Mohamed A Shahat
Biographic Data
| ID | 5167559 |
|---|---|
| NAME | Mohamed A Shahat |
| GIVEN NAMES | Mohamed A |
| FAMILY NAME | Shahat |
| SIGNATURE | SHAHAT M A |
| AFFILIATIONS | Sultan Qaboos University |
| ORCID | 0000-0002-9637-8192 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Generative Learning and Student Motivation in Middle-School Science
The present study examined whether seventh-grade female students in Oman who were taught through the generative learning model showed higher posttest science achievement and motivation to learn science than students who received regular instruction. The study used a pretest-posttest quasi-experimental design with non-equivalent groups. There were 56 student participants, with 28 in the experimental group and 28 in the control group. The experimen…
Fostering entrepreneurial mindsets and future skills
Integrating entrepreneurial thinking into secondary education
The Effect of the Pentagram Strategy on Developing Reflective Thinking Among Seventh-Grade Female Students
Objectives: This study aimed to investigate the effect of using the Pentagram Strategy on developing reflective thinking among seventh-grade female students in the Sultanate of Oman. The study responds to the growing need to enhance higher-order thinking skills and to implement modern teaching methods that promote interaction and reflection on scientific content and classroom practices. Methodology: The study adopted a quasi-experimental design w…
Exploring differences in early academic self-efficacy
Enhancing middle school science education
This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded i…
Science teachers’ perceptions and classroom implementation of the argument-driven inquiry (ADI) model in primary education
The present study explored the perceptions, implementation, and challenges associated with the Argument-Driven Inquiry (ADI) model among science teachers in cycle two schools in a Middle Eastern country. Adopting a convergent parallel mixed-methods design, the research utilised three instruments: a questionnaire administered to 116 teachers to assess perceptions; a classroom observation checklist applied to 7 teachers to evaluate ADI implementati…
Rasch analysis in developing a questionnaire to measure self-efficacy beliefs of Omani preservice science teachers for teaching through engineering design
This research focuses on the recent efforts to improve STEM skills among future science educators in Oman. It details the development and application of a questionnaire aimed at evaluating self-efficacy in teaching science through engineering design. A survey was given to 326 aspiring science teachers to gauge their views on incorporating engineering design in science education. A quantitative methodology was used, with Rasch analysis used in the…
Level of including the fields of Science, Technology, Engineering, Art, and Mathematics (STEAM) in the Omani Science Curricula content for Grades 5-8
This study aimed to determine the level of including the fields of Science, Technology, Engineering, Art, and Mathematics (STEAM) in the Omani science curricula content for Grades 5-8. To achieve the objectives of the study, a content analysis card was prepared by using the educational literature of previous studies and research. It consisted of six main areas with (34) indicators. To ensure the content analysis card's validity, it was presented …
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Introduction School closures during the Covid-19 pandemic hit educational systems worldwide, forcing teachers to switch to digital learning settings. The presented study aims to (a) adapt and evaluate scales on instructional quality in digital settings, (b) describe instructional quality during the pandemic, and (c) to identify predictive teacher competences. Method Data was assessed in a cross-sectional design via an online questionnaire conduct…
Science Teachers' Perceptions of Social-Emotional Learning
The study aimed to identify science teachers' perceptions of social-emotional learning. A descriptive approach using quantitative methodology was followed, and a nationally representative sample of male and female science teachers (n = 1034) was used. A questionnaire was designed and used for data collection. The results revealed that science teachers have negative perceptions of emotional-social learning. Statistically significant differences we…
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Science Teachers' Perceptions of Social-Emotional Learning
The study aimed to identify science teachers' perceptions of social-emotional learning. A descriptive approach using quantitative methodology was followed, and a nationally representative sample of male and female science teachers (n = 1034) was used. A questionnaire was designed and used for data collection. The results revealed that science teachers have negative perceptions of emotional-social learning. Statistically significant differences we…
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Introduction School closures during the Covid-19 pandemic hit educational systems worldwide, forcing teachers to switch to digital learning settings. The presented study aims to (a) adapt and evaluate scales on instructional quality in digital settings, (b) describe instructional quality during the pandemic, and (c) to identify predictive teacher competences. Method Data was assessed in a cross-sectional design via an online questionnaire conduct…
Rasch analysis in developing a questionnaire to measure self-efficacy beliefs of Omani preservice science teachers for teaching through engineering design
This research focuses on the recent efforts to improve STEM skills among future science educators in Oman. It details the development and application of a questionnaire aimed at evaluating self-efficacy in teaching science through engineering design. A survey was given to 326 aspiring science teachers to gauge their views on incorporating engineering design in science education. A quantitative methodology was used, with Rasch analysis used in the…
Level of including the fields of Science, Technology, Engineering, Art, and Mathematics (STEAM) in the Omani Science Curricula content for Grades 5-8
This study aimed to determine the level of including the fields of Science, Technology, Engineering, Art, and Mathematics (STEAM) in the Omani science curricula content for Grades 5-8. To achieve the objectives of the study, a content analysis card was prepared by using the educational literature of previous studies and research. It consisted of six main areas with (34) indicators. To ensure the content analysis card's validity, it was presented …
Exploring differences in early academic self-efficacy
Enhancing middle school science education
This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded i…
Science teachers’ perceptions and classroom implementation of the argument-driven inquiry (ADI) model in primary education
The present study explored the perceptions, implementation, and challenges associated with the Argument-Driven Inquiry (ADI) model among science teachers in cycle two schools in a Middle Eastern country. Adopting a convergent parallel mixed-methods design, the research utilised three instruments: a questionnaire administered to 116 teachers to assess perceptions; a classroom observation checklist applied to 7 teachers to evaluate ADI implementati…
Generative Learning and Student Motivation in Middle-School Science
The present study examined whether seventh-grade female students in Oman who were taught through the generative learning model showed higher posttest science achievement and motivation to learn science than students who received regular instruction. The study used a pretest-posttest quasi-experimental design with non-equivalent groups. There were 56 student participants, with 28 in the experimental group and 28 in the control group. The experimen…
Fostering entrepreneurial mindsets and future skills
Integrating entrepreneurial thinking into secondary education
The Effect of the Pentagram Strategy on Developing Reflective Thinking Among Seventh-Grade Female Students
Objectives: This study aimed to investigate the effect of using the Pentagram Strategy on developing reflective thinking among seventh-grade female students in the Sultanate of Oman. The study responds to the growing need to enhance higher-order thinking skills and to implement modern teaching methods that promote interaction and reflection on scientific content and classroom practices. Methodology: The study adopted a quasi-experimental design w…
Psychology (6 works) · Education and Critical Thinking Development (5 works) · Mathematics education (5 works) · Curriculum (4 works) · Medical education (4 works) · Medicine (4 works) · Sociology (3 works) · Cognition (2 works) · Creativity (2 works) · Creativity in Education and Neuroscience (2 works)