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

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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Main Author: Mohamed, Al Mashaikhi Basma Nasser
Format: thesis
Language:ara
Published: 2022
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=8866
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Mohamed, Al Mashaikhi Basma Nasser
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
description <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>
format thesis
qualification_name
qualification_level Master's degree
author Mohamed, Al Mashaikhi Basma Nasser
author_facet Mohamed, Al Mashaikhi Basma Nasser
author_sort Mohamed, Al Mashaikhi Basma Nasser
title 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
title_short 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_sort 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
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=8866
_version_ 1776104575047041024
spelling oai:ir.upsi.edu.my:88662023-04-18 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 2022 Mohamed, Al Mashaikhi Basma Nasser LB Theory and practice of education <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> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=8866 https://ir.upsi.edu.my/detailsg.php?det=8866 text ara closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abd Majid, N., Mohammed, H., & Sulaiman, R. (2015). Students perception</p><p>of mobile augmented reality applications in learning computer</p><p>organization. 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