Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768398
Title: Can Digital Mind Mapping with Collaborative Learning enhance learning in Saudi primary schools?
Author: Al-Wazzan, Mona Saleh I.
ISNI:       0000 0004 7653 9643
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2019
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Abstract:
Much recent educational research has focused on teaching and learning in the classroom and the role of technology as a means of support for the educational process. The central focus of this study is promotion of Digital Mind Mapping with Collaborative Learning in Islamic Education in primary school classroom in Saudi Arabia. This study enquires into the extent to which Digital Mind Mapping, when used in conjunction with Collaborative Learning, can currently be applied to improve academic achievement in Islamic Education in primary schools in Saudi Arabia. This study looks for evidence on these questions through a research project using mixed qualitative and quantitative methods. The research itself consists of interviews with teachers and students at primary schools in Qassim, Kingdom of Saudi Arabia, together with direct observation of their classrooms, and pre- and post-tests. The conclusions of this research point at various features and educational abilities that influence the effectiveness of using Digital Mind Mapping supported by Collaborative Learning as an educational aid. These features and educational abilities appear to have led to improved academic achievement among students. The research also revealed several obstacles faced by teachers and students in their efforts to integrate Digital Mind Mapping supported by collaborative methods of learning into their classrooms. This study sets forth the importance of changing educational practices in the teaching of Islamic Education and the extent to which this method can improve these practices.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768398  DOI: Not available
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