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All Journal Emerging Science Journal
AlAli, Rommel M.
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Environmental Science

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Enhancing Math Skills in Children with Learning Difficulties Using Smartphone Apps Al-Barakat, Ali A.; AlAli, Rommel M.; Al-Hassan, Omayya M.; Alakashee, Bushra A.; Aboud, Yusra Z.; Abdullatif, Ali K.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-021

Abstract

This study aimed to examine the effectiveness of smartphone applications in enhancing the acquisition of mathematical concepts among children with learning difficulties. The research involved 80 students from private schools in northern Jordan, randomly assigned to an experimental group, which received instruction through smartphone and tablet applications, and a control group, which followed conventional teaching methods. Pre- and post-intervention cognitive assessments were conducted over a 12-week instructional period to measure mathematical understanding. The results revealed that students in the experimental group showed a significant improvement in mathematical performance compared to the control group. Furthermore, no statistically significant differences were found between male and female students, and no interaction effect between gender and instructional method was observed, indicating equitable outcomes across genders. The study highlights that smartphone-based educational applications provide an interactive, adaptive, and supportive learning environment that caters to the specific needs of students with learning difficulties. The novelty of this research lies in demonstrating the practical benefits of integrating digital tools into mathematics instruction, supporting constructivist and inclusive learning approaches, and offering evidence-based strategies to enhance student engagement and conceptual understanding. These findings suggest that technology-enhanced learning can effectively supplement traditional methods, promoting improved academic performance and inclusive educational practices.
Effectiveness of the Daniel Model in Enhancing Primary Students’ Learning of Cybersecurity Concepts Al-Barakat, Ali A.; AlAli, Rommel M.; Al-Hassan, Omayya M.; Kanaan, Eid M.; Aboud , Yusra Z.; Abdullatif, Ali K.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-029

Abstract

This study investigated the effectiveness of Daniel's Model in teaching cybersecurity concepts to ninth-grade students in Amman, Jordan. A quasi-experimental design with two groups was employed; the experimental group received instruction based on Daniel's model, while the control group followed traditional teaching methods. The sample consisted of 120 students, was selected from ten international schools via convenience sampling, and was randomly assigned to the groups. Data were collected using a 33-item knowledge test covering four key domains of cybersecurity. Analysis in SPSS included an independent samples t-test and a paired samples t-test; in addition, effect size (η²) was calculated to understand the magnitude of the model impact. A higher score of digital threat knowledge and skills in terms of prevention, ethical behaviors, and data protection related to the model taught was noticeable among the experimental group, since the effect size (η²) varied from large (0.34) to very large (0.62). Also, in the delayed test, the experimental group showed no decline in performance, demonstrating that the model was effective in teaching knowledge and digital practices. Considering the results, it is recommended that Daniel's Model, combined with interactive techniques and scenario building, be integrated in teaching digital ethics and use of technology, in addition to training teachers on systematic implementation of desired, sustained outcomes of the model.
The Impact of Digital Storytelling-Based Learning Environment on Young Children's Science Process Skills Al-Barakat, Ali A.; Al-Hassan, Omayya M.; AlAli, Rommel M.; Ibrahim, Nahla A.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-02

Abstract

The present study aimed at examining the effects of digital storytelling-based learning environment on children's science process skills such as observation, classification and prediction. A total of 238 children were involved and divided into an experimental group which was exposed to digital storytelling and a control group which was not exposed to digital storytelling. The data collection included interactive digital stories and tests to assess science skills and semi-structured interviews to gather children's feedback. The findings of the study revealed that digital storytelling has a positive effect on children's scientific skills and this was because the experimental group performed better than the control group in all the skills assessed. There was a significant improvement in the observation skills of children in that they were able to identify more details in natural phenomena. The classification skills were enhanced since children were able to arrange and categorize information using the structure of digital stories. The prediction skills were also enhanced, which showed that there was an enhancement in the critical in thinking early skills. It is recommended that childhood-based curricula incorporate digital story, and teacher training should include it as well. Doi: 10.28991/ESJ-2025-SIED1-02 Full Text: PDF
Co-Authors Abdullatif, Ali K. Aboud , Yusra Z. Aboud, Yusra Z. Al-Barakat, Ali A. Al-Hassan, Omayya M. Alakashee, Bushra A. Ibrahim, Nahla A. Kanaan, Eid M.