karma El Hassan - Academia.edu (original) (raw)

Papers by karma El Hassan

Higher Education Management and Policy, Nov 28, 2013

The last decades have witnessed an increased concern in higher education over accountability, qua... more The last decades have witnessed an increased concern in higher education over accountability, quality and productivity, and a struggle to meet increasingly complex challenges. This is more so in Middle East and North African (MENA) economies that witnessed a large expansion as a result of a high social demand and massification policies adopted by governments in public institutions. These policies also allowed the private sector to expand to meet the increasing demand. As a consequence, higher education institutions were faced with serious challenges related to quality because the quantitative expansions took place at the expense of quality (UNESCO, 2010). Although 14 out of 20 MENA economies established national bodies for quality assurance and accreditation, quality issues are still challenging higher education institutions in the region. The author presents the achievements, challenges and issues in quality in higher education in the region. She also briefly presents several international organisations’ initiatives and perspectives on quality in higher education in the region, and attempts to propose a set of suggestions and recommendations to move the systems to higher standards that are compatible with international ones. This paper covers the following 20 economies in the MENA region: Algeria, Bahrain, Djibouti, Egypt, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, the Palestinian Authority, Qatar, Saudi Arabia, Somalia, Sudan*, Syria, Tunisia, United Arab Emirates, Yemen. Please note that wherever the term “the region” is used in the article, it refers to these economies.

Frontiers in Psychology, Mar 9, 2023

This study investigated the relationship between coping strategies used by adolescent refugees in... more This study investigated the relationship between coping strategies used by adolescent refugees in the Palestinian refugees' Shatila camp in Lebanon and posttraumatic growth. Moreover, the study explored and predicted the impact of coping strategies utilized by adolescent Palestinians in Shatila camp, Lebanon on their personal growth and psychological well-being. Data were collected using two questionnaires and a checklist: (a) LEC-5 checklist as an assessment tool to make sure that all the participants have faced or experienced stressful events, (b) questionnaires including the Ways of Coping Questionnaire (WCQ) to find out the style of coping refugees used, and (c) Posttraumatic Growth Inventory (PTGI) to identify the factors of growth refugees developed as a result of using different coping strategies. Sixty adolescent refugees at one of the centers in the camp (31 females and 29 males) who benefited from counseling services participated in the study. Adolescent refugees' performance on the checklist and questionnaires revealed the prevalence of stressors among the refugees. The coping strategies mostly utilized were problem-focused coping strategies, as there was a correlation between its factors and some coping strategies, and there were coping strategies used that predict the development of growth among. Finally, as for the counseling and training programs and services, interventions and guidance services seem to better prepare refugees to handle and cope with the stress that they encounter to develop personal growth.

International Journal of Multilingualism, Mar 8, 2021

Vocabulary tests administered on multilingual populations should take into account the unique lin... more Vocabulary tests administered on multilingual populations should take into account the unique linguistic and cultural makeup of the population by adopting test development methods that allow respon...

Perspectivas Revista Trimestral De Educacion Comparada, 1996

Doctoral thesis, Institute of Education, University of London., 1991

This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness te... more This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness test that can reliably, accurately, and rapidly identify children who are ready for preschool. Collecting norms and establishing the psychometric properties of the instrument was another major function of this study. To fulfil these functions a thorough review of the literature on preschool screening, preschool instruments, preschool child, and early childhood education was presented. In addition, interviews were conducted with a representative sample of preschool teachers and coordinators in Lebanon, and a clear definition of abilities that need to be assessed before admission was reached. Based on this needs assessment, test specifications were laid down, items were constructed, materials prepared, and directions for administration and scoring were written. The initial version of the test was piloted on a sample of 50 Lebanese children of both sexes aged 2.6 to 5.0. Based on the results of the pilot survey, test items were analyzed, and subsequently some items were revised. The final version of the test appeared with 122 items divided into four major scales: Motor, Memory, Concept, and Language. The test was then normed on a sample of 250 Lebanese children aged 2.6 - 5.0 enrolled (or applying) to large institutions repre~entative of preschool population in Beirut and reflecting three socioeconomic levels (i.e. high, middle, and low). Norms were reported in the form of standardized scores and percentiles. T. and F. tests revealed that the subjects' means significantly varied by age, but that no significant sex differences were noted on the major scales (M, Me, L, & C), but that significant socio-economic differences were noted on the Language scale. The reliability of the instrument was assessed by computing its alpha coefficient, and the obtained r (0.90) spoke well for the internal stability of the LPRT. Finally, the criterion validity of the LPRT was established by correlating subjects' scores with end of the year teacher ratings, and with their score on another preschool screening instrument, the DIAL R. In addition, and concurrent with the development of the test, other validity questions (content, construct) were also answered.

