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.

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