Near and Middle Eastern Journal of Research in Education - Volume 2012, Issue 1

This research aimed to investigate the impact of e-learning supported by cooperative learning on students' achievement in the core Arabic language course (ARAB100) delivered through the Blackboard system at Qatar University, State of Qatar. The activity theory was the basis for the design of the study which employed a 2 × 2 quasi-experimental factorial design to investigate the interaction between the independent variables of the research: e-learning supported by cooperative learning (EL+CL) and e-learning not supported by cooperative learning (EL − CL) with gender as a moderator variable and achievement in the Arabic language as a dependent variable. An achievement test was developed and administered to a sample of 170 undergraduate students (85 male and 85 Female) majoring in different subjects from seven colleges of the University over a 10-week period. Analysis of the findings by the two-way ANCOVA procedure was used to examine the three postulated hypotheses. The findings of this study showed that students assigned to the e-learning modules supported by cooperative learning (EL+CL) mode attained significantly higher adjusted mean scores on Arabic language achievement than students working on the e-learning module that were not supported by the cooperative learning (EL − CL) mode. Male students attained significantly higher adjusted mean scores on the achievement test than females using the same modules. No significant interaction effect was detected between e-learning modes and gender on achievement. In conclusion, the principles of the activity theory need to be considered when designing e-learning modules supported by cooperative learning activities in order to promote Arabic language learning.

We examined the mathematical, pedagogical and self-efficacy profiles of 13 grade 4 to 6 teachers sampled from five randomly selected schools in Lebanon. The purpose of this study is to explore the impact of providing appropriate training,effective practices and resources for teaching a well-designed curricular intervention. This intervention focused on teachers' sense of self- efficacy and their expectations of students' academic success. Participating teachers were randomly assigned to experimental (TREAT) and Control (COMP) groups. The study employed a quasi-experimental and survey design. We used three instruments to collect data: Pre and Post Mathematics Teaching Efficacy Belief Instrument (MTEBI); Teacher Mathematical Profile Questionnaire (TMPQ); and Teacher Pedagogical Profile Questionnaire (TPPQ). TREAT and COMP teachers were provided with independent training before the implementation of the intervention. Data was analyzed using measures of central tendencies and multivariate techniques. Results of the mathematical and pedagogical profile analysis showed that both groups of teachers used more procedural problem solving techniques rather than conceptual ones. Additionally, results of MANOVA indicated that there were no statistically significant differences between TREAT and COMP teachers' responses on pre and post Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). However, TREAT teachers had significantly higher academic expectations of their students than did the COMP teachers.