Core Curriculum

Learning outcomes have been used as quality indicators in engineering education practices around the world. Learning outcomes are output based and can be assessed and measured relative to standardized educational resources. This article documents the design and implementation of Civil Engineering (CE) program assessment process at a relatively new university to meet national and the international program accreditation requirements and to satisfy labor market needs that require certain skills. The paper highlights the CE program and program"s learning outcomes; maps the relation between learning outcomes and university competences, and assess the CE program performance based on surveying constituents including senior students, alumni, employers and faculties. Finally, it suggests adjustments to the CE curriculum to complement the study findings. The study methodology and findings provides an in-depth experience for development of CE program in a developing country and tools to evaluate the program performance towards enhancing the program"s educational outcomes to meet national and international accreditation requirements and job market demands.

Diagnostic assessment strategies are used to enhance student achievement within several different subject areas. In this study, a diagnostic assessment program was designed and implemented with a group of students diagnosed with Dyscalculia. Students in both the control group and the treatment groups were given a pre-test and a post-test, and results from those tests were used to assess the effectiveness of the program. The findings revealed statistically significant differences between the control group and the treatment groups on the post-test, which indicated that the diagnostic assessment strategy was effective in improving dyscalculic students' mathematical abilities. The design and implementation of the program, as well as the implications of the findings, are discussed in this article.

Teachers' dispositions and attitudes towards mathematics are closely related to the quality of their teaching and the students' learning of mathematics. This study aims to investigate pre-service teachers' dispositions towards mathematics. Mathematics as a subject area is generally thought of as difficult and complicated and, as a result, it is culturally acceptable for a student or a teacher to refer to themselves as "not a math person", while, in contrast it is not acceptable to be "not a reading person" . This general acceptance of not being good at math stems from an underlying phobia or negative disposition that most students, as well as teachers, have towards mathematics. 57 pre-service teachers were surveyed in Saudi Arabia. In the findings, several functions of mathematical disposition are analyzed. Results and recommendations are further discussed.

The study aims to investigate any relationships among Parental Involvement (PI), Socioeconomic Status of parents (SES), and students' Mathematics Achievement (SMA). Quantitative data collection methods were utilized to collect relevant data for the three variables. The sample included parents of male and female students in fourth, fifth, and sixth grades. The sample included 36 male students, and 31 female students. The results revealed statistically significant relationship between socioeconomic status and parental involvement, a positive relationship between parental involvement at home (PIH) and students' mathematics achievement (SMA), no relationship between parental involvement at school (PISC) and students' mathematics achievement (SMA), and a positive relationship between parents' employment status and SMA, and parents' education level and SMA, while no relationship was found between family income and SMA. The findings are thoroughly discussed and recommendations for further research and practice are introduced, specifically with regard to curriculum development and the design of parent-school communication programs.

Mathematics as a subject area is generally thought of as difficult and complicated and, as a result, it is culturally acceptable for a student or a teacher to refer to themselves as "not a math person", while, in contrast it is not acceptable to be "not a reading person" . This general acceptance of not being good at math stems from an underlying phobia or negative disposition that most students, as well as teachers, have towards mathematics. This study aims to investigate pre-service teachers' dispositions towards mathematics; several functions of mathematical disposition are analyzed. Interviews are used to gain a deeper understanding of any reasons for those pre-service teachers' dispositions towards mathematics. Findings revealed math anxiety as a function that negatively influences mathematics disposition and consequently teacher performance. Two main reasons causing math anxiety among students were identified: Lack of differentiated instruction, and timed math tests. Results and recommendations are further discussed.

Dynamic mathematics software GeoGebra was fully integrated into an online professional development course on mathematical problem solving in a southern region of a Midwest state. Twenty-seven K-8 inservice elementary teachers were enrolled in the graduate level course, where they experimented with the new dynamic tools of GeoGebra in genuine problem solving. After eight week's intensive online instruction, a 25-item questionnaire was administered to collect data on the participants' attitudes, curricular awareness, mathematical content, and pedagogy with respect to the use of GeoGebra. Based on results of the questionnaire, this paper provides an initial description of inservice elementary teachers' learning experience in GeoGebra-integrated instructional environment. The course design and implications for future efforts are discussed.

The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted at regular interval every four years. It provides reliable data about the mathematics and science achievement of students in grade 4 and grade 8, as well as data that informs instruction, curriculum development and teaching-learning process. Curriculum related factors are among the most prominent elements that affect TIMSS results. This study explores the impact of recent revisions in the school mathematics curriculum implemented by the Ministry of Education in Bahrain (The Bahrain Numeracy Strategy) on the TIMSS achievement results. The analysis focuses on the three cognitive domains (Knowing, Applying & Reasoning) as well as the three content domains (Number, Geometric Shapes and Measurement & Data Analysis) among fourth grade students. A thorough review of the curriculum and structured interviews and reflections with in-service teachers who...

