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DOI: https://doi.org/10.34069/AI/2022.56.08.21
How to Cite:
Alnabulsi, M.M. (2022). Al-Jouf educational supervisors perceptions about handheld devices’ importance in health education
concepts’ acquisition to students. Amazonia Investiga, 11(56), 210-223. https://doi.org/10.34069/AI/2022.56.08.21
Al-Jouf educational supervisors perceptions about handheld devices’
importance in health education concepts’ acquisition to students
Received: August 23, 2022 Accepted: October 27, 2022
Written by:
Mishal Mohammed Alnabulsi90
https://orcid.org/0000-0001-6413-3476
Abstract
The study aimed to find out the educational
supervisors' perceptions about the importance of
handheld devices in acquiring health education
concepts by school students in Al-Jouf region,
KSA. A descriptive approach and a questionnaire
were applied on random educational supervisors’
sample. The study’s results concluded that the
school students’ most important health concepts
are "health" and "diet", that the handheld devices
are of great importance in acquiring health
education concepts, the students’ great
challenges and absence of statistically significant
differences in the questionnaire both dimensions
at (α≤0.05) attributed to the study variables
(gender, educational administration,
experiences).
Keywords: Handheld devices, Health concepts,
Educational supervisors.
α0.05
Introduction
KSA 2030 Vision’s technology leap increased
students’ use of handheld devices in education.
KSA rushed to transformto digital remote
education during COVID-19 pandemic period, to
protect students from contracting diseases and
maintain their health. Ottawa Declaration
stressed that health is a daily resource that meets
individual’s needs, helps them realizing their
ambitions, and is a positive concept emphasizing
social and personal resources and physical
capacities (WHO, 2012, p. 6). Health is
indispensable human right, hence the states are
responsible for caring for health education of all
society’s classes, spreading health awareness,
and making use of handheld devices in that
90
Dr. Assistant Professor of Education Techniques, Department of Curriculum and Teaching Techniques Faculty of Education and
Literature, Northern Border University, Saudi Arabia.
(Al-Kinani & Al-Dujaili, 2018, p. 13).
Technology and digital skills intervened in all
life’s activities, through developing many
suitable digital applications. The importance of
learning health education concepts is attributed
to its being as important means for improving
human life and health, changing individuals’
unhealthy trends and behaviors, improving
health level, increasing health awareness’s and
improving life’ quality (Al-Kinani & Al-Dujaili,
2018).
The scientific problem is to study the importance
of handheld devices in acquiring school students
with health education concepts, and the most
Alnabulsi, M.M. / Volume 11 - Issue 56: 210-223 / August, 2022
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important health concepts for students, and the
challenges facing students' use of hand devices in
acquiring health concepts. The research
highlights about handheld devices’ importance in
health education concepts’ acquisition to
students from educational supervisors' point of
view, and statistically differences of sample
responses about each reality challenges
according to gender, educational administration,
and experience. Therefore, the priority tasks of
schools in the present time is to develop student's
ability to use handheld devices in acquiring
health education concepts according to their
needs.
Statistics of “Communication and Information
Technology Commission 2020” indicate that the
average data consumption per capita in KSA is
920 megabytes, equivalent approximately to
triple global average. Some studies indicate to
shortcomings in health concepts in KSA different
educational stages curricula, Abu-Hula &
Al-Balawi, (2006). Ben-Amrouche & Saker,
(2020) recommends the necessity of developing
health awareness methods through applying and
spreading of new media and handheld devices.
Al-Qaisi et al., (2021) points to the internet
cultural content diversity. (Ben-Amrouche &
Saker (2020) said that 50% of internet users
believe in the internet significant impact on their
health problems’ understanding and 44% have
improved their relationship with doctors thanks
to internet. Bin-Safi (2019) showed that handheld
devices-internet changed individuals' tastes of
home-cooked meals, and opinions on fast-food-
obesity relationship Educating students about
health concepts makes them aware of their health
and healthy behaviors, which enhance their
school excellence, Al-Zakari, (2007), and urge
them to adhere to sound health practices to
reduce diseases’ spread. The WHO strives to
raise health education level worldwide, Badah, et
al., (2014)
School students’ engagement with handheld
devices, passion for digital world, long hours
spent on internet are obvious. Students’ acquired
distance learning experience during Covid-19
pandemic contributed in that. The author noted
through his observations at schools' student's
strong attachment with handheld devices,
integration with virtual world, reluctance to
engage in collective dynamic activities, and
scarcity of direct discussions. Hence the
importance of health education concepts for
students, and their role in reaching health and
physical fitness indicators, Al-Ameen, (2020),
motivated the author to benefit from this
phenomenon for defining its important role in
providing students with health education’
concepts.
