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Perspective of Teachers and Parents on Darsak Platform in Achieving the Educational Outcomes for Kindergarteners

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Title: Perspective of Teachers and Parents on Darsak Platform in Achieving the Educational Outcomes for Kindergarteners
Language: English
Authors: Musab Al-Laimoun, Issa Alkinj
Source: Journal of Education and Learning. 2025 14(6):145-156.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Teacher Attitudes, Parent Attitudes, Program Effectiveness, Electronic Learning, Technology Uses in Education, Kindergarten, Gender Differences, Age Differences, Foreign Countries, Distance Education, Teaching Experience, Educational Attainment
Geographic Terms: Jordan
ISSN: 1927-5250
1927-5269
Abstract: Limited research has examined the perspectives of teachers and parents on the effectiveness of e-learning platforms in achieving educational outcomes for kindergarteners. This study sought to evaluate the views of teachers and parents regarding the effectiveness of the Darsak platform in supporting educational outcomes in kindergarten settings. A descriptive-analytical approach was adopted, involving 133 participants from Al-Karak Province, including 43 teachers and 90 parents. Data were collected through custom-designed questionnaires comprising: the Teachers' Perspective Questionnaire and the Parents' Perspective Questionnaire. The findings revealed that teachers and parents generally had unfavorable perceptions of the platform's effectiveness in improving educational outcomes for kindergarteners, with parents reporting a mean score of 1.62 (SD = 0.68) and teachers reporting a mean score of 1.92 (SD = 0.73). Additionally, no significant differences ([alpha] = 0.05) in perspectives were observed based on gender, academic qualifications, age, or years of experience. Based on the study's findings, it is recommended that training programs be provided for teachers and parents to enhance their proficiency in using online platforms. Measures such as offering free devices and internet access for low-income families, improving platform quality to align with educational needs, and addressing teachers' financial challenges to boost job satisfaction are also suggested. Further research is encouraged to explore the perspectives of teachers and parents across all Jordanian kindergartens for more comprehensive results. Future studies should also consider additional variables, such as family size, access to electronic devices, and internet connectivity, to gain deeper insights into this issue.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487265
Database: ERIC
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  Data: Perspective of Teachers and Parents on Darsak Platform in Achieving the Educational Outcomes for Kindergarteners
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  Data: <searchLink fieldCode="AR" term="%22Musab+Al-Laimoun%22">Musab Al-Laimoun</searchLink><br /><searchLink fieldCode="AR" term="%22Issa+Alkinj%22">Issa Alkinj</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2025 14(6):145-156.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
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  Data: 1927-5250<br />1927-5269
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Limited research has examined the perspectives of teachers and parents on the effectiveness of e-learning platforms in achieving educational outcomes for kindergarteners. This study sought to evaluate the views of teachers and parents regarding the effectiveness of the Darsak platform in supporting educational outcomes in kindergarten settings. A descriptive-analytical approach was adopted, involving 133 participants from Al-Karak Province, including 43 teachers and 90 parents. Data were collected through custom-designed questionnaires comprising: the Teachers' Perspective Questionnaire and the Parents' Perspective Questionnaire. The findings revealed that teachers and parents generally had unfavorable perceptions of the platform's effectiveness in improving educational outcomes for kindergarteners, with parents reporting a mean score of 1.62 (SD = 0.68) and teachers reporting a mean score of 1.92 (SD = 0.73). Additionally, no significant differences ([alpha] = 0.05) in perspectives were observed based on gender, academic qualifications, age, or years of experience. Based on the study's findings, it is recommended that training programs be provided for teachers and parents to enhance their proficiency in using online platforms. Measures such as offering free devices and internet access for low-income families, improving platform quality to align with educational needs, and addressing teachers' financial challenges to boost job satisfaction are also suggested. Further research is encouraged to explore the perspectives of teachers and parents across all Jordanian kindergartens for more comprehensive results. Future studies should also consider additional variables, such as family size, access to electronic devices, and internet connectivity, to gain deeper insights into this issue.
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  Data: EJ1487265
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 145
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: Perspective of Teachers and Parents on Darsak Platform in Achieving the Educational Outcomes for Kindergarteners
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              Y: 2025
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