Education
Research Projects
Implementation of a teacher advisor program in a Beirut school This
program had as its purpose to implement a teacher advisor program (TAP)
at a Beirut school during the school year 1996-97, through the provision
of weekly workshops and consultation sessions with approximately 125 teachers
for over 3,000 students. Each student was assigned to a particular advisor
during the entire school year. This advisor provided regular (once weekly)
group guidance activities in the class to address developmental personal
and social issues, and met individually with students on an occasional
basis. A comprehensive evaluation of the program was made during, and at
the end of the school year. M.B. Abu-Saba. (Supported by International
College, Beirut, Lebanon.)
Effect of teaching authentic science on conceptual change and understanding the nature of science The
purpose of this study was to investigate the effect of teaching authentic
science on middle school students’ conceptual change and their understanding
of the nature of science. The forty-three middle school students who participated
in the study were randomly assigned to a control and an experimental group.
Students in both groups answered an open-ended questionnaire about the
nature of science and a survey of their ideas about force prior to and
after the program. Students in the experimental group were taught a unit
on force, work, and machines using conceptual change strategies and a contextualized
inquiry method, while students in the control group were taught the same
topics using direct teaching methods and verification-type laboratories.
Results indicated that students in the experimental group acquired adequate
understandings of the nature of science but limited change in their conceptions
about force. S. BouJaoude. (Supported by URB.)
Science teacher preparation in Lebanon: reality and future directions The
purpose of this study is to answer the following questions: What are the
theoretical perspectives driving science teacher preparation programs in
Lebanon? What are the similarities and differences among the variety of
such programs offered in Lebanon? What policies drive them? What are their
requirements? What are the future directions of science teacher preparation
in Lebanon? Data sources for the study will include official governmental
documents, decrees, and mandates related to science teacher preparation;
written descriptions of science teacher preparation programs; course syllabi;
interviews with deans, directors, and/or department chairs; and a questionnaire
followed by interviews with a selected number of respondents. Data from
each of the institutions will be analyzed to identify structural components
as well as conceptual orientations. Then the results from each of the institutions
will be compared to identify categories and/or patterns across institutions.
This work will appear as a chapter in a book published by the Association
for the Education of Teachers in Science (USA). S. BouJaoude.
Relationships among teachers’ concerns, experience and sense of professional efficacy This
research studies the professional concerns of beginning and experienced
teachers across gender, personal teaching efficacy and general teaching
efficacy. Two questionnaires that were specifically prepared for the purpose
of the investigation are now being administered to a large sample of teachers.
In addition, teachers’ sense of personal and general teaching efficacy
are being assessed through the Gibson and Dembo (1984) measure of teaching
efficacy. Data will be analyzed to determine the level of professional
concern among teachers. Further, the relationship of teachers’ concerns
to the gender, experience and efficacy variables will be investigated.
The research will also examine any significant differences in the sample
of the study with respect to the preceding variables. G. Ghaith and
A. Bou-Zeineddine.
Effect of cooperative learning on the acquisition of second language rules and mechanics This
research is an experimental investigation of the effect of cooperative
learning on the acquisition of English as a second language (ESL) rules
and mechanics. A total of 318 students participated in the experiment and
a pre-test - post-test design was followed. Investigation is now complete
and results were reported in an article that is currently in the second
round of review by the editorial board of Language Learning. G.
Ghaith and H. Yaghi.
Validity and reliability of the Test Anxiety Inventory The
present study was conducted to establish the validity and reliability of
the Test Anxiety Inventory (TAI), based on a Lebanese sample of college
students. The scale was administered to 344 Lebanese undergraduate students
(174 males and 170 females). The mean, standard deviation, and percentage
of response per category of disturbance were calculated for each item by
sex, class and major. A test-retest reliability procedure (two weeks) revealed
that the TAI has a high level of reliability. The internal consistency
reliability yielded an alpha coefficient of 0.89. A Pearson Product Moment
Coefficient revealed that the correlation between total TAI on Worry subscale
(W) and GPA was significant. The case was not the same with respect to
the correlation between Emotionality subscore (E) and GPA. A t-test revealed
that a difference exists in TAI score with respect to gender but not major.