The main question of study problem is: What are
the educational supervisors’ perceptions in
Al-Jouf region in KSA about handheld devices
importance in acquiring school students with
health education concepts
Accordingly, four subquestions emerged from it
1. What are the public education student’s most
important health concepts acquirable
through handheld devices from educational
supervisors’ opinions
2. What are the educational supervisors’ real
perceptions about handheld devices’
importance in school students’ real
acquiring health education concepts
3. What are school students’ challenges in
using handheld devices in acquiring health
education’ concepts from educational
supervisors’ opinions?
4. What are the statistically differences of
sample responses about each reality
challenges in respect to study variables
(gender, educational administration,
experience)?
The study aimed to know the educational
supervisors’ perceptions about handheld devices’
importance in acquiring health education
concepts by school students.
It stems from the school student’s dependence on
handheld devices to get desired information.
The study theoretical importance comes from its
handling this present and future important topic.
While its practical importance comes from its
contribution in enriching knowledge relevant to
the curricula, and becoming more compatible
with digital age to realize KSA 2030 vision.
Objective limitations are defined by handheld
devices importance in school students’
acquisition of health education concepts. Human
limits are education departments’ educational
supervisors. Spatial limits are Al-Jouf region,
KSA, (Sakakah, Dumat Al-Jandal, Tabarjal and
Sweir).
Research Terminology
Handheld devices: “Portable electronic devices
usable in education (mobiles, internet-accessed
iPads, using an accredited operating system”
(Al-Omari & Al-Momni, 2010, p. 2).
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Health Concepts: “information set, facts and
ideas relevant to positive state of physical,
psychological, mental, social, personal,
environmental, and preventive safety and
adequacy included in the curriculum, and
suitable for students’ age and contemporary
developments” (Saleh et al., 2016, p. 1215).
The author defines procedurally health culture
concepts as information and facts that deal with
healthy learning experiences significant to
students and aim to prevent them from
contracting diseases and enhance their voluntary
commitment to healthy behavior that limits the
infection’s spread
Theoretical framework and previous studies
The research triggered off the "social
responsibility" theory, which focused on media
social responsibility, entrusted roles and ability
to influence the public (Murad, 2014). The
theory’ intellectual principles are based on their
meeting the public rapid needs and self-
adherence to the society moral codes. It emerged
in the American society through the Hutchins
Committee, 1947" report titled “Free and
Responsible Press”, which referred to media
trespasses’ damages to society. The author chose
this theory to support his research, due to its
relation to his topic; since awareness and
education of the society’s rights is a social media
responsibility, as traditional and modern media
became effective tools in influencing societies
and individuals’ life
All governments including KSA’s, paid great
attention to health. KSA 2030 vision focused on
strengthening health education of society
members, upgrading health services, and using
all modern means to spread health awareness.
The modern media impact on individuals’
behavior is known (Najmi, 2020), as modern
technology plays important role in societies and
individuals’ life, which increased in parallel to
sophisticated handheld electronic devices spread
among students, after transition to e-learning
during COVID-19 pandemic. This spread
increased students’ internet spent time making
handheld devices an essential element in
educational process and an integral part of the
societies and individuals’ life (Al-Zayoud, 2020).
Electronic content has helped increase student
achievement joyfully and making learning more
interactive (Kapilas & Sreedevi, 2022)
Some studies pointed to social media networks’
role in exchanging instant conversations, videos
and audios (Al-Hawari & Maarouf, 2021),
interaction using handheld devices, such as
Facebook, Twitter and YouTube (Al-Awfi,
2012) limitless geographically, and to develop
students' healthy medical education (Jadoun &
Ghadban, 2022). Modern health awareness
policies rely on integrating social media
networks electronic platforms, to facilitate health
organizations to digitally manage educational
materials, interact their with users and keep them
attached to their handhelds devices due to
increasing attraction and importance to health
sectors in educational programs (Al-Faram,
2016)
Handheld devices have some advantages, such as
instant interaction, discussion and exchanging
views on health issues, displaying images and
video clips, strengthening individual’s
particularity, high storage and archiving
capacity, rapid information retrieval, mass
influence (Jadoun & Ghadban, 2022), meeting
educational and cultural students’ needs and
increasing their knowledge (How & Hung,
2019).
