The study measured the extent of the implementation of twenty-first-century skills in grade eight... more The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022)(2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% -13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%-23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students' abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.
The study aims to set an image to the mechanisms of the skills of the 21st century in the educati... more The study aims to set an image to the mechanisms of the skills of the 21st century in the educational competencies of the basic education stage. To achieve this aim, a qualitative research design has been adopted in its analytical content analysis way. The study has arrived to the following conclusions: the availability of: the communicative and team work skills with a percentage of 25.9%, linguistic competency with a percentage of 24.6%, the skills of local and global citizenship, creativity, and problem solving with a percentage of 13.6%, critical thinking with a percentage of 10.38%, technological culture with a percentage of 5.8%, pioneerism and initiativeness with a percentage of 10.38%, technological culture with a percentage of 3.8%, leadership and decision making with a percentage of 1.9%, the competencies of mathematics, which is mostly full of skills- with a percentage of 37.5%%, Arabic language with 32.3%, English language with 13.5%, and science with 16.5%. As for the ...
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