in South Sharqia Governorate in the Sultanate of Oman
<p>The study aimed to identify the extent to which the teachers of the second field practice</p><p>augmented reality technology in science teaching to develop higher-order thinking</p><p>skills among students of the first cycle, i...
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| Format: | thesis |
| Language: | ara |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=8866 |
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| Summary: | <p>The study aimed to identify the extent to which the teachers of the second field practice</p><p>augmented reality technology in science teaching to develop higher-order thinking</p><p>skills among students of the first cycle, in the South Al Sharqiyah Oman. The researcher</p><p>used the descriptive design, using a valid and reliable questionnaire with a sample of</p><p>(196) teachers. The teachers have an average implementation (M=2.92, SD= 0.75) of</p><p>augmented reality technology in their teaching. Teachers mentioned that they are facing</p><p>high challenges in employing augmented reality technology (M=3.75, SD=0.52). The</p><p>differences are statistically significant (=0.05) according to teachers teaching</p><p>experience (F= 3.78 df, 1923) in favor of female teachers less than 5 years. About the</p><p>training variable, female teachers who joined the training program implementing more</p><p>the augmented reality technology in science teaching (T = 2.92, df 194). There are</p><p>statistically significant differences (=0.05) attributed to the variable (teaching</p><p>experience) in the challenges facing teachers in employing augmented reality</p><p>technology by using F value (3.53) in favor of female teachers with experience from 10</p><p>years to less than 15 years. On the other hand, results indicate that there were no</p><p>statistically significant differences (=0.05) attributed to the variable (Training) in this</p><p>aspect with the value (T=6,5. , df=194) in the challenges facing teachers in employing</p><p>augmented reality technology. The Study recommended to provide the infrastructure</p><p>that supports the employment of technology in the educational process in addition to</p><p>develop the Curricula in order to direct male and female teachers towards the use of</p><p>augmented reality technology in teaching and to continuously qualify and train male</p><p>and female teachers with training courses that contribute to the development of their</p><p>technical skills in light of the rapid developments of augmented reality technology</p><p>applications and their employment in teaching.</p> |
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