Diagnostic assessment strategies are used to enhance student achievement within several different subject areas. In this study, a diagnostic assessment program was designed and implemented with a group of students diagnosed with Dyscalculia. Students in both the control group and the treatment groups were given a pre-test and a post-test, and results from those tests were used to assess the effectiveness of the program. The findings revealed statistically significant differences between the control group and the treatment groups on the post-test, which indicated that the diagnostic assessment strategy was effective in improving dyscalculic students' mathematical abilities. The design and implementation of the program, as well as the implications of the findings, are discussed in this article.

The purpose of this study was to investigate what common errors and misconceptions about fractions exist among Saudi Arabian college students. Moreover, the study aimed at investigating the possible explanations for the existence of such misconceptions among students. A researcher developed mathematical test aimed at identifying common errors about fractions as well as short interviews, aimed at understanding the thought process while solving problems on the test, were conducted among a total of 107 (n=107) college students. The findings suggested that the majority of college students in Saudi Arabia hold common misconceptions about fractions and mathematical calculations involving fractions, such as thinking that all fractions are always part of 1 and never greater than 1, and using cross multiplication to solve multiplication problems involving fractions.

This theoretical paper presents a theoretical model that shows the effect of cultural aspects mentioned in the theory of planned behavior, namely, subject norms on parental involvement behaviors of parents. The paper reports on the findings of several studies that demonstrate the relationship between parental involvement and student achievement in school in several cultural contexts. The findings and conclusions of this theoretical paper suggest that emphasis needs to be placed on increasing parental involvement in children's education as a tool to decrease achievement gaps between students. More specifically, parental involvement can be seen as a tool to overcome achievement gaps caused by socioeconomic differences between students' families.

Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson’s correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The...

The purpose of this research is to find out how college students in Saudi Arabia utilize their smartphones in their learning and to find out the effect of its use in their learning and investigate ways that are more effective for such use. In order to achieve this goal, a researcher developed questionnaire was distributed to 93 college students. The study utilized a mixed-methods approach in collecting data. Investigation Results are analyzed and demonstrated with charts, followed by a discussion of the main findings.

The purpose of this study is to examine relationships between combinations of socioeconomic status (SES) of students’ families, the students’ parents’ involvement (PI) levels, and students’ mathematical achievement (SMA) in Jordan. A three sections instrument was distributed to parents/guardians of students in order to collect demographic information, socioeconomic status, parental involvement levels, and mathematics achievement. The sample consisted of parents of male and female students in fourth, fifth, and sixth grades; 93 male students (61.2%), and 58 female students (38.2%). The study revealed no relationship between socioeconomic status and parental involvement in Jordan, positive relationship between parental involvement at home (PIH) and students’ mathematics achievement (SMA), a positive relationship between parental involvement at school (PISC) and students’ mathematics achievement (SMA), and a positive relationship between family income and SMA, and parents’ education le...

The purpose of this research is to find out how college students in Saudi Arabia utilize their smartphones in their learning and to find out the effect of its use in their learning and investigate ways that are more effective for such use. In order to achieve this goal, a researcher developed questionnaire was distributed to 93 college students. The study utilized a mixed-methods approach in collecting data. Investigation Results are analyzed and demonstrated with charts, followed by a discussion of the main findings.

This study investigated the effects of social media usage as a classroom management tool on students’ achievement and their behavior in class. Groups were determined by choosing random samples of different classes. The treatment group included the social media application “whatsapp” which all students and the instructor were asked to join that enabled constant communication and announcements related to class. The control group consisted of the same number of classes taught by the same instructors without using the social media application of “whatsapp.” The control group received communication from the instructor through traditional use of blackboard and email communication. Results of the study showed no statistically significant differences between the treatment and the control groups with regards to course achievement, however, the results did indicate that students in the treatment groups had notably less class absences and missed assignments, which indicated better class behavi...

The purpose of this study is to investigate the effect of stress and anxiety on students’ performance. Stress has a long lasting impact on the life of a student and influences their performance, sometimes in a positive and sometimes in a negative manner. This research report analyzes the impact of stress on the performance of students, in order to help develop an effective program to infuse learning and improved performance in students. The researchers utilized a researcher-developed questionnaire that was distributed on a sample of 148 students in order to measure students’ perceptions of the effect of stress on their performance. It has been identified that the stress decreases the academic performance of students and creates a situation of discomfort, forcing students to focus more on grades rather than learning.

The study aims to investigate any relationships among Parental Involvement (PI), Socioeconomic Status of parents (SES), and students’ Mathematics Achievement (SMA). Quantitative data collection methods were utilized to collect relevant data for the three variables. The sample included parents of male and female students in fourth, fifth, and sixth grades. The sample included 36 male students, and 31 female students. The results revealed statistically significant relationship between socioeconomic status and parental involvement, a positive relationship between parental involvement at home (PIH) and students’ mathematics achievement (SMA), no relationship between parental involvement at school (PISC) and students’ mathematics achievement (SMA), and a positive relationship between parents’ employment status and SMA, and parents’ education level and SMA, while no relationship was found between family income and SMA. The findings are thoroughly discussed and recommendations for further ...