The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers

Essa A. Alibraheim; Hassan F. Hassan; Mohamed W. Soliman

doi:10.29333/ejmste/12119

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Essa A. Alibraheim ¹ ^* , Hassan F. Hassan ¹ , Mohamed W. Soliman ²

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¹ College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA² Faculty of Specific Education, Alexandria University, Alexandria, EGYPT^* Corresponding Author

Abstract

The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content–individual, content, and trainer–group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.

Keywords

interaction patterns
e-training environments
interactive lessons
mathematics teachers
middle school

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 7, Article No: em2125

https://doi.org/10.29333/ejmste/12119

Publication date: 26 May 2022

Article Views: 1248

Article Downloads: 619

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Alibraheim, E. A., Hassan, H. F., & Soliman, M. W. (2022). The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2125. https://doi.org/10.29333/ejmste/12119

Vancouver

Alibraheim EA, Hassan HF, Soliman MW. The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. EURASIA J Math Sci Tech Ed. 2022;18(7):em2125. https://doi.org/10.29333/ejmste/12119

AMA

Alibraheim EA, Hassan HF, Soliman MW. The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. EURASIA J Math Sci Tech Ed. 2022;18(7), em2125. https://doi.org/10.29333/ejmste/12119

Chicago

Alibraheim, Essa A., Hassan F. Hassan, and Mohamed W. Soliman. "The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 7 (2022): em2125. https://doi.org/10.29333/ejmste/12119

Harvard

Alibraheim, E. A., Hassan, H. F., and Soliman, M. W. (2022). The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2125. https://doi.org/10.29333/ejmste/12119

MLA

Alibraheim, Essa A. et al. "The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 7, 2022, em2125. https://doi.org/10.29333/ejmste/12119