The Degree of Islamic Education Teachers’ Self-Perceived Proficiency in E-Assessment Standards and Skills
DOI:
https://doi.org/10.33977/0280-014-021-001Keywords:
Keywords: E-Assessment, E-Assessment Standards, E-Assessment Skills, Islamic Education TeachersAbstract
Received:
February 19, 2025
Revised:
March 18, 2025
Accepted:
27/04/2025
*Corresponding Author:Mahmoud Ahmad Mustafa
Email:
Citation:
https://journals.qou.edu/index.php/jropenres
2023©jrresstudy. Graduate Studies & Scientific Research/Al-Quds Open University, Palestine, all rights reserved.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
AbstractObjectives This study aims to investigate the degree of self-perceived proficiency of Islamic Education teachers (IETs) in e-assessment standards and skills. The study involves a sample of 317 male and female IETs selected based on the random cluster method from the three educational stages: elementary, primary, and secondary schools across the Capital Governorate, including 175 male and 142 female participants.
Methods: The study follows the descriptive survey methodology. To achieve the study objectives, a questionnaire is prepared covering two domains and including 35 items.
Results: The study findings show that IETs’ proficiency in the first domain is moderate, scoring 3.58. In the second domain, measuring e-assessment skills, proficiency is also moderate, scoring 3.41. Findings also show that there are no statistically significant differences using (0.05≥ α) based on the study variables of gender and teaching experience in the responses of male and female teachers.
Conclusions: Accordingly, the study recommends broadening teachers’ e-assessment skills. Finally, this study aspires to contribute to e-learning by offering transformative scientific value through identifying and overcoming major challenges and obstacles.
Methods: The study followed the descriptive survey methodology. To achieve the study objectives, a questionnaire was prepared covering two domains: the first contained 18 items measuring IETs’ proficiency in e-assessment standards, and the second included 17 items measuring IETs’ proficiency in e-assessment skills.
Results: The study findings showed that IETs’ proficiency in the first domain was moderate, scoring 3.58. In the second domain, measuring e-assessment skills, proficiency was also moderate, scoring 3.41. Findings also showed that there were no statistically significant differences based on the study variables of gender and teaching experience in the responses of male and female teachers.
Conclusions: Accordingly, the study recommends the following: conducting similar field studies on actual proficiency in e-assessment and related skills for teachers in other disciplines besides Islamic Education; developing and providing customized, inclusive e-assessment programs covering various segments of learners, and broadening teachers’ e-assessment powers. Finally, this study aspires to contribute to e-learning by offering transformative scientific value through identifying and overcoming major challenges and obstacles.
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