Published
2022-05-27
Issue
Section
Articles
How to Cite
Efficiency Determinants of Educational Wastage Programs
Hanadi Alrashdan
Faculty of Education, Jadara University, Jordan.
https://orcid.org/0000-0001-8898-3117
Hadi Rashed Al Ajmi
Educational Management, Saudi Arab Open University, Saudi Arabia.
https://orcid.org/0000-0001-5049-1897
Mo’en Salman Alnasraween
Measurement and Evaluation Division, Faculty of Education and Psychological Sciences, Amman Arab University, Jordan.
https://orcid.org/0000-0002-1905-6253
Sawsan Karra
Faculty of Education, Ministry of Education, Palestine.
https://orcid.org/0000-0003-4575-6146
DOI: https://doi.org/10.20448/jeelr.v9i2.3951
Keywords: Educational wastage, COVID-19, Recovery educational programs, Efficiency, Teachers, Time management.
Abstract
COVID-19 pandemic lockdowns converted traditional face-to-face teaching practices to online processes, resulting in thousands of students losing out on accessibility to education. The educational wastage program was introduced to enable students to recover their abilities and to improve their skills. The objective of this research is to study the determinants of such programs, including the inputs and the outputs. The teachers who participated in this program formed the population of this study; the random sample included 1500 teachers, both males and females. The collected questionnaire responses were downloaded into the SPSS software. The results show that time management is the most important factor that affects output of the recovery programs in educational wastage. The second factor that affects output of the recovery programs is the subjects introduced. Teachers’ participation in formulating such recovery programs is considered very important to improve output. The study recommends the participation of teachers in formulating recovery programs.