Technological and Technical Skills of the Teaching Faculty Members in Balqa Applied University / Jordan - In the Light of Comprehensive Quality Standards from the Viewpoint of a Number of Colleges Students
Bibliographic record
Abstract
The aim of this study is to determine the reality of the practices of the faculty members of teaching skills in light of comprehensive quality standards from the viewpoint of Balqa applied University College students. To achieve the objective of the study the researcher designed a questionnaire included four axes on quality standards in teaching. The study found out that the teachers of these colleges have skills associated with qualities of teaching methods, strategies, teaching methods, techniques, interaction, communication and the evaluation. But they’re poor if some special skills like the inability to diversify in the initialization methods to lecture in various ways, to motivate students to learn, does not possesses the ability to provide feedback to students answers, does not support scientific and creative thinking. Never use modern teaching methods and techniques in the best way, and does not emphasize the student use of computers outside the classroom in organizing their daily duties and perform scientific tasks and scientific research. The study recommended the teachers of Applied University of Balqa colleges to increase the attention to skills associated with teaching methods and strategies, teaching methods and techniques, interaction and communication, and evaluation. Particular as regards to diversification in the initialization methods for lecture using the different available methods to stimulating students learning, such as using stories, realistic problems, current events, PowerPoint, scientific demonstration, and to develop their abilities in providing feedback to students answers and support their skills in scientific, creative and critic thinking and to use modern teaching methods and techniques, and the use of student computers outside the classroom in organizing their daily duties and perform scientific tasks and scientific research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".