International Journal of Educational and Psychological Studies

Volume 12 - Issue 4 (9) | PP: 734 - 743 Language : العربية
DOI : https://doi.org/10.31559/EPS2023.12.4.9
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The Degree of Possessing Cycle One Teachers in the Sultanate of Oman for the Skills of Using Interactive Electronic Educational Platforms

Ahmed MJ O Alfawair ,
Shaima Salim Al Manhi
Received Date Revised Date Accepted Date Publication Date
11/11/2022 19/11/2022 11/12/2022 31/8/2023
Abstract
The current study intended to identify the degree of possessing cycle one teachers in the sultanate of Oman for the skills of using interactive electronic educational platforms. The descriptive design was adopted. The study sample consists of (120) teachers who were selected randomly. The researchers developed the interactive platforms' survey which consists of (23) items. The results showed that the level of possessing cycle one teachers for the skills of using interactive electronic educational platforms was moderate and the level of using interactive platforms was low. Whilst Microsoft Teams and Google Meet platforms were most used by cycle one teachers, the Edmodo, Moodle and Virtual Labs were less used by cycle one teachers. According to variables, the results showed that there were no significant differences in the possessing cycle one teachers for the skills of using interactive platforms due to major and type of school. In addition, the results showed that there were significant differences in the possessing of using interactive platforms skills due to years of experience in favor of teacher with less 10 years of experience. The study recommended that preparing a training programs and workshops for cycle one teachers and train them to use the effective interactive platforms to improve students’ academic achievement.


How To Cite This Article
Alfawair , A. M. O.& Al Manhi , S. S. (2023). The Degree of Possessing Cycle One Teachers in the Sultanate of Oman for the Skills of Using Interactive Electronic Educational Platforms. International Journal of Educational and Psychological Studies, 12 (4), 734-743, https://doi.org/10.31559/EPS2023.12.4.9

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