Vol 7 No 3 (2020)
Articles

Effects of a Training Module on Omani Teachers' Awareness of Gifted Students with Learning Disabilities

Sumaia S. Al-Mamari
Ministry of Education, Sultanate of Oman.
Suhail M. Al-Zoubi
Department of Psychology, Sultan Qaboos University, Sultanate of Oman.
Bakkar S. Bakkar
Department of Psychology, Sultan Qaboos University, Sultanate of Oman.
Khawla H. Al-Mamari
Department of Psychology, Sultan Qaboos University, Sultanate of Oman.
Published July 25, 2020
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108 Views | 37 Downloads
Keywords
  • GSLD, knowledge awareness, module, Omani teachers, Personal awareness, Skill awareness, Training program.
Citations
How to Cite
Al-Mamari, S. S., Al-Zoubi, S. M., Bakkar, B. S., & Al-Mamari, K. H. (2020). Effects of a Training Module on Omani Teachers’ Awareness of Gifted Students with Learning Disabilities. Journal of Education and E-Learning Research, 7(3), 300-305. https://doi.org/10.20448/journal.509.2020.73.300.305

Abstract

The COVID-19 pandemic has led to the use of online and e-learning in Omani general and higher education institutions. Consequently, the pandemic imposed contemporary technological challenges when considering training programs for Omani teachers. This research seeks to record proactive steps, at the Omani and Arab levels, to examine the effectiveness of online, in-service teacher training programs. In addition, this research seeks to explore the effects of online training modules on teachers' knowledge of Gifted Students with Learning Disabilities (GSLD). In other words, the research aims to examine the effects of a training module on Omani teachers’ awareness of GSLD. According to a convenience sampling method, a total of 60 Omani teachers participated in the research. Participants were teachers of students with Learning Disabilities (LD) at the resource room program in the Muscat Governate, in the Sultanate of Oman. They were distributed equally into two groups: control (n=30), and experimental (n=30). Following the development of a Self-Awareness Scale (SAS) and the training program module, the SAS was administered to both groups as a pre-test and a post-test. The teachers in the experimental group received a two-week online training module to improve their awareness of GSLD. Results indicated that there were significant differences in the post-test of the SAS in favor of teachers in the experimental group.

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