Al-Zayoud (2020) mentioned some
disadvantages of using handheld devices such
social isolation, weak personal skills and learning
undesirable things. Al-Nabulsi (2021) mentioned
internet addiction, electronic bullying, and
intellectual property violation, lack of physical
activity and sleep disturbances
WHO used “Health Awareness” as a
synonymous for “health education” which
defines as “educational processes, through which
health concepts, trends and behavior of
individuals are changed to prevent diseases,
preserve and improve health” (Al-Hefnawy,
2014, p. 134). “Health culturing” is used as
synonym for “health education”, for
communicating information and skills process
necessary for individuals to practice their life,
and enhance some of their behaviors, which are
reflected on society’s and own health (Ben-
Amrouche & Saker, 2020), by using medical
posters, video clips, awareness lectures, and
electronic health information exchange through
internet-accessable and navigable handheld
devices, playing an important role in creating and
changing behaviors and values (Zawi, 2020)
Health education is reflected on individual's
health awareness level, as a behavior’s drive
through intended practicing healthy behaviors,
then practicing is transformed into
unconscious habits (Najmi, 2020). Health
culturing occurs slowly and gradually (Qaim,
2016). Current health care industry age has
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witnessed great progress in line with artificial
intelligence and robotics, helping hospitals to
gain competitive advantages, in remotely
following up patients, answering their inquiries,
and satisfying their medical needs by automating
medical processes, and transforming to
intelligent robotic hospital, preserving
punctuality and speed (Pavithra & Afza, 2022).
Literatures studies can be divided in two
domains
First: Studies dealt with health concepts.
(Al-Sulaimani, 2008) aimed to identify health
concepts to be incorporated in KSA elementary
schools' curricula while (Eslim, 2010) identified
health concepts in secondary schools and
(Al-Shehri, 2018) exposed health education
standards in first intermediate grade. (Al-Tweissi
& Al-Shawish, 2013) reveal the health concepts
in Jordan sixth and seventh grades while
(Al-Fakir et al., 2014) dealt with health culture
concepts in geography curricula and (Saleh et al.,
2016) uncover health concepts in
vocational education and (Al-Khazaali, 2018)
tackled health concepts lower basic stage
curriculum. (Taabali et al., 2017) revealed health
concepts in primary school curricula in Algeria.
Second: Studies dealt with electronic devices and
health education: (Al-Sulaiman, 2016) identified
the effectiveness of a suggested computer
program in providing fourth-grade students with
health education concepts. (Bin-Safi, 2019)
culture comparative study discussed health
anthropology and its impact on disease and
health care. (Zawi, 2020) examined the
relationship between modern media and creating
individuals’ cultural and social awareness. (Bin
Amrouch & Saker, 2020) identified the media
role in spreading health. (Al-Suhail, 2021)
tackled sports media role in raising individuals
healthy culture level during COVID-19
pandemic in Kuwait. (Al-Qaisi et al, 2021)
examined media role in spreading health
education among students and how to deal with
epidemiological crises. (Jadoun & Ghadban,
2022) handled Facebook’s contribution to
awareness health during COVID-19 pandemic
through analyzing Algerian Health Ministry
webpage. (Ghaffary et al., 2022) inspected the
viewpoint of a doctor using wireless devices in
intensive care units IP, Phone, Pager and wireless
monitoring, and the possibility of assessing an
intensive care unit patient’s condition without
visiting him, and accessing to patient's file via
internet
Current study tackled the importance of handheld
devices in acquiring school students 'health
education concepts while none of the reviewed
studies did that, giving the current study a
distinctive scientific importance, and
distinguishes itself from them. It differentiated
from previous studies in subject, study sample,
and tool in order to bridge this research gap, and
to stress the importance of its execution
Methodology and Procedures
The study used the descriptive approach to deal
with a study population consisted of all
educational supervisors in Al-Jouf region
(Sakakah, Dumat Al-Jandal, Tabarjal, Sweir
administrations), table (1).
Table 1.
Study population
Population
Phras /Administration
%
Total
Female
Male
41.57
106
63
43
Sakakah
24.31
62
35
27
Dumat Al-Jandal
20.79
53
24
29
Tabarjal
13.33
34
16
18
Sweir
100.00
255
138
117
Total
Source: Al-Jouf region education department’s statistics, 2022
To calculate the sample size, (Thompson, 2012)
equation was used, where the sample was (153)
individuals. The researcher obtained (157)
responses, with a (61.57%) of the (255)
population study chosen randomly, using an
electronic link to perform the questionnaire in the
period (4/9-30/9/2022)
Questionnaire
It based on five-point Likert scale, (5) fully
agree, (4) agree, (3) to somewhat, (2) disagree,
(1) absolutely disagree
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Questionnaire Validity
The questionnaire's structural validity was
computed, by calculating the Internal
Consistency Coefficients between the score of
each phrase in each dimension and the total score
of the dimension measured, table (2).
