The Role of Religious Institutions, Electronic Games, Books, and Educational Stories in the Development of the Child’s Culture from the Perspective of Jordanian Mothers According to Some Variables
Bibliographic record
Abstract
The purpose of this study is to investigate the role of religious institutions, electronic games, books and educational stories in the development of the child’s culture from the perspective of some of Jordanian mothers in Al Karak Governorate, and to achieve the objective of the study a questionnaire was build, it consisted of (33) items divided into (3) dimensions. The study sample consisted of 175 mothers; “Kruskal Walls test” was used to know the significance of differences in the responses of the study sample. The study reached some results, most notably a good impact of electronic games on the culture of the child with a mean of (2.76) this came in the first rank, in the second rank came the impact books and educational stories, with a mean of (2.61) the impact of religious institutions (houses of worship) was in third rank with a mean of (2.32).Results also show a statistically significant differences at the significance level (α=0.05) in the views of mothers due to the educational level of the mother and in favor of (university and above), and there was also a positive role for books and educational stories attributed to the higher level of education, there were also no statistically significant differences at the significance level (α=0.05) in the views of mothers attributed the economic level of the family.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".