A one way ANOVA revealed no difference in TAI score with respect to class.
S. Mukallid and A. Itani.
Self-concept and its relation to academic achievement The purpose of the study was to compare self-concept and its relation to academic achievement in a sample of orphans across grade level, gender, and type of social disadvantage (loss of father, loss of mother, loss of both, and other cases). Ninety male and eighty-five female students enrolled in 5th, 6th and 7th grades in a school orphanage in Abey, Lebanon responded to an adapted version of the Self-Description Questionnaire (SDQ). ANOVA procedures revealed significant differences in self-concept measures across grade level and gender; but no differences across types of social disadvantage. A series of correlation coefficients were computed to describe the relationship between categories of self-concept and academic achievement. It was observed that significant correlation exists between academic self-concept and academic achievement, as opposed to non academic self-concept measures, across grade level, gender, and types of social disadvantage. The results were discussed in terms of the relationship between self-concept measures and academic achievement. S. Mukallid and L. Nakadi. Analysis of the official exams in mathematics and their relationship with the official curriculum (Intermediate Level) The
aim of this research was to study the alignment of the Lebanese Brevet
official exams in mathematics with the official curriculum for the Intermediate
level. The sample of official tests included the 1991 to 1996 tests. The
framework set by the NAEP study was adopted for the analysis, regarding
the categorization of test items according to three cognitive levels. The
items of the official exams were classified in tables with two entries:
the content titles as they appear in the official syllabus, and the three
cognitive levels. Percentages of test items in each category were calculated
to study the composition of the exams, and correlations were used to study
the alignment with the curriculum. The results showed that procedural knowledge
is the most emphasized in the official exams (almost 65%). They also showed
that certain subjects are systematically covered by test items, while others
are not. I. Osta. (Supported by Hariri Foundation.)
Bashshur, M., Quality of education in Arab States (Arabic). In Improving the Quality of Basic Education in Arab States, A. El-Ameen (ed.), 135-164. Beirut: UNESCO, 1995. ———, Higher education in Lebanon in a historical context (Arabic). In Higher Education in Lebanon, A. El-Ameen (ed.), 15-93. Beirut: Lebanese Association fEducational Sciences, 1997. ———, Historical and geographical features of higher education in Lebanon (Arabic). Lebanese Studies, 3 (4), 121-141, 1997. BouJaoude, S., Environmental studies in the Lebanese curriculum (Arabic). In Capacity Building and Environmental Development in Lebanon, 49-60. Beirut: Foundation Rene Moawad and Friedrich-Naumann-Stiftung Foundation, 1995. Dagher, Z. and BouJaoude, S., Tailoring science education graduate programs to the needs of all students. Science Education, 80, 89-91, 1996. ———, Scientific views and religious beliefs of college students: the case of biological evolution. Journal of Research in Science Teaching, 34, 429-455, 1997. El-Hassan, K., Student ratings of instruction: generalizability of findings. Studies in Educational Evaluation, 21 (4), 411-429, 1995. ———, Grade retention practices in public and private schools in Lebanon. Prospects, 26 (1), 197-206, 1996. ———, Monitoring learning achievement project in Lebanon. International Test Commission Newsletter, 6 (2), 4-6, 1996. ———, The conference on the national examinations in mathematics in Lebanon. International Test Commission Newsletter, June 1997. Ghaith, G., The limits and possibilities of current ESL writing theory and practice. MEXTESOL Journal, 20 (3), 25-34, 1997. Ghaith, G. and Shaaban, K., Cooperative learning and in-service teacher training: A suggested approach. TESL Reporter, 28 (1), 25-31, 1995. Ghaith, G. and Yaghi, H., Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13 (4), 451-458, 1997. Jurdak, M. (Ed.), Nahas, G., Osta, I. and Melhem, V., The impact of computer technologies on math curriculum development (Arabic). In Curricula and New Trends in Education, Vol. 1, The New and the Possible in Math Education: The Case of Lebanon, 59-94. Beirut: Lebanese Association for Educational Sciences, 1997. Shaaban,
K. and Ghaith, G., Language-in-education policy and planning: the case
of Lebanon. Mediterranean Journal of Educational Studies, 1 (2),
95 - 105, 1996.
