The Impact of Employing E-Learning on the Level of Reading Comprehension Basic Stage Students from the Perspective of Their Teachers in Amman
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| Title: | The Impact of Employing E-Learning on the Level of Reading Comprehension Basic Stage Students from the Perspective of Their Teachers in Amman |
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| Language: | English |
| Authors: | Issa Alhasanat (ORCID |
| Source: | Educational Process: International Journal. Article e2025533 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Reading Comprehension, Teacher Attitudes, Women Faculty, Influence of Technology, Electronic Learning, Educational Background, Teaching Experience, Reading Instruction, Technology Uses in Education, Educational Technology |
| Geographic Terms: | Jordan |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The main objective of this research is to investigate the impact of employing e-learning on the level of reading comprehension among basic stage students from the perspective of their female teachers in Amman. It also sought to determine whether there were statistically significant differences in these perceptions attributable to academic qualification or years of experience. Materials/methods: To achieve the study's objectives, the descriptive-analytical approach was adopted. The researcher developed an instrument consisting of 30 items to measure the impact of technological advancements on the level of reading comprehension among basic stage students from their teachers' perspectives. The instrument's validity and reliability were confirmed. The study sample consisted of 270 female teachers. Results: The study concluded that the perceived impact of employing e-learning on students' reading comprehension was high. The results also indicated no statistically significant differences in perceptions based on academic qualification, while statistically significant differences were found based on years of experience, in favor of teachers with less than four years of experience. Conclusion: The study highlights the impact of employing e-Learning on the level of reading Comprehension Among Basic Stage Students from the Perspective of Their Female Teachers in Amman. No differences were found based on academic qualifications, whereas differences were observed based on years of experience. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488987 |
| Database: | ERIC |
| Abstract: | Background/purpose: The main objective of this research is to investigate the impact of employing e-learning on the level of reading comprehension among basic stage students from the perspective of their female teachers in Amman. It also sought to determine whether there were statistically significant differences in these perceptions attributable to academic qualification or years of experience. Materials/methods: To achieve the study's objectives, the descriptive-analytical approach was adopted. The researcher developed an instrument consisting of 30 items to measure the impact of technological advancements on the level of reading comprehension among basic stage students from their teachers' perspectives. The instrument's validity and reliability were confirmed. The study sample consisted of 270 female teachers. Results: The study concluded that the perceived impact of employing e-learning on students' reading comprehension was high. The results also indicated no statistically significant differences in perceptions based on academic qualification, while statistically significant differences were found based on years of experience, in favor of teachers with less than four years of experience. Conclusion: The study highlights the impact of employing e-Learning on the level of reading Comprehension Among Basic Stage Students from the Perspective of Their Female Teachers in Amman. No differences were found based on academic qualifications, whereas differences were observed based on years of experience. |
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| ISSN: | 2147-0901 2564-8020 |
