https://dspace.qou.edu/handle/194/2881 2025-12-16T21:08:52Z 2025-12-16T21:08:52Z Suhail, Hadeel Mousa Mahmoud M.R. Hinnawi, Prof. Majdi https://dspace.qou.edu/handle/194/2967 2025-09-06T11:10:38Z 2025-08-11T00:00:00Z

Title: The Impact of Augmented Reality on Developing Reflective Thinking and Attitudes of 10th-Grade Students Towards Biology Curriculum Authors: Suhail, Hadeel Mousa Mahmoud; M.R. Hinnawi, Prof. Majdi Abstract: This study investigated the impact of integrating augmented reality (AR) technology on developing reflective thinking skills and improving attitudes towards Biology among tenth-grade students. Adopting a quasi-experimental design, the research involved an experimental group and a control group, with pre- and post-application of study instruments. The experimental group received instruction through AR-enhanced content, while the control group followed traditional teaching methods. The study sample comprised (42) tenth-grade students from a school within the Ramallah and Al-Bireh Governorate Directorate of Education in Palestine, selected using a convenience sampling technique. Participants were equally divided into two groups of (21) students in each. To measure the study variables, a reflective thinking skills test was developed and validated by the researcher, alongside an attitudes questionnaire to assess students' attitudes towards Biology. Analysis of Covariance (ANCOVA) results revealed statistically significant differences (α ≤ .05) in reflective thinking skills in favor of the experimental group on the post-test. The experimental group's mean score was (18.57), compared to (12.48) for the control group, indicating a large effect size (ηp² = .64). Regarding students' attitudes towards Biology, ANCOVA results also showed statistically significant differences (α ≤ .05) favoring the experimental group on the post-measurement. The experimental group's mean response on the post-measurement was (3.97) (on a 5-point scale), compared to (2.63) for the control group, with a substantial effect size (ηp² = .76). Furthermore, the findings indicated statistically significant improvements (α ≤ .05) in the experimental group's attitudes towards Biology when comparing their pre- and post-test scores. The experimental group's overall mean performance increased from (2.55) on the pre-test to (3.97) on the post-test. Based on these compelling findings, the study recommends integrating AR technologies into Biology instruction to foster reflective thinking skills and enhance positive attitudes among tenth-grade students. It also suggests curriculum design should incorporate interactive reflective activities, and teachers receive training on effectively utilizing AR technologies within teaching strategies grounded in reflective thinking.

2025-08-11T00:00:00Z Ishtay, Nader Omer Hawamdeh, : Dr. Mahmoud Mohamad https://dspace.qou.edu/handle/194/2966 2025-09-06T11:06:23Z 2025-05-07T00:00:00Z

Title: The Impact of Using Augmented Reality Applications in Enhancing the Learning of Astronomy for Fifth-Grade Elementary Students in Jerusalem Schools Authors: Ishtay, Nader Omer; Hawamdeh, : Dr. Mahmoud Mohamad Abstract: This study aimed to investigate the impact of using augmented reality applications (Astronomical Applications and Telescope use) in improving the learning of astronomy for fifth grade students in Jerusalem city schools. It also aimed to compare the level of student achievement between a control group that used the traditional method and another that used augmented reality applications, and to reveal the opinions and attitudes of students about the impact of using augmented reality applications after applying the study tools, and to reveal the opinions and attitudes of social studies teachers for the fifth grade after using augmented reality applications. To achieve these goals, the researcher used the quasi-experimental approach to the study sample of three schools in the city of Jerusalem, consisting of (64) male and female students from the fifth grade, where the researcher used a pre and post achievement test to measure the impact of using augmented reality applications, and the researcher also used the quantitative descriptive approach to analyze and measure the attitudes and opinions of students after using augmented reality applications by distributing a questionnaire to students, and the researcher also used the qualitative descriptive approach to analyze and measure the attitudes of teachers after using augmented reality applications by conducting personal interviews. The results showed a clear improvement in the performance of students with statistically significant differences between the arithmetic averages in the post-test in favor of using augmented reality applications, where the results were clearly superior to females over males in the pre and post-test, while the interaction of male students was high and increased their achievement in the post-exam clearly from the pre-exam after using augmented reality applications, The results also showed that the percentage of positive effects of augmented reality applications according to the opinions and attitudes of students was high after applying the study tools, and the students' answers showed that there was no difficulty in imagining the planets and celestial bodies and in imagining how night and day occur and in imagining how the four seasons occur, and (73.8%) of students believe that these technologies have increased their desire to learn more astronomy lessons, while the results of the interviews showed that the trends of social studies teachers were positive about the impact of using augmented reality applications in teaching the astronomy lesson to fifth grade students in the city of Jerusalem in terms of impact on students, their interaction and evaluation. In light of the results of the study, the researcher recommends the need to employ and include augmented reality applications in the curricula of teaching astronomy for the fifth grade to improve and increase the ability of students to understand and imagine astronomical concepts better in the astronomy lesson, such as the relationship between the movement of the Earth and the four seasons, day and night, the Earth's orbit and the planets of the solar system, after watching texts and video clips in an interactive simulation manner and using augmented reality applications.

