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All Journal International Journal of Evaluation and Research in Education (IJERE)
Selmaoui, Sabah
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Education

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Challenges and solutions in organizing geological field trips for Moroccan secondary school life and earth sciences teachers Eddif, Aâtika; Selmaoui, Sabah; Chalak, Hanaa; Chakour, Radouan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29883

Abstract

Teaching and learning earth sciences (ES), notably geology, are conducted across various environments, encompassing the classroom, laboratory, and, most significantly, the field. The field trip is recognized as a key component of practical training and the overall success of the educational process in ES. This paper elucidates the findings of a survey aimed at understanding the challenges faced by Moroccan secondary school teachers of life and earth sciences (LES) in organizing geological field trips. The survey sought to identify the difficulties these teachers encounter and propose potential support mechanisms to mitigate these challenges. The study revealed that teachers often do not arrange geological field trips due to challenges related to administration, personal factors, pedagogy, and didactics. In an effort to address this situation, the study underscores the importance of integrating practical work into teacher training and student education. It also emphasizes the need for the provision of more adequate teaching materials and logistical support to facilitate geological excursions, thereby enriching the appreciation of earth sciences disciplines among both teachers and students. Finally, the establishment of electronic collaboration between local Moroccan universities and secondary schools is recommended as a crucial step towards further improvement.
Learning strategies in distance nursing education during the COVID-19 lockdown: a cross-sectional analysis Ait Moussa, Khadija; Selmaoui, Sabah; Ouzennou, Nadia
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33377

Abstract

The COVID-19 pandemic led to a rapid transition to distance learning (DL), significantly affecting nursing students due to the disruption of essential practical training. This cross-sectional descriptive study examines the learning strategies (LS) adopted by 200 students at the Higher Institute of Nursing and Health Techniques of Marrakech (ISPITS-M) and identifies the factors influencing their adoption. Data were collected using a structured, expert-validated questionnaire (Cronbach’s alpha=0.72). Statistical analyses, conducted using SPSS (version 25.0), included descriptive, bivariate, and multivariate analyses. The findings indicate a predominance of metacognitive strategies, such as planning and time management (63.8%), and cognitive strategies, including memorization (58.9%), which were often adopted intuitively. The blended learning mode (synchronous and asynchronous) (OR=0.621; p=0.013) and student satisfaction with pedagogical modalities (OR=1.446; p=0.019) emerged as key determinants of learning strategy adoption. These findings underscore the need to develop structured blended learning environments that foster interaction, student engagement, and digital competency training. Implementing targeted pedagogical interventions could enhance academic performance and adaptability, addressing the specific needs of health sciences education while promoting long-term student success.
Co-Authors Ait Moussa, Khadija Chakour, Radouan Chalak, Hanaa Eddif, Aâtika Ouzennou, Nadia