Table 2.
Internal Correlation Coefficients (R)
Dimension (3)
Dimension (2)
Dimension (1)
R.
No.
R.
No.
R.
No.
R.
No.
R.
No
R.
No.
0.576**
46
0.286**
37
0.478**
28
0.426**
19
0.615**
10
0.579**
1
0.388**
47
0.655**
38
0.485**
29
0.440**
20
0.527**
11
0.597**
2
0.541**
48
0.511**
39
0.452**
30
0.335**
21
0.604**
12
0.622**
3
0.483**
49
0.570**
40
0.464**
31
0.468**
22
0.542**
13
0.635**
4
0.572**
50
0.511**
41
0.467**
32
0.462**
23
0.609**
14
0.540**
5
0.435**
51
0.527**
42
0.388**
33
0.394**
24
0.525**
15
0.611**
6
0.435**
52
0.549**
43
0.434**
34
0.379**
25
0.471**
16
0.601**
7
0.345**
53
0.612**
44
0.469**
35
0.568**
26
0.418**
17
0.567**
8
-
-
0.504**
45
0.339**
36
0.419**
27
0.464**
18
0.608**
9
(**significance at 0.01)
Table (3) shows the internal correlation coefficients of each dimension and the total score of the
questionnaire.
Table 3.
Internal Correlation Coefficients (R)
R.
Dimensions
0.680**
Most important health concepts of interest to school students
0.722**
Importance of handheld devices in school students' acquisition of health education
concepts
0.709**
Challenges of school students' use of handheld devices in acquisition of health
education concepts
(**significance at 0.01)
Questionnaire Reliability
It was calculated using Cronbach's alpha
coefficient, and the split-half equation of
Spearman-Brown. Table (4) shows stability
parameter values.
Table 4.
Reliability Coefficients
Split-half reliability
Cronbach's alpha
Dimensions
0.77
0.87
Most important health concepts of interest to school
students
0.85
0.75
Importance of handheld devices in school students'
acquisition of health education concepts
0.81
0.82
Challenges of school students' use of handheld
devices in acquisition of health education concepts
0.69
0.86
Total questionnaire
Results and Discussion
The researcher converted the responses obtained
into numbers alternatives’ limits according to the
questionnaire responses, table (5) limits of
questionnaire alternatives:
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Table 5.
Limits of questionnaire alternatives
Score
Limits
Score
Category
To less than
from
very large
5.00
4.20
5
fully agree
large
4.20
3.40
4
agree
medium
3.40
2.60
3
to some extent
little
2.60
1.80
2
don't agree
very little
1.80
1.00
1
absolutely disagree
Table (6) shows the distribution of the
educational supervisor's sample according to the variables (Gender, Administration &
Experiences).
Table 6.
Sample Variables & Categories
Total
%
Sample
Category
Variable
157
50.32
79
Male
Gender
49.68
78
Female
157
27.39
43
Sakakah
Administration
26.75
42
Dumat Al-Jandal
25.48
40
Tabarjal
20.38
32
Sweir
157
19.75
31
5
Experiences
19.11
30
5 >10
28.02
44
10 >15
33.12
52
15
Table (6) shows that the percentage of male is
higher than that of females, respondents from
Sakakah administration is the highest, and the
respondents with more than 15 years' experience is
the highest Perhaps this is due to the influence of
the experience factor on the response, and their
desire to benefit from their expertise in scientific
research
The author answered the study four subquestions as
follows:
First subquestion: What are the public education
student’s most important health concepts acquirable
through handheld devices from educational
supervisors’ opinions? Table (7) shows the means
and ranking of the of the most important health
concepts of school students according to
educational supervisors' perceptions:
Table 7.
Means and Ranking of Most Important Health Concepts
Ranking
Means
Health Concepts
1
4.26
Health Care
8
3.86
Psychological health
3
4.04
Disease protection
5
3.98
Medical Examination
4
4.03
Medical treatment
5
3.98
Healthy behavior
2
4.08
Healthy diet
7
3.92
Vaccination against diseases
5
3.98
Fitness
10
3.75
Immunity
12
3.70
Delusion of illness
9
3.80
Affliction
6
3.95
Infection
11
3.73
Obesity
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13
3.65
COVID-19
15
3.57
Cholesterol
14
3.60
Diabetes
16
3.33
Pollution
3.84
All dimension
Table (7) shows that the most important health
concepts dimension of school students that can be
acquired through handheld devices according to
educational supervisors' perceptions is (3.84),
corresponding to a significant degree of agreement.
