{"id":19348,"date":"2025-09-13T16:48:54","date_gmt":"2025-09-13T13:48:54","guid":{"rendered":"https:\/\/su.edu.ye\/voga\/?p=19348"},"modified":"2025-09-13T16:54:48","modified_gmt":"2025-09-13T13:54:48","slug":"masters-degree-awarded-to-mr-mohammed-bader-in-special-education","status":"publish","type":"post","link":"https:\/\/su.edu.ye\/voga\/en\/19348\/","title":{"rendered":"Master’s Degree Awarded to Mr. Mohammed Bader in Special Education"},"content":{"rendered":"

Mr. Mohammed Ali Hassan Bader <\/strong>was awarded a Master’s degree in special education (Learning Disabilities) with an average of (Excellent<\/strong>) and a grade of (95%)<\/strong> for his thesis titled \u201cThe Effectiveness of a Training Program to Equip Teachers with Task Analysis and Active Learning Skills and Its Impact on Reducing Math Learning Disabilities among Students in Inclusive Education Schools<\/strong>,\u201d<\/em> which was submitted to the University Service Center\u00a0for\u00a0Students\u00a0with\u00a0Special Needs\u00a0(USCSSN) – Sana\u2019a University. The MA defense was held on Thursday, August 21, 2025<\/strong>, corresponding to Safar 27, 144<\/strong>7<\/strong>Hijri.<\/p>\n

The MA Viva-voce Committee, which was formed based on a resolution issued by the Post-Graduate Studies and Scientific Research Council, consisted of the following:<\/p>\n\n\n\n\n\n\n
#<\/strong><\/td>\nCommittee Members<\/strong><\/td>\nDesignation<\/strong><\/td>\nPosition<\/strong><\/td>\n<\/tr>\n
1<\/td>\nAssoc. Prof. Abdulghani Ahmed Ali Al-Haweri<\/strong><\/td>\nInternal examiner<\/td>\nChair<\/td>\n<\/tr>\n
2<\/td>\nAssoc. Prof. Zaid Ahmed Nasser Al-Hadour<\/strong><\/td>\nExternal Examiner<\/td>\nMember<\/td>\n<\/tr>\n
3<\/td>\nDr. Abdulsalam Hussein Saeed Al-Khamisi<\/strong><\/td>\nMain supervisor<\/td>\nMember<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The thesis aimed to<\/strong>:<\/p>\n

    \n
  • Identify the effectiveness of the proposed training program in equipping teachers with task analysis and active learning skills.<\/li>\n
  • Verify if there were differences in teachers’ acquisition of these skills after the program, attributable to variables such as gender, academic qualification, and years of experience.<\/li>\n
  • Measure the impact of the training program’s effectiveness on the academic achievement of students with math learning disabilities.<\/li>\n
  • Verify if there were differences in the academic achievement of students with math learning disabilities after the program, attributable to gender.<\/li>\n<\/ul>\n

    The thesis<\/strong> reached several key conclusions<\/strong>, including:<\/p>\n

      \n
    • A statistically significant difference between the average ranks of teachers’ scores in the pre-test and post-test, in favor of the post-test. This indicates a significant improvement in teachers’ skills and knowledge.<\/li>\n
    • A clear improvement in teachers’ classroom performance, as shown by the observation checklist.<\/li>\n
    • No statistically significant differences between the average ranks of teachers’ scores on the two study tools (knowledge and skills test and observation checklist) after the training program, attributable to gender, academic qualification, or years of experience.<\/li>\n
    • A noticeable decrease in the level of math learning disabilities (dyscalculia) among students after the training program.<\/li>\n
    • No statistically significant differences in the observed improvement among students, attributable to gender.<\/li>\n<\/ul>\n

      The thesis<\/strong> was examined and recommended by the Viva-Voce Committee for acceptance<\/strong> and approval<\/strong>. The defense was attended by a number of academics, researchers, students, and interested individuals, in addition to the candidate\u2019s colleagues and family members.<\/p>\n

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