Hussain Al-Kharusi
Sultan Qaboos University, Psychology, Faculty Member
هدفت الدراسة إلى بحث أثر حجم العينة على كل من مستويات الدلالة الإحصائية ومؤشرات الدلالة العلمية في الاختبارات الإحصائية المستخدمة في رسائل الماجستير التربوية المنجزة بالجامعات العمانية. وتم استخدام المنهج الوصفي المسحي للإجابة على أسئلة... more
هدفت الدراسة إلى بحث أثر حجم العينة على كل من مستويات الدلالة الإحصائية ومؤشرات الدلالة العلمية في الاختبارات الإحصائية المستخدمة في رسائل الماجستير التربوية المنجزة بالجامعات العمانية. وتم استخدام المنهج الوصفي المسحي للإجابة على أسئلة الدراسة. وتكونت عينة الدراسة من (628) رسالة ماجستير بنسبة (33.14%) من مجتمع الدراسة والذي بلغ (1895) رسالة ماجستير. وصمَّم الباحث أداة تحليل المحتوى لجمع البيانات الخاصة بالاختبارات الإحصائية التي تضمنها البحث، وهي اختبارات ت واختبارات تحليل التباين، ومعاملات ارتباط بيرسون، ومعاملات الانحدار، وتم استخلاص قيم أحجام العينات وقيم الدلالات الإحصائية والعملية لهذه الاختبارات من رسائل الماجستير التي تضمنتها عينة الدراسة. وبعد تحليل هذه البيانات خلصت الدراسة إلى مجموعة من النتائج أهمها: وجود علاقة إيجابية دالة إحصائيًّا بين الدلالة الإحصائية وحجم العينة في جميع الاختبارات الإحصائية، وعلاقة سلبية دالة إحصائيًّا بين حجم العينة ومستويات الدلالة العملية، لجميع الاختبارات الإحصائية عدا اختبارات معامل ارتباط بيرسون. وأوصت الدراسة بتضمين مؤشرات الدلالة العملية ف...
This quantitative analytical study aims to discuss; the statistically significant differences in the measurement corresponding standard error of the internal consistency coefficient, for Raven' scores of successive matrix tests, which... more
This quantitative analytical study aims to discuss; the statistically significant differences in the measurement corresponding standard error of the internal consistency coefficient, for Raven' scores of successive matrix tests, which are attributed to: the studies characteristics that used the test. The relationship between the sample size and the internal consistency coefficient of successive matrix test scores, and finally the relationship between the coherence coefficient of internal consistency, the standard error of measurement and the standard deviation in Raven successive matrix tests. The study adopted the descriptive approach using Mata-analysis, and the use of the Fasha-Haas method for post-analysis to confirm the scores of Raven successive matrix tests. The study population consisted of (249) Arab and foreign studies that applied Raven successive matrices tests. The study sample consisted of (56) Arab and foreign studies which applied successive matrix tests. The fin...
This study aimed to construct of a scale for emotions management of the educational supervisors in the Sultanate of Oman. It aimed to find out its psychometric properties in terms of validity, reliability, and performance norms. The... more
This study aimed to construct of a scale for emotions management of the educational supervisors in the Sultanate of Oman. It aimed to find out its psychometric properties in terms of validity, reliability, and performance norms. The sample size consisted of 335 supervisors from the Omani educational governorate. The scale was applied during the first semester of the academic year 2010-2011. The validity was verified by three methods: face validity, factorialvalidity and concurrentvalidity. Since there were no significant differences in the scale averages of males and females, the norms were derived for both males and females combined. Finally, a number of recommendations and suggestions have been introduced.
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This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory... more
This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity. There were statistically significant 3-way interaction effects for gender, subject area, and grade level on congruence with planned learning and transparency. Also, there were statistically significant 2-way interaction effects for gender and grade level on authenticity and student consultation. Further, there were statistically significant 2-way interaction effects for gender and subject area on student consultation and diversity. The implications of the results for classroom assessment as well as r...