The most important health concepts are "health
care", which came in the first place with a very large
degree of agreement, then "healthy diet" with a
large degree of agreement. The "pollution" concept
came in the last place with a medium degree
Second subquestion: What are the educational
supervisors’ real perceptions about handheld
devices’ importance in school students’ real
acquiring health education concepts? Table (8)
shows means and ranking of the responses of
educational supervisors about the importance of
handheld devices in the acquisition of health
education concepts by students.
Table 8.
Means and Ranking of Importance of Handheld Devices
N
Phrase
Means
Ranking
1
Students search internet for health care methods
4.22
1
2
Students learn the skills of health information and concepts in trusted medical
websites
3.76
7
3
Students use handheld devices to recognize the concept of students’ healthy
behavior
3.77
6
4
Students use handheld devices in searching for methods of rationalizing
medicines and medical treatment’s expenditures
3.88
2
5
Students rely on handheld devices to obtain medical information instead of
visiting and consulting doctors
3.75
8
6
Help students in researching the most appropriate healthy diet to reduce
disease’s spread
3.66
12
7
Using handheld devices to access sites specialized in calculating calories for
students’ appropriate healthy food
3.87
3
8
Help students in accessing up-to-date medical information
3.78
5
9
Quick access to information about instant health concepts
3.83
4
10
Students benefit from handheld devices in promoting healthy habits
3.71
10
11
Contribution of handheld devices in presenting an interesting explanation to
students about health concepts implications
3.74
9
12
Students’ publishing the meanings and implications of health concepts in
internet
3.63
13
13
Students share health concepts’ explanations with their colleagues on the
electronic cloud and social media
3.75
8
14
Students watch clips those explain health concepts’ meanings in easy way to
apply
3.62
14
15
Students follow reliable Internet health channels
3.75
8
16
Easy access to extensive information on health concepts those support
psychological stability of sick students
3.68
11
17
Students' use of handheld devices in educating society’s members about health
issues, especially in a period of crisis
3.63
13
18
Handheld devices presentation of correct methods for practicing sport and
fitness exercises
3.63
13
All dimension
3.76
Table (8) shows that the average degree of the
dimension “agreement of educational supervisors'
perceptions of the importance of handheld devices
in school students' acquisition of health education
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concepts” was high (3.76), and that the most
important phrases "phrase 1" (very large degree),
then "phrase 4" (large degree). “Phrase 14" came in
the last place for the phrase of this dimension, (large
degree). Each of the three penultimate phrases i.e.
"Phrase 12", "phrase 17", and "phrase 18", (large
degree)
Third subquestion: What are school students’
challenges in using handheld devices in acquiring
health education’ concepts from educational
supervisors’ opinions? Table (9) shows means and
ranking of the educational supervisors’ responses to
the challenges of school students’ use of handheld
devices in acquiring the concepts of health
education:
Table 9.
Means and Ranking of Challenges
Ranking
Means
Phrases
N
1
4.17
Distraction of students’ understanding of the meanings of health
concepts due to sources’ abundance
1
9
3.50
Students’ delusion of contracting diseases because their reading about
symptoms on internet
2
9
3.50
Weak abilities of school students to comprehend the meanings of health
concepts
3
4
3.68
Students’ preoccupation in health-irrelevant contents in Internet
4
3
3.69
Students' addiction to browsing various websites in Internet
5
13
3.38
Students' use of health concepts in cyberbullying their peers
6
8
3.58
Lack of health concepts included in the public education stages’
curricula
7
5
3.66
Addressing the meanings of health concepts in the public education
stages curricula insufficiently for students needs
8
5
3.66
Scarce use of handheld devices in communication between teachers and
students to explain health concepts
9
14
3.31
Marginalizing the family role in clarifying the meanings of health
concepts to their children
10
9
3.50
Weakness of parents’ conviction in the information those explain health
concepts in internet
11
11
3.44
Outdating of health information available in internet
12
7
3.61
Exaggeration by some medical websites specialized in providing
information explaining health concepts
13
12
3.43
Incredibility of information available in internet about health concepts of
students’ interest
14
10
3.46
Students’ satisfaction with health information available in internet
without referring to medical institutions
15
6
3.65
Handheld devices facilitate to students following websites that deal with
health concepts inappropriate for their age
16
2
3.72
Handheld devices enhance spreading the culture of taking medicaments
without consulting specialized doctors
17
3.58
All dimension
Table (9) shows that the average degree of
challenges is (3.58), corresponding to a large
degree of challenges, and the most challenge
facing students was "phrase 1" (large degree),
then "phrase 17" (large degree), while "phrase
10" came in the last place (medium degree)
Forth subquestion: What are the statistically
differences of sample responses about each
reality challenges in respect to study variables
(gender, educational administration,
experience)? The answers according to the
variables are as follows
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1- Gender variable: to verify statistically
differences of sample responses, means and
standard deviations of the reality and
challenges of school students' use of
handheld devices in acquiring the concepts
of health education, and (t-test), according to
gender, are clarified in table (10).