2025-05-07T00:00:00Z Sa’di, Safa’ Sati Yasen Hinnawi, Prof. Majdi M.R. https://dspace.qou.edu/handle/194/2965 2025-09-06T11:01:58Z 2025-07-07T00:00:00Z

Title: The Impact of Implementing the Flipped Classroom Strategy Supported by Artificial Intelligence Tools on Enhancing Research Skills Among Graduate Students at Al-Quds Open University Authors: Sa’di, Safa’ Sati Yasen; Hinnawi, Prof. Majdi M.R. Abstract: This study aimed to investigate the effect of employing the flipped classroom strategy supported by artificial intelligence (AI) tools on improving scientific research skills among graduate students at Al-Quds Open University. The study adopted the experimental approach—specifically, a quasi-experimental design—which was deemed most suitable for this research. The study population consisted of all graduate students in administrative sciences, totaling (355) students. The study sample included (80) graduate students from the Faculty of Administrative Sciences at Al-Quds Open University, purposefully selected due to their enrollment in the course "Research Seminar in Master's Theses (6245)," which served as the subject of the study. The sample was divided into two groups: an experimental group (n = 40) that studied the course using the flipped classroom strategy supported by AI tools, and a control group (n = 40) that studied the same course using the traditional teaching method. The results of the scientific research skills test revealed statistically significant differences between the pre-test and post-test scores of the experimental group at the significance level (α ≤ 0.05). The mean score increased from 18.00 in the pre-test to 25.50 in the post-test. The overall effect size, according to Cohen's (1988) standards, was (1.420), indicating a large effect. At the level of sub-skills, a large effect was observed in "Documentation and Academic Writing" (1.649) and "Problem Identification and Question Formulation" (1.025). Meanwhile, a moderate effect was noted in skills such as "Literature Review and Previous Studies" (0.654), "Scientific Evaluation and Critique" (0.522), "Research Methodology Design" (0.455), and "Data Collection and Analysis" (0.405). These findings confirm a clear improvement in performance following the intervention, supporting the effectiveness of the instructional strategy. In light of the study’s findings, the researcher recommends the adoption of the flipped classroom strategy supported by artificial intelligence tools in the teaching of research methodology courses within graduate programs, due to its positive impact on enhancing students' research skills. The study further recommends the development of specialized training programs for faculty members to enable effective implementation of this strategy, alongside the incorporation of ethical considerations related to AI usage within institutional academic policies. Additionally, the study calls for expanding the application of this model to other disciplines and academic institutions, in order to generalize the findings and evaluate the model’s effectiveness across diverse educational contexts.

2025-07-07T00:00:00Z Haykal, Eman Mahmoud Yousef Najdi, Randa Mahmoud Muhammad Alshaikh https://dspace.qou.edu/handle/194/2964 2025-09-06T10:57:56Z 2025-04-26T00:00:00Z

Title: The Effectiveness of Interactive E-Book in Enhancing English Language Skills Among Fifth Grade Elementary Students Authors: Haykal, Eman Mahmoud Yousef; Najdi, Randa Mahmoud Muhammad Alshaikh Abstract: This study aimed to investigate the effectiveness of using an interactive e-book in developing English language skills among fifth-grade female students. To achieve this objective, the quasi-experimental design within the experimental research methodology a descriptive approach was employed. The study sample, consisting of 46 fifth-grade students from Deir Jarir Secondary Girls School under the Directorate of Education in Ramallah and Al-Bireh, was selected using a purposive convenient sampling method during the first semester of the 2024–2025 academic year. The sample was randomly assigned into two groups: an experimental group and a control group, after ensuring equivalence in terms of gender, age, and place of residence. The experimental group (23 students) was taught English using the interactive e-book, while the control group (23 students) received instruction through traditional teaching methods. The study tools included the interactive e-book as the intervention tool, a validated and reliable English language skills assessment (covering reading, writing, listening, and speaking), and an interview protocol. Results from the paired-sample t-test revealed statistically significant differences between the pre-test and post-test scores of the experimental group, indicating that the use of the interactive e-book had a positive impact on enhancing all four English language skills. Furthermore, significant differences were found between the post-test scores of the experimental and control groups in favor of the experimental group, leading to the rejection of the null hypothesis that assumed no statistically significant differences between the groups. In light of these findings, the researcher recommends integrating interactive e-books into school curricula due to their demonstrated effectiveness in improving students’ English language proficiency.

2025-04-26T00:00:00Z