Artificial Intelligence Techniques for Early Autism Detection in Toddlers: A Comparative Analysis

The present study investigated the impact of a disability awareness program on the attitudes of university students at Al-Ahliyya Amman University towards people with disabilities. The study employed a randomized, two-group, pre- and post-test design. A total of 60 university students were randomly allocated to either the experimental or control group. The results of a survey showed that those in the experimental group, in comparison with the control group, exhibited a statistically significant increase in the favorability of their attitudes towards people with disabilities following the implementation of the program. Based on the results of this study, we recommend implementing disability awareness programs inside universities and subsequently evaluating their effectiveness in enhancing student attitudes and interactions with people with disabilities, which in turn could lead to a more inclusive society and improve the quality of life for people with disabilities by reducing social barriers and fostering greater understanding and acceptance. The limitations of this study include its restriction to a single university setting and its utilization of a rather small sample size. The study did not assess the long-term effects of the disability awareness program.

خلفية الدراسة ومشكلتها: يُعد مجال ترجمة لغة الإشارة للصم من أكثر المجالات غموضًا لقلّة الدراسات وانحصار المعلومات الوصفية الكاملة الأهداف: هدفَ البحث الحالي التعرف على مستوى الاحتراق النفسي لدى مترجمي لغة الإشارة في الأردن وعلاقته بمفهوم الذات والخبرة الطرق المستخدمة: اعتمد الباحثان المنهج الوصفي الارتباطي، وتمّ استخدام مقياس ماسلاش لقياس مستوى الاحتراق النفسي، ومقياس تينيسي لقياس مستوى مفهوم الذات، وبعد تطبيق الأدوات وجمع المعلومات، وباستخدام الأساليب الإحصائية المناسبة النتائج: تم التوصل إلى النتائج الآتية: 1 - إنّ مستوى الاحتراق النفسي الكلي كان بمستوى متوسط. 2 - إنّ مستوى مفهوم الذات الكلي كان بمستوى مرتفع. 3 - توجد فروق دالّة إحصائيًا لمستوى الاحتراق النفسي تبعًا لمتغير عدد سنوات الخبرة، إذ إنّ الاحتراق النفسي يزيد مع التقدم بالخبرة. 4 - توجد علاقة عكسية سالبة دالّة إحصائيًا بين الاحتراق النفسي الكلي ومفهوم الذات الكلي، إذ يتدنى مفهوم الذات مع ازدياد مستوى الاحتراق النفسي الاستنتاجات (التوصيات والمساهمة): أوصى البحث بإجراء دراسات نوعية لمتغير الاحتراق النفسي والعمل على تطوير مترجم لغة...

Purpose: This research investigated variations in epistemological belief (EB) based on levels of academic achievement (excellent, very good and good). Design/Methodology/Approach: The study sample comprised 319 university students from the University of Jordan and Al-Ahliyya Amman University across various majors with different levels of academic achievement based on their grade point average (GPA). Epistemological beliefs (EB) were evaluated using the epistemological belief scale. Findings: The findings from the one-way analysis of variance indicated statistically significant differences in epistemological belief across academic levels favoring the excellent level over the very good and good levels in each dimension such as speed of learning, the structure of knowledge and ability to learn. However, no statistically significant variances were observed between students at the very good and good levels across any of the dimensions of epistemological belief. Conclusion: The study concludes that students excelling academically tend to exhibit more advanced EB compared to their very good and good counterparts. Practical Implications: These findings suggest that teachers may need to adapt their instructional strategies to the diverse epistemological beliefs of students with different academic achievement levels. This could involve providing more challenging learning experiences for excellent students while offering additional support and scaffolding for other students. Contribution to the Literature: This study contributes to the existing body of research on epistemological beliefs by providing new insights into the relationship between EB and academic achievement levels. These findings have implications for understanding how students' beliefs about knowledge and learning influence their academic performance.