Implementation of E-exams during the COVID-19 pandemic: A quantitative study in higher education.

The primary aim of this study was to identify the degree of acceptance of e-exams by undergraduate students at Ajman University during the spread of the COVID-19 pandemic. The study used the descriptive approach. A questionnaire consisting of 27 items was distributed to 1986 undergraduate students. The results of the study showed that undergraduate students demonstrated a moderate degree of acceptance of the implementation of e-exams during the spread of the COVID-19 pandemic, with females students finding them more acceptable than male students. Discipline and academic year also showed an impact on such acceptance, with Pharmacy & Health Science College students, and those in their third academic year demonstrating the highest levels of acceptance. Implications of the study raise awareness of the importance of addressing challenges associated with e-exams such as strict computer technology settings.

The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers' awareness of them in Jordanian schools.

The theory of Multiple Intelligences (MI) states that human intelligence is composed of different types of intelligences and that each individual possesses all of them but to a different degree. The main objective of this research was to examine how the Theory of Multiple Intelligences was addressed in a seventh-grade Arabic-language textbook at the intermediate-level in Jordan and determine Arabic-language teachers' level of knowledge of applying the Theory of Multiple Intelligences in textbooks. The study used the survey method and analytical descriptive approach via content analysis and coding MI indicators in the textbook to examine the representation of MI in the textbook examined. The sample was composed of all units of a seventh-grade Arabic-language textbook. A questionnaire was distributed to 130 Arabic-language teachers. The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis found that the intelligences represented in the texts, activities, and exercises of the Arabic-language textbook were mostly Verbal/Linguistic, Visual/Spatial and Interpersonal intelligences, with a combined percentage of 73%. The other 27% was shared between the other intelligence types: Intrapersonal, Naturalist, Logical/Mathematical, Bodily/Kinesthetic, and Musical intelligences. A moderated awareness on how to incorporate the theory of MI in Arabic-language textbooks was found among Arabic-language teachers, which means that teachers' understanding of the importance of including MI theory in the textbook needs reinforcement and improvement. The study suggests that further research on incorporating the Theory of MI in textbooks is needed.

The citizenship values included in intermediate stage Arabic-language textbooks and teachers' awareness of them in the UAE: A case study.

This study aimed to identify the extent to which Citizenship values are included in Arabic-language textbooks for the intermediate stage, and teachers' awareness of them in the United Arab Emirates (UAE). In this study, the researchers used a descriptive-analytical approach. Study tools consisted of a list of citizenship values, the presence of which values these textbooks were analyzed for, in addition to a 20-item questionnaire that was administered to 140 teachers. The results showed that a total of 214 instances of citizenship values were contained in the Arabic-language textbooks, with representation of various values. The results also showed that Arabic-language teachers' awareness of the citizenship values included in those textbooks are at a high level, with an average ±standard deviation of 3.67 ± 1.18. The study recommends that citizenship values should be included as an independent subject textbook in the educational curriculum.

The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use.

This study aimed to investigate the effects of blended learning on ninth grade students' achievement in science and their attitudes towards using it. It compares the results of various ways of teaching science topics, and students' attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 112 students, divided into two groups: one an experimental group (n = 61) and the other a control group (n = 51). An achievement test and questionnaire were designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group, and the experimental group's attitudes were also more positive towards the using of blended learning. Their attitudes were in favor of students with academic performance in a science subject of the Performance level (Pass). The study recommends further research into the use of blended learning in higher education institutions.