Prospects, 1996

Grade retention is the practice of requiring a student to repeat a year of academic instruction a... more Grade retention is the practice of requiring a student to repeat a year of academic instruction at a particular level (Jackson, 1975). There has been a recent increase in retentions in the United States (Shepard & Smith, 1990) and in many developing countries (Amadio, 1995). Holmes (1989) notes that an estimate of a 6% annual retention rate for public schoolchildren produces a cumulative rate of non-promotion greater than 50%. Between 1970 and 1980 repetitions increased by 41% in Africa, 46% in Latin America, and 7.3% in Asia (Amadio, 1995). This increase is related to the back-to-basics movement and the trend towards minimum competencies (Niklason, 1984). Educators who favour the use of grade retention claim that it serves two major purposes: to remedy inadequate academic progress; and to enhance the development of emotionally immature students (Jackson, 1975). They maintain that re-exposure to academic material and placement in a group of younger children are beneficial educational interventions for the failing child. This practice is recommended despite the fact that accumulated research fails to provide evidence that retention can be beneficial, rather suggesting that it can be harmful (Holmes

International Histories of Psychological Assessment

Psychology and Behavioral Sciences

British Journal of Guidance & Counselling, 2019

This study investigates the relationship between career decision-making self-efficacy (CDMSE) and... more This study investigates the relationship between career decision-making self-efficacy (CDMSE) and parental attachment, dysfunctional career thoughts, and career exploration in a sample of 170 Lebanese Grade 11 students drawn from 10 private schools that provide career guidance services. The following tools were used to assess the variables: Career Decision-Making Self-Efficacy Scaleshort form (CDMSE-SF), the Parent and Peer Attachment Bonds (IPPA), the Career Thoughts Inventory (CTI), and the Career Exploration survey (CES). Data were analysed using Pearson correlation and stepwise multiple regression. Regression results showed a significant association between parental attachment, dysfunctional career thoughts, career exploration and CDMSE. Career exploration accounted for the largest variance in CDMSE, followed by dysfunctional career thoughts and parental attachment. Theoretical and practical implications for career counselling are discussed.

Education 3-13, 2018

The purpose of this study was to investigate the alignment between the fourth-grade summative cla... more The purpose of this study was to investigate the alignment between the fourth-grade summative classroom assessments and the 'Matter and Energy' unit in the Lebanese science curriculum using: content and cognitive levels. Summative assessments were collected from a sample of 17 schools. The alignment between the classroom assessments and the Lebanese science curriculum were examined using three instruments: Curriculum Coding Sheet, Items Coding Sheet, and Item Analysis Sheet. The curricular learning objectives were used for matching the test items to the learning objectives in terms of content. Findings showed moderate content alignment; further analysis revealed that public schools had higher content alignment, and they covered a wider range of topics. In terms of cognitive level, there was a low alignment between the assessments collected and the curriculum; however, there were items that had higher cognitive level. Recommendations for curriculum developers and future research are discussed in light of these findings.

European Scientific Journal, ESJ, 2018

This study investigated the effect of training in Prior Knowledge Activation, Concept Mapping, an... more This study investigated the effect of training in Prior Knowledge Activation, Concept Mapping, and Think Aloud, on students’ problem solving performance. The relative effectiveness of the training among high and low achievers was also examined. Participants were 45 students in Grades 4 and 5 in two private schools in Lebanon (25 students experimental group; 20 as control). The experimental group received 3 weeks training, in addition to the regular methods while the control received the regular methods only. Curriculum-based assessments (reading comprehension and math word problem solving) and Raven’s Colored Progressive Matrices, were used to measure problem solving performance. ANCOVA results showed a significant difference in experimental and control groups’ posttest scores, in favor of the experimental group. ANOVA results showed that the mean differences between pre and post test scores of low and high achieving students in the experimental group differed significantly only on ...

