Mobile applications for learning management systems (LMS) are becoming extremely common in higher education institutions, with student satisfaction (SS) being crucial for their adoption and effectiveness. This study addresses the gap in understanding factors influencing SS with LMS mobile applications by employing structural equation modeling (SEM) based on the technology acceptance model (TAM). Quantitative study was adopted in this study, involving 475 undergraduate students. The findings of the study revealed that students’ satisfaction with mobile applications for LMS is significantly and positively influenced by external factors (mobile application self-efficacy, content quality, and enjoyment), as well as perceived ease of use and perceived usefulness. The results provide practical insights for decision-makers, professionals, and developers in higher educational institutes on how to effectively implement e-learning systems using mobile applications.

This study compares the efficacy of traditional learning to blended learning, which combines in-person instruction with online learning, in terms of academic performance and selfefficacy. The two main goals of the study are to determine whether there are any significant differences in post-general self-efficacy (GSE) scores between the experimental group (EXP. G.), which participated in blended learning, and the control group (CON. G.), which only received traditional instruction, and to investigate the connection between self-efficacy scores and grade point average (GPA). The study measured self-efficacy with a pre- and post-GSE scale, evaluated academic performance using a GPA analysis, and used a quasi-experimental design with non-equivalent comparison groups. The findings showed that, in comparison to traditional learning, blended learning significantly increased students’ self-efficacy. Additionally, a positive correlation between self-efficacy levels and GPA was found, suggesting that greater self-assurance was linked to better academic performance. These results offer compelling proof of how blended learning can improve academic outcomes and foster self-efficacy. Because of its potential to enhance student learning experiences and promote academic achievement, blended learning is strongly advocated in educational settings, according to the study. Blended learning provides exceptional opportunities to engage and motivate students, ultimately resulting in improved learning outcomes. It does this by fusing conventional faceto- face instruction with online educational strategies.

The study aimed to build a reference-based test in general physics for tenth grade (British Curriculum), based on IRT using the three-parameter logistic model. The sample consisted of (700) students, who were selected randomly by method. A test was constructed to achieve the objectives of the study. The number of items in the initial form reached (85) items, The characteristics of the test were verified through various methods of validity and reliability, in addition to the characteristics of the items considering CCT and the IRT. The results related to the characteristics of the test and the items showed that the test has good psychometric characteristics, which indicates its suitability for detecting students’ achievement in Physics, as the reliability value by the Carver method was (0.90) and by the Kappa method (0.74). The cut-off score for the test was (22.8), and when the test was matched according to the item response theory models, it was found that (40) items matched the model. The study ended with a set of recommendations.

The study aimed to build a reference-based test in general physics for tenth grade (British Curriculum), based on IRT using the three-parameter logistic model. The sample consisted of (700) students, who were selected randomly by method. A test was constructed to achieve the objectives of the study. The number of items in the initial form reached (85) items, The characteristics of the test were verified through various methods of validity and reliability, in addition to the characteristics of the items considering CCT and the IRT. The results related to the characteristics of the test and the items showed that the test has good psychometric characteristics, which indicates its suitability for detecting students’ achievement in Physics, as the reliability value by the Carver method was (0.90) and by the Kappa method (0.74). The cut-off score for the test was (22.8), and when the test was matched according to the item response theory models, it was found that (40) items matched the model. The study ended with a set of recommendations.

The current study aimed to identify the types of parametric and non-parametric statistical treatments used in educational theses and dissertations at the University of Jordan during the period 2010-2020. And disclosure of degree Researchers consider their assumptions, and form the population of study of all educational theses and dissertations in which statistical treatments were used in faculty of educational sciences at the university of Jordan during the period 2010-2020, and randomly selected a sample of 110 theses and dissertations distributed as follows: 60 master’s theses, and 50 PhD dissertations, considering the different academic departments. The researchers concluded that the most commonly used methods were means, standard deviations, and analysis of variance (one-way ANOVA, two-way ANOVA). And that there were many statistical methods that have not been used such as canonical, cluster, logistical, and discriminant analysis. The results that were verifying the assumptions of statistical analysis methods before using them were very few, or they were not mentioned.

الأهداف: هدفت هذه الدراسة إلى الكشف عن مستوى التعلم الاجتماعي-الانفعالي والسلوك الاجتماعي الإيجابي لدى طلبة المدارس الثانوية في مدينة عمّان والعلاقة بينهما. المنهجية: تم استخدام المنهج الوصفي الارتباطي باختيار عينة الدراسة بالطريقة العشوائية العنقودية من طلبة المدارس الثانوية، حيث بلغ حجمها (500) طالب وطالبة، توزعت على عدة مدارس ثانوية للجنسين. ومن أجل تحقيق أهداف الدراسة تم استخدام مقياس التعلم الاجتماعي-الانفعالي الذي يتكون من 23 فقرة، ومقياس السلوك الاجتماعي الإيجابي، ويتكون من 23 فقرة، وترجمتهما من اللغة الإنجليزية إلى العربية، والتحقق من خصائصهما السيكومترية، وتطبيقهما على أفراد العينة. النتائج: أشارت نتائج الدراسة إلى أن مستوى التعلم الاجتماعي-الانفعالي جاء بتقدير مرتفع، كما كان تقدير السلوك الاجتماعي الإيجابي متوسطاً، كما كان هناك علاقة ارتباطية متوسطة بين التعلم الاجتماعي-الانفعالي والسلوك الاجتماعي الإيجابي، وتبين إمكانية التنبؤ بالسلوك الاجتماعي الإيجابي بدلالة الكفاءات الفرعية للتعلم الاجتماعي-الانفعالي. الخلاصة: أوصت الدراسة بالاهتمام بتطبيق التعلم...