Tag Archives: Mental Models.

Effects of People’s Mental Models of Cybersecurity on their Security Behaviour (Published)

This research investigates the effects of people’s mental modal of cybersecurity on their security behaviour. Data were collected using survey design and the questions were measured on a Likert five point-scale. The questionnaires were distributed to mainly IT staff, management staff and other staff that uses computers in the discharge of their duties. The data were analysed using percentages, frequencies and statistical methods of regression and ANOVA while Cronbach Alpha reliability coefficient technique was adopted to test the validity of the questions used to collect primary data. The result reveals that people’s prior knowledge of cybersecurity issues has no effect on people’s mental models for improved cybersecurity behaviour, but lack of trained staff (cyber talents), lack of supportive infrastructures, time constraints, exclusion of cybersecurity in non-computing courses, poor knowledge of fundamental computing areas, lack of mentors with hands-on experience, lack of cyber training or challenge programme, and inadequate books on cyber security were admitted by the participants as some of the major factors that inhibit their knowledge and engagement in cybersecurity education. These barriers if not checked could limit the level of cybersecurity awareness among undergraduate students.

Keywords: Cybersecurity, Mental Models., cyberspace, security behaviour

The Effect of Using a Program Depending on Argument Based inquiry Approach Via “Write- To- Learn Strategy” On 8th Grade Students’ Abilities of Forming Scientific Mental Models (Published)

The Purpose of this study is to investigate the effect of using a program depending on argument based inquiry approach via “write- to- learn strategy” on 8th grade students’ abilities of forming scientific mental models. As well as the effect of the interaction between argument based inquiry approach via write to learn strategy method of teaching, and gender on 8th grade students’ abilities of forming scientific mental models.  The study was conducted on a purposive sample of 8th grade students (females and males) enrolled at public schools in Jerusalem district. The schools are: Bethany Secondary School for Girls and Al Ma’ahad Al Arabi School for Boys during the second semester of the academic year 2016\2017. The Sample consisted of 152 students of the 8th grade (71 females and 81 males). Students from both schools were assigned to experimental and control group randomly. The experimental group was taught a whole unit by the argument based inquiry approach via “write-to-learn strategy”, while the control group was taught by the traditional method. The experiment lasted for two months. The researcher has prepared an instrument for the study, Self Mental Model Exam. Content validity and reliability was done for it. A pre and post test was done for all of the participants to measure the effect of using a program depending on argument based inquiry approach via “write- to- learn strategy” on 8th grade students’ abilities of forming scientific mental models. The means, standard deviations, and (1-way ANCOVA) test were used in the study. The findings of the study showed that there are statistically significant differences at (α≤ 0.05) in the mean scores of 8th grade students’ abilities to form mental models due to method of teaching in favor of the experimental group, there are statistically significant differences at (α≤ 0.05) in the mean scores of 8th grade students’ abilities to form mental models due to gender in favor of males and there are statistically significant differences at (α≤ 0.05) in the mean scores of 8th grade students’ abilities to form mental models due to the interaction between method of teaching and gender in favor of males in the experimental group. In the light of these results the researcher recommends using the argumentation via “write-to-learn strategy” in teaching science due to its effect in improving students’ skills.

Keywords: Argument Based Inquiry Approach, Mental Models., Write-To-Learn Strategy