صفحة العضو

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المنشورات البحثية

الأربعاء 27/مارس/2024

Having a personal plan and expectation for studying computer science motivates students in their learning

Fayiq Alghamdi

Students have different reasons in relation to their course of interest with different goals and ways to achieve success. According to a research, aca-demic students are more likely to succeed if they are exposed to the following six factors: 1) have an aim and a path to reach it, 2) remain motivated to fulfill it, 3) believe that their success matters to others, 4) are engaged in the class, 5) feel connected to the academic life, and 6) believe they are making an excellent contribution to the college community. In this study, it is shown that having a study plan, skills development expectations and the longing guarantee future jobs make students’ success on the increase. This research contributes to raising students’ awareness regarding the need to have a rethink about their skills acquisition expectations. It also contributes to the modification of the program curriculum. The results show skills within the domain of CS that students give preference to in their journey of academic life. The researcher interviewed 80 CS students who are at the first year of their study at Al-Baha University. Responses were received in an essay format and focus was on the factors motivating students to study CS. The content analysis approach was used to categorize the data into theme. The findings show that students need to be taught how to write effective and well-tailored academic plan. Students' motivations and expectations regarding CS study were investigated and analyzed. The research outcomes suggest the needs to improve the CS curriculum and a year preparation program for CS students.

الأحد 03/أبريل/2022

Self-Directed Learning as a Method of Professional Development for Computer Science Teaching

Fayiq Alghamdi

Fast changes in education exceed the capacity of formal educational practices to reply to new learning requirements. Therefore, the future of education will frequently include an emphasis on skills and activities such as Self-Directed Learning. This research investigates the self-directed learning of Computer Science teaching among Computer Science teachers in Saudi Arabian schools as a way of professional development. This study aims at investigating the relationship between Self-Directed Learning and Computer Science teachers’ practice in school settings. The study was conducted using a questionnaire inspired by previous literature and the research question: Why do Computer Science teachers engage in Self-Directed Learning professional development? The questionnaire was answered by 352 teachers from Saudi Arabian schools with both sexes represented. The questionnaires were evaluated by virtual honesty, factor analysis and Cronbach-Alpha. Six hypotheses were tested at the 0.05 level of significance. The data shows that among the Computer Science teachers participating in the study: (a) female teachers are more engaged in self-directed learning than male teachers.; (b) the participants agreed on the total of average scores of the questionnaire on learners’ self-directedness in the workplaces and self-reflection, planning, reasons and professional development for Computer Science teachers. The recommendation ended to supply Computer Science teaching internet material resources and make them easy and accessible for all Computer Science teachers’ communities.

الأحد 03/أبريل/2022

Exploring How IT teachers implemented Active Learning Strategies at Al-Baha University

Fayiq Alghamdi

This is full paper research. We know that Active Learning Strategies (ALS) is being used in Saudi Arabia Higher Education. What is not well understood is the range of using the ALS among IT teachers at Al-Baha University. This research explores how teachers are managing ALS and understand CS teachers' viewpoints on how active learning is being used. We adopt the active learning techniques made by the Center for Research on Learning and Teaching, the University of Michigan, as the base. Data was collected through a sample survey with 10 CS teachers in the IT department at Al-Baha University. The researcher used frequencies, arithmetic means, standard deviations, and percentages to present empirical study results. The results show that CS teachers use ALS in their courses. The findings also show that 7 strategies out of 13 in the ALS are being applied by the respondents. The results also show that the CS teachers use the Clarification and Group method of ALS the most. The results could help to improve CS teachers' understanding grasp learning strategies and use them in giving class instructions.

الأحد 03/أبريل/2022

Changing the Educational Epistemologies of Computer Science Teachers - A Case Study of the Kingdom of Saudi Arabia

Fayiq Alghamdi; Aletta Nylén; Arnold Pears

This paper explores the attitudes of Computer Science (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers' views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

الأحد 03/أبريل/2022

Computer Science Teachers Perspectives on Competencies - A Case Study in the Kingdom of Saudi Arabia

Fayiq Alghamdi, Arnold Pears & Aletta Nylén

The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

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