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 1 * , Hassan F. Hassan 1 , Mohamed W. Soliman 2
More Detail
1 College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA2 Faculty of Specific Education, Alexandria University, Alexandria, EGYPT* Corresponding Author


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.


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, Volume 18, Issue 7, July 2022, Article No: em2125

Publication date: 26 May 2022

Article Views: 1673

Article Downloads: 877

Open Access Disclosures References How to cite this article