Higher Education Studies, 2014

It is of great significance to an institution of higher education to meet its goals and to establ... more It is of great significance to an institution of higher education to meet its goals and to establish its institutional effectiveness and that it has a framework for discussing its institutional performance results, accordingly this study aims to investigate a) the conditions for student success at the University with respect to the five benchmarks of effective educational practices (Kuh, 2009); b) significant differences in conditions for student success across important student populations (gender, GPA, number of credits completed, and academic year); and c) how do these conditions contribute to outcomes valued by the institution (students' growth, satisfaction, and recommendation of the University). Responses of 1853 students' on the College Outcomes Survey (COS) for years 2007-2010 were used to answer the various research questions of the study. COS Items were selected that measured students' time allocations and engagement in various activities reflecting effective educational practices, in addition to valued outcomes. Data analysis involved first testing the measurement model and estimating overall fit of the data using confirmatory factor analysis (CFA). Descriptive statistics, and correlations were reported for the benchmarks of effective educational practices, and differences in benchmark experiences by subgroup were investigated. Finally, a structural model tested the influence of benchmarks of academic practice on valued outcomes and a regression was conducted to investigate relationship between student activities and the benchmarks. Results revealed good fit of the data for the model, identified University's performance on benchmarks of effective educational practices and their relationship to outcomes valued by the University. Implications for practice were discussed.

International Journal of Testing, 2016

On behalf of the International Test Commission and the European Federation of Psychologists' Asso... more On behalf of the International Test Commission and the European Federation of Psychologists' Associations a worldwide survey on the opinions of professional psychologists on testing practices was carried out. The main objective of this study was to collect data for a better understanding of the state of psychological testing worldwide. These data could guide the actions and measures taken by ITC, EFPA, and other stakeholders. A questionnaire was administered to 20,467 professional psychologists from 29 countries. Five scales were constructed relating to: concern over incorrect test use, regulations on tests and testing, internet and computerized testing, appreciation of tests, and knowledge and training relating to test use. Equivalence across countries was evaluated using the alignment method, four scales demonstrated acceptable levels of invariance. Multilevel analysis was used to determine how scores were related to age, gender, and specialization, as well as how scores varied between countries. Although the results show a high appreciation of tests in general, the appreciation of internet and computerized testing is much lower. These scales show low variability over countries, whereas differences between countries on the other reported scales are much greater. This implies the need for some overarching improvements as well as country-specific actions.

Child Indicators Research, 2015

This study adapted and validated the Children’s Anger Response Checklist (CARC) to the Lebanese c... more This study adapted and validated the Children’s Anger Response Checklist (CARC) to the Lebanese context. Adapted version was reviewed by experts, piloted, revised, and then administered to a sample of four hundred four (n = 404) students from seven schools. Scale reliability was assessed in terms of the test- retest reliability and internal consistency of the test. Construct validity was assessed in terms of the test’s subscale concurrent/convergent validity with the related Multi-Dimensional School Anger Inventory (M-SAI) subscales; subscale divergent validity and the M-SAI subscales that measure different structures of anger. Finally the factorial structure of the adapted CARC was explored by using Exploratory Factor Analysis (EFA). Results revealed good reliability coefficients, and significant but low to moderate convergent and divergent validities with the M-SAI. Factor analysis revealed that A-CARC subscales loaded to 3 factors that reflected the maladaptive-aggressive, maladaptive-passive, and adaptive-assertive manifestations of anger. Implications of the findings for research and practice are discussed, and recommendations for future studies are presented.

College student journal

The purpose of this study is to investigate the effect of college on student goals and aspiration... more The purpose of this study is to investigate the effect of college on student goals and aspirations, in addition to identifying the determinants of overall quality of instruction, satisfaction with college in general, and the predictors of various aspects of student self-reported growth (intellectual, personal, social, preparation for further study, and preparation for a career). Moreover, the relationship among these various aspects of growth and with variables like grade point average, gender, level, and major was studied. The College Outcomes Survey (COS) was administered at end of the year to a representative sample of undergraduate students. Regression analyses were used to determine predictors of growth and satisfaction with college. T-tests were used to investigate change in students' goals and aspirations, and mean differences in growth. ANOVAs were used to investigate differences in growth by various background variables studied. Findings were discussed and their implica...