Abstracts, Presentations and Proceedings Abdel Khalick, F. and BouJaoude, S., An exploratory study of the pedagogical content knowledge of science teachers. Proceedings of the Oregon Academy of Science, Portland, Oregon, USA, 32, 57-58, 1996. BouJaoude, S., Sociology and epistemology of science according to Lebanese educators, university students, and high school students (abstract). Annual Conference of the National Association for Research in Science Teaching, St. Louis, Missouri, USA, 84, 1996. Dagher, Z. and BouJaoude, S., College students’ generic and specific conceptions of theories (abstract). Annual Conference of the National Association for Research in Science Teaching, Chicago, IL, USA, 98, 1997. El-Hassan, K., Relation of academic history and demographic variables to grade retention. American Educational Research Association Annual Meeting, New York, USA, 1996. ———, The validity of the government exams in mathematics in Lebanon. Government Exams in Mathematics in Lebanon, Beirut, Lebanon, February 1997. ———,Assessment at the preschool level. Issues in Preschool Education, Beirut, Lebanon, May 1997. ———, Gender issues in achievement in Lebanon. Equity Issues in Education, Durban, South Africa, June 1997. Ghaith, G., The problems and prospects of using literature in the foreign language classroom (abstract). Eleventh World Congress of Applied Linguistics Across Disciplines, Jyvaskyla, Finland, 273, 1996. Ghaith, G. and Shaaban, K., Cooperative learning and in-service teacher training (abstract). TESOL Thirtieth Annual Convention and Exposition, Chicago, Illinois, USA, 3177, 1996. Osta, I., Basic issues of computer use in the teaching of geometry. ICMI (International Commission for Mathematical Instruction) Perspectives on the Teaching of Geometry for the 21st Century. Catania, Italy, September 1995. ———, Computers and visualization in geometry. SMEC Forum series of lectures. Beirut, Lebanon, February 1997. ———, Exploring mathematical concepts with computers. First Science and Math Education Center Conference. Beirut, Lebanon, May 1997. Mukallid, S., The effect of language-related concepts, training and verbal instruction on self-regulated problem solving in students with mild mental retardation: A follow-up study (poster presentation). Sharing Global Perspectives on Disability, New York, USA, 1997. Shaaban,
K. and Ghaith, G., From foreign to second language: English in Lebanon
(abstract). TESOL Thirtieth Annual Convention and Exposition, Chicago,
Illinois, USA, 3178, 1996.
