Fayoum UniversityInternational Journal of Learning Management Systems2090-84661120130101Students Acceptance of Mobile Learning for Higher Education in Saudi Arabia1920326310.18576/ijlms/010101ENAymanBassam NassuoraPrince Sultan College for Tourism & Business, Saudi ArabiaJournal Article20211104Mobile learning is the next step in the development of distance learning. Widespread access to mobile devices and the opportunity to learn regardless of time and place make the mobile learning an important tool for lifelong learning. The research objectives are to examine the possibility of acceptance in mobile learning (m-Learning) and study main factors that affect using m- Learning that focus on higher education students in Saudi Arabia. The researcher used a quantitative approach survey of 80 students. The modified acceptance framework that based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model is adopted to determine the factors that influence the students’ intention to use m-Learning. The results from statistical analysis show that the acceptance level of students on m-Learning is in the high level.<br /><br />https://ijlms.journals.ekb.eg/article_203263_26ea801da4b2952473bf3d1f4b0ba7ce.pdfFayoum UniversityInternational Journal of Learning Management Systems2090-84661120130101Perception of Physical Self-efficacy and Body Image among Omani Basic School Children101620326410.18576/ijlms/010102ENAbdulqawiSalim AlzubaidiDepartment of Psychology, College of Education
Sultan Qaboos University, OmanAliMahdi KazemDepartment of Psychology, College of Education
Sultan Qaboos University, OmanJournal Article20211104The purpose of the present study was to examine the perception of physical self-efficacy and body image amongst children in basic schools in Oman. Gender and grade level differences in perceptions of these two variables were also investigated. The sample comprised 359, children in the age range 12-18 years, M=15.01, SD=1.77), drawn randomly from two basic schools in Muscat Educational District in Muscat. The number of boys being 169 and the number of girls 190. Two questionnaires were administered: one on body image and the other on the perceived self-efficacy. These questionnaires have adequate reliability and validity. The results indicate significant correlation between perceived physical self-efficacy and body image for the whole sample and for boys and girls separately. No gender differences in the body image were found, but there was a difference in the perceived physical efficacy favoring boys. The results also indicate that for boys, age is positively correlated with body image and perceived physical self-efficacy; while for girls there was no significant correlation. The significance of the results was discussed in terms of objective of the study. Recommendation for future research was put forward.<br /><br />https://ijlms.journals.ekb.eg/article_203264_792db16fa1b5ea19dd77589640f2b680.pdfFayoum UniversityInternational Journal of Learning Management Systems2090-84661120130101A New Clustering Ensemble Framework172320326610.18576/ijlms/010103ENHamidParvinDepartment of Computer Engineering, Nourabad Mamasani Branch, Islamic Azad University, Nourabad Mamasani, IranHamidAlinejad-RoknySchool of Electrical Engineering and Computer Science, Faculty of Engineering and Built Environment, The University of Newcastle, Callaghan, NSW, Australia
3Centre for Bioinformatics, Biomarker Discovery and Information-Based Medicine, The University of Newcastle, Callaghan, NSW, AustraliaSajadParvinDepartment of Computer Engineering, Nourabad Mamasani Branch, Islamic Azad University, Nourabad Mamasani, IranJournal Article20211104A new criterion for clusters validation is proposed in the paper and based on the new cluster validation criterion a clustering ensmble framework is proposed. The main idea behind the framework is to extract the most stable clusters in terms of the defined criteria. Employing this new cluster validation criterion, the obtained ensemble is evaluated on some well-known and standard data sets. The empirical studies show promising results for the ensemble obtained using the proposed criterion comparing with the ensemble obtained using the standard clusters validation criterion.<br /><br />https://ijlms.journals.ekb.eg/article_203266_056d72ada76a4994a4d2991b15201cfd.pdfFayoum UniversityInternational Journal of Learning Management Systems2090-84661120130101أثر برنامج تدريبي مستند إلى نظرية "ألبرت إليس" في التفكير العقلاني في مستوى الضغوط النفسية وأساليب التدبر فيها The Effect of a Training Program Based on Albert Ellis` Theory in Rational Thinking on The Levels of Stress and The Strategies of Coping With It245120326810.18576/ijlms/010104ENAdnanYousif AtoumPsychology science Educational and Counseling Department ,College of Education , Yarmook
University, JordanRosanaGeorge SaycePsychology science Educational and Counseling Department ,College of Education , Yarmook
University, JordanJournal Article20211104This study aimed at investigating the effect of a training program based on Albert Ellis`<br />theory in Rational Thinking on the levels of stress and the strategies of coping with it. It also aimed at<br />investigating the level of stress among students, and their most common used coping strategies.<br />A sample of (40) Yarmouk University students who were enrolled in a practical education program<br />volunteered to participate in the study, and divided randomly into two equivalent experimental and<br />control groups. To achieve the objectives of the study, the researchers developed a training program<br />based on Albert Ellis` theory in rational thinking, and two instruments to measure stress level and<br />coping strategies. Validity and reliability of the program and the two instruments were established.<br />The results revealed that students had a medium level of stress, and that their most common coping<br />strategies were respectively: denial, imagining, rational thinking, problem solving, humor,<br />entertainment, and turning to religion. The results also revealed the existence of significant effect of the<br />training program in reducing stress and improving coping strategies. Results also revealed no existence<br />of significant effect of gender on stress and coping strategies, and a significant effect of gender on the<br />emotional dimension of stress in favor of females. No significant effect was found of the interaction<br />between the training program and gender on stress and coping strategies.<br /><br />https://ijlms.journals.ekb.eg/article_203268_9a93cbf200612999d5eea77d0b5486fe.pdfFayoum UniversityInternational Journal of Learning Management Systems2090-84661120130101افتراضات المعلمين حول إجراءات التعرف على الطلاب الموهوبين بالمملكة العربية السعودية: دراسة مسحية Teachers' Assumptions Underlying Identification of Gifted and Talented Students in Saudi Arabia5210120326910.18576/ijlms/010105ENAlaa AldeenA. AyoubCollege of Educational, Aswan University, EgyptUsamaM. A. IbrahimCollege of Educational , Sohag University, EgyptJournal Article20211104This study explored the assumptions underlying gifted identification process in Kingdom of<br />Saudi Arabia. A 30-item questionnaire reflecting a combination of the major procedures of<br />identification of gifted students was created. The factor analysis on the questionnaire appeared five<br />factors: Continuous assessment, Restricted assessment, Multiple assessment, Individual assessment,<br />and Contextual assessment. The questionnaire was then mailed and/or distributed to 1623 university<br />professors, educational leaders, gifted and talented specialists, administrators, and classroom teachers<br />from different regions (971 male, 652 female). They were asked to indicate the degree to which they<br />agree or disagree with these assumptions. The results showed that multiple assessment came in the<br />front of teachers assumptions, while the restricted assessments was the last. The group differences<br />between participants from different districts were also examined. The results presented an interesting<br />picture of the assumptions underlying identification practices in Saudi context. Recommendations<br />suggested that understanding teachers' assumptions about identifying gifted students should be revisit<br />when reviewing the appropriateness of existing as well as future identification policies and the specific<br />identification practices guided by national and local educational authorities.<br /><br />https://ijlms.journals.ekb.eg/article_203269_64096df1f2843231b8cf86ad663f88eb.pdf