Using a proposed strategy based on positive teaching through

Ibrahim Mohamed Khalil, Sherin Elsayed

doi:10.21608/mktm.2023.280520

Using a proposed strategy based on positive teaching through "Kateb" platform in the achievement of biology and the development of knowledge management skills and self-efficacy among secondary school students

Author

Sherin Elsayed Ibrahim Mohamed Khalil

Curriculum and Instruction Department, Faculty of Education, Mansoura University

10.21608/mktm.2023.280520

Abstract

The current research aims to identify a proposed strategy based on positive teaching by "Kateb" platform in the achievement of biology and the development of knowledge management skills and self-efficacy for secondary school students. It was applied to a sample of third-grade secondary school students from Smou Al-Faisal Educational School in Al-Khafji Governorate, Saudi Arabia, and it included two groups the number of each group was (30) students. A set of research materials and instruments have been prepared. The results showed that there is a statistically significant difference between the mean scores of the students of the experimental group, the research sample, in the pre and post application of the research instruments for the post application. Also, there is a statistically significant difference between the mean scores of the experimental group and the control group in the post application of the research instruments for the experimental group.

Keywords

References

Achour, Z. (2019). Self-efficacy Theory and its Applications to Education-Reading Self-efficacy as a Model, Afaq for Science, 4(3),361- 373.

Bielawski, L., & Metcalf, D. S. (2003). Blended eLearning: Integrating knowledge, performance, support, and online learning. Human Resource Development.‏

Bolisani, E. (2019). Knowledge management for adult and higher education: mapping the recent literature. Connecting Adult Learning and Knowledge Management, 175-196.‏

Dabas, P., & Singh, A. (2018). Bhagavad Gita teachings and positive psychology: Efficacy for semi-urban Indian students of NCR. Cogent Psychology, 5(1), 1467255.‏

Endedijk, M. D., Vermunt, J. D., Meijer, P. C., & Brekelmans, M. (2014). Students' development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in higher education, 39(7), 1116-1138.‏

Ferrero-de-Lucas, E., Cantón-Mayo, I., Menéndez-Fernández, M., & Escapa-González, A. (2021). ICT and knowledge management in Teaching and Engineering Students. Comunicar, 29(66), 57-67.‏

Frank, M. &Kevin, W. (2006). How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom Behaviour Management. Journal Educational Studies , 19 (1), 91-106.

Gikas, J., & Grant, M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, (19), 18-26.‏

Grecmanová, H., Gonda, D., Urbanovská, E., & Cabanová, V. (2020). Factors Influencing the Creation of a Positive Climate in Natural Science Lessons from the Perspective of Pupils. EURASIA Journal of Mathematics, Science and Technology Education, 16(8), em1869.

Helms, R., Bosua, R., & Hislop, D., (2018). Knowledge Management in Organisations: A Critical Introduction, Oxford University Press

Karbasi, S., & Samani, S. (2016). Psychometric properties of teacher self-efficacy scale. Procedia-Social and Behavioral Sciences, 217, 618-621.‏

Li, T. (2012). Using Microblogging for the PKM in the Web2.0 Environment. In Emerging Computation and Information Technologies for Education (pp. 519-526). Springer, Berlin, Heidelberg.

Li, X., Bergin, C., & Olsen, A. A. (2022). Positive teacher-student relationships may lead to better teaching. Learning and Instruction, 101581.

‏ McCall, H., Arnold, V., Sutton, S.G. (2008). Use of Knowledge Managerent Systems and the Impact of the Acquistion of Explicit knowledge. Journal of Information Systems, 22(2), 77- 101.

Ode, E., & Ayavoo, R. (2020). The mediating role of knowledge application in the relationship between knowledge management practices and firm innovation. Journal of Innovation & Knowledge, 5(3), 210-218.‏

Rogers, P.& Martin, C. (2017). The Role of Inverted Classrooms in Enhancing the Experiential Learning Experience. Paper Presented at the 2017 Confrance for Industry and Education Collaboration, American Society for Engineering Eduation. USA

Shamizanjani, M., Naeini, S. M., & Nouri, M. (2014). Knowledge management mechanisms in e-learning environment: A conceptual model. Knowledge Management & E-Learning: An International Journal (KM&EL), 5(4), 468-491.‏

Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.‏

Toktarova, V. (2015). Pedagogical Management of Learning Activities of Students in the Electronic Educational Environment of the University: A Differentiated Approach. International Education Studies, 8(5), 205-212. Retrieved from https://files.eric.ed.gov/fulltext/EJ1060925.pdf

Touré, C., Michel, C., & Marty, J. C. (2016). Re-designing knowledge management systems: Towards user-centred design methods integrating information architecture. arXiv preprint arXiv:1601.08032, 1-8.‏

Turner, K., & Theilking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960

Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today's Classrooms. Critical Questions in Education, 10(2), 107-119.‏