Vol. 9 No. 2 (2022)

Efficiency Determinants of Educational Wastage Programs

Hanadi Alrashdan
Faculty of Education, Jadara University, Jordan.
Hadi Rashed Al Ajmi
Educational Management, Saudi Arab Open University, Saudi Arabia.
Mo’en Salman Alnasraween
Measurement and Evaluation Division, Faculty of Education and Psychological Sciences, Amman Arab University, Jordan.
Sawsan Karra
Faculty of Education, Ministry of Education, Palestine.

Published 2022-05-27

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  • Educational wastage, COVID-19, Recovery educational programs, Efficiency, Teachers, Time management.

How to Cite

Alrashdan, H. ., Al Ajmi, H. R. ., Alnasraween, M. S. ., & Karra, S. (2022). Efficiency Determinants of Educational Wastage Programs . Journal of Education and E-Learning Research, 9(2), 79–86. https://doi.org/10.20448/jeelr.v9i2.3951


COVID-19 pandemic lockdowns converted traditional face-to-face teaching practices to online processes, resulting in thousands of students losing out on accessibility to education. The educational wastage program was introduced to enable students to recover their abilities and to improve their skills. The objective of this research is to study the determinants of such programs, including the inputs and the outputs. The teachers who participated in this program formed the population of this study; the random sample included 1500 teachers, both males and females. The collected questionnaire responses were downloaded into the SPSS software. The results show that time management is the most important factor that affects output of the recovery programs in educational wastage. The second factor that affects output of the recovery programs is the subjects introduced. Teachers’ participation in formulating such recovery programs is considered very important to improve output. The study recommends the participation of teachers in formulating recovery programs.


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