Abdel-Khalek, R., The relationship between self-esteem and academic achievement in a sample of socially disadvantaged orphans (1997). Advisor: S. Mukallid. Abdel-Khalick, F., Science teachers’ pedagogical content knowledge (1995). Advisor: S. BouJaoude. Abu Zein, R., The effect of student journal writing on achievement in and attitudes towards mathematics in first intermediate mathematics classes (1997). Advisor: M. Jurdak. Al-Ghour, S., Cooperative learning: An analytical review of the literature (1997). Advisor: G. Ghaith. Al-Hassan, N., A study of students’ conception of diffusion and osmosis (1996). Advisor: S. BouJaoude. Asmar, R., Survey of management training needs of head nurses at the American University of Beirut Medical Center (1996). Advisor: M. Bashshur. Bazzih, O., The effect of journal writing on the writing fluency, complexity and accuracy of ESL students (1996). Advisor: G. Ghaith. Chahine, M., Attitudes and perceptions of participants in ESL Teachers training workshop (1996). Advisor: M. Ghaleb. Diab, R, Attitudes of Lebanese secondary school English teachers towards English language, English teaching and American culture (1996). Advisor: G. Ghaith. El-Assi, N, An investigation of reading comprehension strategies of good and poor comprehends (1995). Advisor: G. Ghaith. El-Daw, B., The effect of language-related concepts training and verbal instruction on self-regulated problem solving in mildly mentally retarded students: A follow up study (1997). Advisor: S. Mukallid. El-Kadi, G., Relationship of prospective teachers’ characteristics to their performance success during the practicum (1997). Advisor: G. Ghaith. El-Mufti, N., Error analysis of intensive English students’ written compositions at the Lebanese American University. A case study (1997). Advisor: G. Ghaith. Ghusayni, H., The effect of cooperative and traditional learning structures on the amount and type of students’ on-tasks and off-tasks behaviors (1995). Advisor: M. Jurdak. Haddad, G., An application of the multiple intelligence’s theory (spectrum project) on Lebanese pre-school children (1996). Advisor: K. El-Hassan. Haddad, M., The validity and reliability of the AUB EN Exam (1995). Advisor: K. El-Hassan. Ibrahim, N., Teaching practices, perceptions and attitudes of teachers and students of English literature in Lebanon’s Public Schools (1995). Advisor: G. Ghaith. Itani, A., The reliability and validity of the test anxiety inventory as a predictor of academic achievement in a sample of undergraduate students at the American University of Beirut (1995). Advisor: S. Mukallid. Itani, R., Motivation and self regulated learning as predictors of academic achievement in secondary schools (1997). Advisor: S. Mukallid. Kandaguerjian, S., The effect of conflict-resolution training on the aggressive behavior and conflict resolution skills of Armenian Intermediate III students (1997). Advisor: S. Mukallid. Khayyat, G., Tuition fees charged by private schools in Lebanon. Review of laws and regulations (1996). Advisor: M. Bashshur. Maoushy, R., Relationship between perceived teaching problems of Preservice teachers and their sense of teaching efficacy (1997). Advisor: G. Ghaith. Mazraani, N., Effect of concept mapping and cooperative learning on science achievement and classroom environment (1996). Advisor: S. BouJaoude. Nader, S., Factors affecting attitudes of English teachers in universities in the greater Beirut area toward computers (1996). Advisor: M. Ghaleb. Najjar, M., The effect of tin writing word problems on third grades’ ability to solve word problems (1995). Advisor: M. Jurdak. Nakadi, L., The relationship between self-concept and academic achievement in a sample of socially disadvantaged orphans (1995). Advisor: S. Mukallid. Osman, E., Cognitive analysis of the biology examinations of the Lebanese Baccalaureate and their alignment with the curriculum (1995). Advisor: S. BouJaoude. Raad, H., An investigation of gender differences in attitudes toward science (1997). Advisor: S. BouJaoude. Rubeiz, I., The relationship between self-regulation and academic achievement in Lebanese private elementary school students (1995). Advisor: S. Mukallid. Sardouk, R., The relationship between academic self concept, academic casual attributions, and teacher’s evaluative feedback among Lebanese students in two upper elementary private schools in Beirut (1995). Advisor: S. Mukallid. Shihab, L., The adapted self-description questionnaire: Normative data and predictive validity (1996). Advisor: S. Mukallid. Taha, H., The effect of teacher story reading on listening comprehension and vocabulary skills in Arabic (1997). Advisor: S. Mukallid. Tamim, R., Effect of practice in the generation of analogies and summaries on science achievement and students’ perceptions of their value (1997). Advisor: S. BouJaoude. Youssef, R. M., The effect of teaching an environmentally oriented science unit related to water on students’ achievement and attitude (1997). Advisor: S. BouJaoude. Zreik, H., The effect of three components of the background knowledge on the reading comprehension of advanced EFL learners (1995). Advisor: G. Ghaith.
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