Table 10.
Means and Standard Deviations (Gender)
Sig.
(T) Value
Std.
Mean
N
Variable
Dimensions
0.69
0.83
7.60
67.15
79
Male
Real educational supervisors’ perceptions
7.48
68.15
78
Female
0.19
1.49
10.37
59.79
79
Male
Challenges of school students in using
handheld devices for acquiring health
concepts
8.58
62.05
78
Female
Table (10) shows that there are no statistically
significant differences at (α≤0.05) in both
questionnaire dimensions, and in the total
questionnaire, related to the gender variable
(T=0.83). The results also indicate that male and
female supervisors agree on the various
challenges facing the school students' use of
handheld devices in acquiring health education
concepts of (T=1.49)
2- The educational administration variable: to
verify statistically differences of sample
responses, means and standard deviations
were calculated, and clarified in table (11).
Table 11.
Means and Standard Deviations (Administration)
Table (11) shows that Sakakah administration
educational supervisors obtained the highest
average in both questionnaire dimensions, and
that Domat al-Jandal administration supervisors
obtained lowest average in reality dimension, and
Sawyer administration supervisors obtained
lowest average challenges dimension. Averages
of reality dimension were (68.54), (68.08),
(67.41), (66.52) were from Sakakah, Tabarjal,
Sweir and Dumat al-Jandal managements
respectively. Averages of challenges dimension
were (63.81), (60.45), (59.75), (59.06) from
Sakakah, Dumat Al-Jandal, Tabarjal, and Sweir
administration respectively
One-way ANOVA was calculated for the
educational administration variable for
independent samples, and clarified in table (12).
Std.
Mean
N
Variable
Dimensions
5.89
68.54
43
Sakakah
Real educational supervisors’ perceptions
7.57
66.52
42
Dumat Al-Jandal
9.44
68.08
40
Tabarjal
6.88
67.41
32
Sweir
8.69
63.81
43
Sakakah
Challenges of school students in using
handheld devices for acquiring health
concepts
7.81
60.45
42
Dumat Al-Jandal
11.82
59.75
40
Tabarjal
9.16
59.06
32
Sweir
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Table 12.
One-Way ANOVA Test (Administration)
Sig.
(F) Value
Average of
squares
DF
Sum of squares
Source of variance
Dimensions
0.6
4
0.56
32.02
3
96.07
Between groups
Real educational
supervisors’ perceptions
57.16
153
8745.67
Within groups
156
8841.73
Total
0.1
2
1.99
178.15
3
534.46
Between groups
Challenges of school
students in using
handheld devices
89.69
153
13722.29
Within groups
-
156
14256.75
Total
Table (12) shows no statistically significant
differences at the statistical significance (α≤0.05)
of in both questionnaire dimensions according to
educational administration variable (Sakakah,
Dumat al-Jandal, Tabarjal, Sweir), in the reality
dimension (F=0.56) and at a significance level of
(0.64).), and in the challenges dimension
(F=1.99) and at the level of significance (0.12)
3- Years of experience variable: to verify
statistically differences of sample responses,
means and standard deviations of scores for
the reality and challenges of school students'
use of handheld devices in acquiring health
education concepts, according to the years of
experience variable were calculated, and
clarified in table (13)
Table 13.
Means and Standard Deviations (experience)
Std.