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Reliability and Structure of Student Evaluation of Education Quality (SEEQ): Invariance os Structure across Elementary, Preparatory and Secondary Omani Students Maher M. Abu-Hilal, Said Al-Dhafri, Hashem A. Kilani, Ali M. Kazem, Ibrahim,... more
Reliability and Structure of Student Evaluation of Education Quality (SEEQ): Invariance os Structure across Elementary, Preparatory and Secondary Omani Students Maher M. Abu-Hilal, Said Al-Dhafri, Hashem A. Kilani, Ali M. Kazem, Ibrahim, A. Qaryouti, & Hussein Al-Kharousi Sultan Qaboos University ABSTRACT The aim of this study was to test the structure of the Student Evaluation of Education Quality (SEEQ). Also, of concern was to test the structure across elementary (grades 5 and 6; N = 2456), preparatory (grades 7, 8, and 9; N = 4076) and secondary (grades 10, 11, and 12; N = 3279) students. The study was conducted on representative sample of Omani Students (N = 9811) representing all 11 directorates of Oman. A systematic sample was chosen to select students from the student roster of the first section taught by each sampled teacher. The first 15 (maximum) students of the roster were used. The students were chosen from grades five to grade twelve. Each student was asked to evaluate...
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Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom... more
Classroom assessment is a continual activity for teachers to improve the quality of instruction and motivate students to learn (Brookhart, 1999; Gronlund, 2006). Although there is a great deal of research on teachers' classroom assessment practices, few empirical research attempts have been made to link these practices to students' perceptions of classroom assessment environment and motivation defined in terms of achievement goal orientations. This study examined teachers' assessment practices within the framework of classroom assessment literature and achievement goal theory. More specifically, the purposes of this study were to identify the underlying dimensions of students' perceptions of classroom assessment environment and achievement goal orientations and to investigate the possible effects of certain student-level and class-level characteristics on perceived classroom assessment environment and achievement goal orientations. The participants were 1,636 nin...
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The purpose of this study was to examine the relationship between teachers' assessment practices and students' perceptions of the classroom assessment environment. A total of 1,636 students and 83 science teachers in the ninth... more
The purpose of this study was to examine the relationship between teachers' assessment practices and students' perceptions of the classroom assessment environment. A total of 1,636 students and 83 science teachers in the ninth grade participated in the study. Results from hierarchical linear modeling techniques showed that students' perceptions of the assessment environment were shaped by student characteristics such as self-efficacy, class contextual features such as aggregate perceived assessment environment and self-efficacy levels of the class, and teacher's teaching experience and assessment practices. These results point to a conclusion that each class has an assessment environment that originates from the teacher's assessment practices, and that students develop their perceptions of the classroom assessment environment based in part on their group experiences. Therefore, researchers studying classroom environment may need to consider not only the individua...
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Previous studies have supported the conceptualization that burnout consists of three aspects: emotional exhaustion, depersonalization and reduced personal accomplishment. When the proposed structure of burnout was tested in several... more
Previous studies have supported the conceptualization that burnout consists of three aspects: emotional exhaustion, depersonalization and reduced personal accomplishment. When the proposed structure of burnout was tested in several studies, these three aspects were confirmed. However, several researchers found that depersonalization consists of two factors rather than one. The first factor is related to the job, while the second factor is related to students. The original factor structure (3-factor model) and the revised structure were tested by few Arab researchers. Recently, the Maslach Burnout Inventory (MBI) has been introduced to the Omani educational setting. This study aimed to test the two structures of MBI with a representative sample of Omani teachers (N=2446). Confirmatory factor analysis (CFA) revealed that the 4-factor model was superior and more parsimonious (CFI = .919, RMSEA = .051) than the 3-factor model (CFI = .887, RMSEA = .059). Three of the four factors had a high reliability coefficient (emotional exhaustion, = .87, personal accomplishment, a = .76, depersonalization-job, = .79) while depersonalization of students had low reliability ( = .47). The latter seems to be culture specific.