{"id":{"repo_id":"unr","oai_identifier":"oai:scholarwolf.unr.edu:11714/11385"},"canonical_url":"https://search.dev.ndltd.org/etd/unr/oai:scholarwolf.unr.edu:11714/11385","repository":{"repo_id":"unr","name":"University of Nevada - Reno","base_url":"https://scholarwolf.unr.edu/server/oai/request"},"display":{"title":"Accomplishing Education Vision 2030: An ICT-based Constructivist Approach to Enhance Content Knowledge and Learning Attitudes of Saudi Arabian High School Students","abstract":"This study investigates the impact of an ICT-based constructivist teaching approach on content knowledge and learning attitudes among Saudi Arabian high school students. Traditional teaching methods often rely on teacher-centered instruction, which may limit student engagement, motivation, and critical thinking skills. The research aims to address challenges in traditional education methods, focusing on enhancing student engagement, motivation, and critical thinking skills. Using the 7E's Model of Constructivism (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend), the experimental group received ICT-integrated lessons, while the control group continued with traditional teaching methods. The participants, high school students aged 15 to 18, were assessed using pre-test/post-test measures to evaluate their content knowledge and Technology Acceptance Model (TAM) questionnaires to gauge their learning attitudes. Findings revealed a significant improvement in both content knowledge and learning attitudes among students exposed to the constructivist approach, compared to those in the control group. These results highlight the effectiveness of the 7E's Model in fostering active learning and promoting collaborative problem-solving. The study underscores the teacher's crucial role in guiding ICT-integrated constructivist practices and provides evidence-based recommendations for incorporating such methods into Saudi education. This aligns with the nation's Vision 2030 objectives to enhance educational outcomes through innovative approaches.","abstract_html":"This study investigates the impact of an ICT-based constructivist teaching approach on content knowledge and learning attitudes among Saudi Arabian high school students. Traditional teaching methods often rely on teacher-centered instruction, which may limit student engagement, motivation, and critical thinking skills. The research aims to address challenges in traditional education methods, focusing on enhancing student engagement, motivation, and critical thinking skills. Using the 7E's Model of Constructivism (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend), the experimental group received ICT-integrated lessons, while the control group continued with traditional teaching methods. The participants, high school students aged 15 to 18, were assessed using pre-test/post-test measures to evaluate their content knowledge and Technology Acceptance Model (TAM) questionnaires to gauge their learning attitudes. Findings revealed a significant improvement in both content knowledge and learning attitudes among students exposed to the constructivist approach, compared to those in the control group. These results highlight the effectiveness of the 7E's Model in fostering active learning and promoting collaborative problem-solving. The study underscores the teacher's crucial role in guiding ICT-integrated constructivist practices and provides evidence-based recommendations for incorporating such methods into Saudi education. This aligns with the nation's Vision 2030 objectives to enhance educational outcomes through innovative approaches.","abstract_has_math":false,"creators":["Alhazani, Hayaa"],"institution":null,"degree_name":null,"degree_level":"Doctorate Degree","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Chen, Li-Ting LC"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T21:47:36Z","subjects":["Computer Science Education","Design","Information technology","Mathematics Education"],"languages":["en_US","English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarwolf.unr.edu/handle/11714/11385","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Chen, Li-Ting LC"]},{"key":"dc:creator","label":"Author","values":["Alhazani, Hayaa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-02T18:32:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-02T18:32:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctorate Degree"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer Science Education","Design","Information technology","Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://scholarwolf.unr.edu/handle/11714/11385"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates the impact of an ICT-based constructivist teaching approach on content knowledge and learning attitudes among Saudi Arabian high school students. Traditional teaching methods often rely on teacher-centered instruction, which may limit student engagement, motivation, and critical thinking skills. The research aims to address challenges in traditional education methods, focusing on enhancing student engagement, motivation, and critical thinking skills. Using the 7E's Model of Constructivism (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend), the experimental group received ICT-integrated lessons, while the control group continued with traditional teaching methods. The participants, high school students aged 15 to 18, were assessed using pre-test/post-test measures to evaluate their content knowledge and Technology Acceptance Model (TAM) questionnaires to gauge their learning attitudes. Findings revealed a significant improvement in both content knowledge and learning attitudes among students exposed to the constructivist approach, compared to those in the control group. These results highlight the effectiveness of the 7E's Model in fostering active learning and promoting collaborative problem-solving. The study underscores the teacher's crucial role in guiding ICT-integrated constructivist practices and provides evidence-based recommendations for incorporating such methods into Saudi education. This aligns with the nation's Vision 2030 objectives to enhance educational outcomes through innovative approaches."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Accomplishing Education Vision 2030: An ICT-based Constructivist Approach to Enhance Content Knowledge and Learning Attitudes of Saudi Arabian High School Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Chen, Li-Ting LC"],"dc:creator":["Alhazani, Hayaa"],"dc:date.accessioned":["2025-07-02T18:32:49Z"],"dc:date.available":["2025-07-02T18:32:49Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This study investigates the impact of an ICT-based constructivist teaching approach on content knowledge and learning attitudes among Saudi Arabian high school students. Traditional teaching methods often rely on teacher-centered instruction, which may limit student engagement, motivation, and critical thinking skills. The research aims to address challenges in traditional education methods, focusing on enhancing student engagement, motivation, and critical thinking skills. Using the 7E's Model of Constructivism (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend), the experimental group received ICT-integrated lessons, while the control group continued with traditional teaching methods. The participants, high school students aged 15 to 18, were assessed using pre-test/post-test measures to evaluate their content knowledge and Technology Acceptance Model (TAM) questionnaires to gauge their learning attitudes. Findings revealed a significant improvement in both content knowledge and learning attitudes among students exposed to the constructivist approach, compared to those in the control group. These results highlight the effectiveness of the 7E's Model in fostering active learning and promoting collaborative problem-solving. The study underscores the teacher's crucial role in guiding ICT-integrated constructivist practices and provides evidence-based recommendations for incorporating such methods into Saudi education. This aligns with the nation's Vision 2030 objectives to enhance educational outcomes through innovative approaches."],"dc:format":["PDF"],"dc:identifier.uri":["https://scholarwolf.unr.edu/handle/11714/11385"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:subject":["Computer Science Education","Design","Information technology","Mathematics Education"],"dc:title":["Accomplishing Education Vision 2030: An ICT-based Constructivist Approach to Enhance Content Knowledge and Learning Attitudes of Saudi Arabian High School Students"],"dc:type":["Dissertation"],"thesis:degree_level":["Doctorate Degree"]},"updated_at":"2026-07-27T21:47:36Z"}