Mean
Number
Variable
Dimensions
7.65
69.97
31
5 years
Real educational supervisors’ perceptions
7.94
67.27
30
5 10 years
8.04
67.11
44
10 15 years
6.68
66.94
52
15 years
8.34
63.13
31
5 years
Challenges of school students in using
handheld devices for acquiring health
education concepts
10.08
61.07
30
510 years
9.43
61.52
44
10 15 years
9.94
58.98
52
15 years
Table (13) shows that educational supervisors
with (less than 5 years) experiences obtained the
highest average in both questionnaire
dimensions, and supervisors with (more than 15
years) obtained the lowest average in both
dimensions. The averages were (69.97), (67.27),
(67.11), (66.94) for experienced supervisors (less
than 5 years), (5 to less than 10 years), (10 to less
than 15 years), (more than 15 years) respectively.
In the challenges dimension, the averages were
(63.13), (61.52), (61.07), (58.98) for supervisors
with experience (less than 5 years), (from 10
years to less than 15 years), (from 5 years to less
than 10 years), (more than 15 years),
respectively
One-way ANOVA was calculated for the years
of experience variable for independent samples,
and clarified in table (14)
Table 14.
One-Way ANOVA Test (experience)
Sig.
(F) Value
Average of
squares
DF
Sum of squares
Source of variance
dimensions
0.30
1.24
69.88
3
209.64
Between groups
Real educational
supervisors’ perceptions
56.42
153
8632.09
Within groups
--
156
8841.73
Total
0.27
1.33
121.15
3
363.44
Between groups
Challenges of school
students in using
handheld devices
90.81
153
13893.31
Within groups
--
156
14256.75
Total
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www.amazoniainvestiga.info ISSN 2322- 6307
Table (14) shows that there are no statistically
significant differences at the level of statistical
significance (α≤0.05) in both questionnaire
dimensions attributed to the years of experience
variable, in the reality dimension (F=1.24), with
significance (0.30), in the challenges dimension
(F=1.33) with significance (0.27).
The results of table (7) show that the educational
supervisors’ opinion agrees to a large extent with
the most important health concepts which can be
acquired by students through handheld devices.
This is explained by the fact that health concepts
play a major role in supporting students’ health
culture, as it includes multiple knowledge and
skills that contribute to changing attitudes and
behaviors, and that the most important health
concepts for students of public education are
"health care", then "healthy diet". This
corresponds to the human being basic needs,
food and health, as the rest of needs depend on
them according to Maslow's hierarchy. The
concept of health care is one of the most needed
concepts, especially in periods of diseases and
epidemics spread, as happened during COVID-
19 pandemic, and a healthy diet contributes to
individual’s health care condition and prevents
diseases. While "pollution" concept came last,
despite its importance locally and globally
perhaps due to the lack of air and environmental
pollutants in the fertile agricultural Al-Jouf
region, that is famous for its olive trees.
Additionally, the “cholesterol” concept came
Penultimately, perhaps due to that this term is
mostly used among the elderly, and rarely used
by educational students, and this is consistent
with Taabali et al. (2017), and Al-Shehri (2018),
which dealt with health concepts that should be
included in curricula. It also explains the
importance of health concepts for students as a
result of COVID-19 pandemic impact and its
infection and deaths cases globally, whereas the
greatest interest was in health education to avoid
contracting the disease.
Table (8) show the high agreement of the
educational supervisors’ point on the importance
of handheld devices in students’ acquisition of
health education concepts which is explained by
strong students’ adherence to handheld devices
which became vitals in their lives, as students
depend on them in their scientific and cultural
achievements, and searching the websites. This is
in line with the current technological revolution
and the rapid digital transformation that KSA is
keen to keep pace with in accordance with 2030
Vision.
The most important phrases were "Students
search internet for health care methods", then
"Students use handheld devices in searching for
methods of rationalizing medicines and medical
treatment’s expenditures", which indicates the
students’ association with internet, and their
desire to increase health information from
various reliable sources, due to the growth of
their culture in maintaining their health
condition, and reducing treatment expenses. This
is consistent with Zawi (2020).
The phrase "Students watch clips those explain
health concepts’ meanings in easy way to apply"
was less important among the phrases, which
may be attributed to the large number of sites and
accounts that broadcast clips of unreliable source
on internet probably conflict each other and lose
credibility in contrast with Ibrahim & Inan
(2022). Penultimately, came the phrases
"Students’ publishing the meanings and
implications of health concepts in internet",
"Students' use of handheld devices in educating
society’s members about health issues, especially
in a period of crisis", "Handheld devices
presentation of correct methods for practicing
sport and fitness exercises reflecting students'
desire to educate themselves in a healthy way,
and their unwillingness to publish and share
information on internet for fear of responsibility
due to lack of credibility in contrast with Al-
Qaisi et al. (2021).
