This paper sheds light on one of the educational projects that was launched by Ministry of Education (MOE) in Oman in the academic year 2007–2008. The project, which is called the “Cognitive Development Program for Students in Science, Mathematics, and Concepts of Environmental Geography”, was introduced in 741 government schools in response to the low national score in Trends in International Mathematics and Science Study (TIMSS) 2007. Hence, the main aim of the program is to develop the students’ science and mathematics capabilities in order to improve their levels in mathematics and science and to give further emphasis to these skills that form the basis of the rapidly changing world. This paper endeavors to acquaint the Gulf Cooperation Council countries with the nature of this program. It also focuses on the impact this program has on mathematics and science teachers’ and on students’ achievements in mathematics, science, and concepts of environmental geography. To achieve this goal, two questionnaires – one for teachers and the other for students – are conducted to measure the effectiveness of the Cognitive Development Program from teachers’ and students’ perspectives. The results of the questionnaires showed that the program has remarkably affected both teachers and students. One of the positive effects of this program was that it has encouraged the teachers to be always updated about what is new in these subject areas and the students are exposed to questions that test their synthesis. However, there are a number of drawbacks to this program from teachers’ and students’ perspectives. Constructive feedback for the program developers and supervisors in the MOE to base improvement is provided.
Wahaibi, M. and Al-Ma’awali, A. (2018), "An Omani National Remedial Program in Response to Trends in International Mathematics and Science Study (TIMSS) 2007 Results: Impact and Challenges", Wiseman, A. and Davidson, P. (Ed.) Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform (International Perspectives on Education and Society, Vol. 35), Emerald Publishing Limited, pp. 277-300. https://doi.org/10.1108/S1479-367920180000035010Download as .RIS
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