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Many studies indicate the importance of including the instructional illustrations (pictures, drawings, concrete objects . . .etc.) in childhood education learning materials and employing them in a way that suits the psychological and cognitive levels of young children. In this context, the current study aimed to develop a list of standards to be considered and adopted in designing instructional illustrations, and to reveal the perceptions of childhood teachers about the extent to which these standards are considered in instructional illustrations used in children’s learning materials. The participants were childhood education teachers in the Jordanian region of Irbid, who were randomly selected. Two hundred thirty-four teachers completed the questionnaire online. The scale consisted of a total of 34 items distributed over four dimensions. The results showed that the scores of teachers’ estimation about employing design standards in the instructional illustrations used in childhood education came at low levels, ranging from average to low, and did not reach high ratings. The study also revealed that there is an impact attributed to teaching experience on teachers’ perceptions about the extent to which these standards are employed in instructional illustrations, while there is no impact of gender, academic qualification, or the classes taught by the teachers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This study evaluates the efficacy of the Gifted Care Program implemented in public schools within the Al-Ahsa region of Saudi Arabia, with a dual focus on assessing its success in achieving predefined objectives and examining its impact on fostering independence among enrolled students. Utilizing a single-group experimental design (pre-test/post-test), the research involved a sample of 90 gifted students across four program levels, spanning grades six (primary) to nine (intermediate). The independent variable was the structured gifted program, while the dependent variable measured students’ level of independence through a validated psychometric scale. Statistical analysis employed the non-parametric Wilcoxon signed-rank test, supplemented by effect size calculations, to account for potential non-normal data distribution and quantify the magnitude of observed changes. Results demonstrated statistically significant improvements in students’ independence scores following program participation (p < 0.05) with a calculated effect size approximating 1.0—indicative of a robust practical impact according to conventional interpretive frameworks. These findings underscore the program’s success in cultivating an educational environment tailored to gifted learners’ cognitive and emotional needs, thereby enhancing critical thinking, creative problem-solving, and academic performance. The study further highlights the program’s alignment with broader educational goals of nurturing autonomy and self-directed learning competencies among gifted populations. The outcomes advocate for sustained investment in specialized gifted programs, emphasizing their capacity to address unique student needs while contributing to national human capital development. Recommendations include longitudinal studies to assess long-term impacts and curricular refinements to optimize scalability and inclusivity. This research advances empirical understanding of gifted education in Saudi Arabia, offering actionable insights for policymakers and educators committed to fostering excellence in specialized learning frameworks.
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Año de publicación
- Entre 2000 y 2026 (2)