Generally, handheld devices are of great
importance in students’ acquisition of health
education concepts, which expresses the study
sample’s conviction of handheld devices’
importance for students, and their
complementary role to school’s role in education.
This is explained by handheld devices spread
among students, students’ high searching skills
using them which was greatly enhanced by
adopting distance learning for during COVID-19
pandemic, and to the link between students
learning and electronic platforms, in addition to
health concepts’ inefficiency in school curricula
in concordance with Al-Shehri (2018)
Table (9) show that the challenges facing
students are large, due to the abundance of
cultural and informational diversity on internet,
which affects students’ behavior sometimes, and
the contradictions of their contents occasionally.
Continuous programs’ updates and of
technological devices’ developments are another
challenge facing students in adapting with them,
which is consistent with Bin-Safi (2019) and
Zawi (2020).
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The greatest challenge for students was
"Distraction of students’ understanding of the
meanings of health concepts due to sources’
abundance", which may be attributed to the weak
control over internet uploaded cultural contents,
which makes students facing the challenge of
choosing the most reliable and credible
information. Then the phrase “Handheld devices
enhance spreading the culture of taking
medicaments without consulting specialized
doctors”. This is explained by the lack of health
education information among students, and their
lack of medical expertise, which makes them
tolerate taking medicines without doctor’s
consulting, relying on information available on
internet, in concordance with Al-Suhail (2021)
and Al-Qaisi et al. (2021). The phrase
"Marginalizing the family role in clarifying the
meanings of health concepts to their children"
came in the last place, which is explained by
students’ strong family bonding, and attributed to
family’s health directives and caring its children,
in disconcordance with Jadoun & Ghadban
(2022).
Penultimately, came "Students' use of health
concepts in cyberbullying their peers" which was
explained by students’ possessing social
awareness and appropriate amount of values that
prevent them from bullying their colleagues of
special needs, in concordance with Ben-
Amrouche & Saker (2020). Generally, students
face great challenges due to the fact that the era
which we currently live is characterized by rapid
and continuous technological development of
handheld devices and software. The lack of
educational curricula in addressing health
concepts and the of content of health culture
knowledge’s diversity on the internet, increases
the challenges that students face when use
handheld devices, in accordance with Jadoun &
Ghadban (2022).
Table (10) show no statistically significant
differences in gender variable at (α≤0.05) in both
questionnaire dimensions, and in the total
questionnaire, which indicates male and female
supervisors’ agreement about both questionnaire
dimensions. This is explained by males and
females supervisors’ similar acquaintance with
the challenges which students face, due to their
same preparation programs, juxtaposition of their
living places, similarity of male and female
schools’ facilities and curricula in concordance
with Al-Khazaali (2018), Al-Sulaiman (2016).
It also explains the males and females
supervisors' agreement about the challenges the
students face in using handheld devices to
acquire health education concepts, which is
explained by males and females supervisors’
similar acquaintance with the challenges which
students face, good contact with them, students’
need for more health education, shortcomings of
school curricula in handling health education
concepts, and great diversity in presenting
cultural health concepts on internet, in
concordance with Saleh et al. (2016) and
Al-shehri (2018).
One-way ANOVA (table 12) show no
differences between means in the questionnaire
both dimensions attributed to the educational
administration variable. This is explained by the
similarity of the educational administrations in
Al-Jouf region in terms of facilities, preparations,
training programs, and follow-up methods, high
similarity of educational supervisors’
experiences and skills, and sample small number
(255) which helped in enhancing their
intercommunication and conducting scientific
meetings and discussions to exchange
knowledge, experiences, skills and ideas
One-way ANOVA (table 14) show no
differences between means in the questionnaire
both dimensions attributed to the variable
number of years of experience. This is explained
by the fact that all educational supervisors have
minimum skills and technological proficiency
necessary to perform their supervision tasks
inasmuch as they attend specialized training
programs held by educational administrations,
and exchange experiences through WhatsApp
groups, and scholarly discussions remotely and
in person
Conclusions
➢ The most important health concepts for
school students are, "health care" and
"healthy diet”.
➢ The perceptions of educational supervisors
about the importance of handheld devices in
school students' acquisition of health culture
concepts were very great.
➢ The most challenges facing school students
are “Distraction of students’ understanding
of the meanings of health concepts due to
sources’ abundance” and “Handheld devices
enhance spreading the culture of taking
medicaments without consulting specialized
doctors”.
➢ There are no statistically differences at
(α≤0.05) in the questionnaire dimensions
and in the questionnaire as a whole, level
attributed to the study variables (gender,
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educational administration, & years of
experience).
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