Published on by Top Teachers

Innovative Research Award

Nofouz Mafarja
University of Malaya, Malaysia
Nofouz Mafarja
Affiliation University of Malaya
Country Malaysia
Scopus 57428701100
Documents 27
Citations 100
h-index 6
Subject Area Mathematics
Event Top Teachers Awards
ORCID 0000-0001-7367-3431
Google Scholar ypXXnZUAAAAJ

Nofouz Mafarja is a Senior Lecturer (Ph.D.) at the Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Malaysia. Her research interests encompass physics education, scaffolding, collaborative learning (particularly reciprocal teaching strategies), word problem solving, critical thinking skills, academic self-concept, attitudes toward learning physics, reading comprehension in science, and statistical data analysis using SPSS and AMOS. She has published extensively on the application of reciprocal teaching in physics education and its effects on students’ critical thinking and academic self-concept.[1]

Abstract

This article presents the academic and research profile of Dr. Nofouz Mafarja, Senior Lecturer at the University of Malaya, in recognition of her contributions to physics education and active learning. Her work focuses on reciprocal teaching strategies to enhance critical thinking, academic self-concept, and attitude toward physics among students. With 27 documents, 100 citations, and an h-index of 6, her research has significantly influenced science education pedagogy, particularly in Palestine and Malaysia. This profile supports her nomination for the Innovative Research Award under the Top Teachers Awards event.

Keywords

Physics education · Reciprocal teaching · Critical thinking · Academic self-concept · Active learning · STEM education · Scaffolding · Collaborative learning · Word problem solving · Research methodology

Introduction

The Innovative Research Award recognises scholars who demonstrate excellence in research that transforms educational practice. Dr. Nofouz Mafarja has dedicated her career to improving physics education through evidence-based teaching strategies. Her work on reciprocal teaching—a collaborative learning approach—has provided new insights into how students develop critical thinking skills and positive academic self-concepts in science classrooms.[1] This article outlines her research trajectory, key contributions, and impact on the field of science education.

Research Profile

Dr. Nofouz Mafarja holds a Ph.D. in Science Education (Physics) from the University of Malaya (2022), where her thesis examined the effect of reciprocal teaching on physics students’ critical thinking, academic self-concepts, and attitudes toward learning physics in Palestine. She also earned a Master of Methods of Teaching Science from An-Najah National University (2017) and a Bachelor of Teaching Science (Physics) from Al-Quds Open University (2013). Her academic journey reflects a sustained commitment to improving science instruction through active learning and pedagogical innovation.[2]

She has held positions as a Post-Doctoral Fellow at Universiti Tun Hussein Onn Malaysia (2023–2024) and as a Research Assistant at the University of Malaya (2020–2022). Her teaching experience includes courses in research methodology, curriculum development, and learning theories at both undergraduate and postgraduate levels. Her software skills include LaTeX, MATLAB, SPSS, AMOS, and SmartPLS, supporting her quantitative and qualitative research in education.

Research Contributions

Dr. Nofouz Mafarja’s primary contribution lies in the systematic application of reciprocal teaching to physics education. Her studies demonstrate that reciprocal teaching significantly improves students’ critical thinking abilities and academic self-concept, while also fostering positive attitudes toward physics.[3] She has also explored the relationship between critical thinking and academic self-concept within experimental settings.[4] More recently, she has extended her work to include teacher well-being and the use of artificial intelligence in inclusive classrooms, highlighting the moderating effects of leadership support.[5]

Beyond her published works, Dr. Nofouz Mafarja has contributed to curriculum development, STEM education, and educational technology. She has been an invited speaker at numerous international conferences and workshops, covering topics such as STEM literacy, computational thinking, research methods, and publishing in high-impact journals. Her intellectual property includes teaching and learning strategies, such as “5 Ladders of Active Learning” and “Pedagogy Andragogy, Heutagogy, Peeragogy and Future Learning” kits.

Publications

Dr. Nofouz Mafarja has published 27 documents with 100 citations and an h-index of 6. Her most cited works examine reciprocal teaching’s impact on academic achievement, critical thinking, and academic self-concept in physics education.[2][3][4] Recent research explores AI applications and teacher well-being in inclusive classrooms.[5]

Research Impact

Dr. Nofouz Mafarja’s research has had a tangible impact on science education pedagogy, particularly in the context of Palestine and Malaysia. Her systematic review and experimental studies provide robust evidence for the effectiveness of reciprocal teaching in enhancing academic achievement and critical thinking.[2][3] Her work on academic self-concept and attitude learning physics has informed teacher training programmes and curriculum design. Additionally, her recent exploration of AI in education contributes to the growing discourse on technology integration in inclusive classrooms.[5] Her citation count and h-index reflect the scholarly community’s recognition of her contributions.

Award Suitability

Dr. Nofouz Mafarja is an exemplary candidate for the Innovative Research Award. Her research demonstrates innovation in applying reciprocal teaching to physics education, yielding measurable improvements in critical thinking and academic self-concept among students. She has a strong publication record in reputable journals, active engagement in international conferences, and a commitment to mentoring and curriculum development. Her work bridges theory and practice, making her a deserving recipient of this award.

Conclusion

This profile underscores the scholarly achievements and pedagogical contributions of Dr. Nofouz Mafarja. Her sustained focus on reciprocal teaching, critical thinking, and academic self-concept has advanced science education in meaningful ways. Her research output, teaching experience, and professional service position her as a leader in the field and a strong candidate for the Innovative Research Award.

References

  1. Elsevier. (n.d.). Scopus author details: Nofouz Mafarja, Author ID 57428701100. Scopus. https://www.scopus.com/pages/authors/57428701100
  2. Mafarja, N., Mohamad, M. M., Zulnaidi, H., & Fadzil, H. M. (2023). Using reciprocal teaching to enhance academic achievement: A systematic literature review. Heliyon, 9(7), e18269. https://doi.org/10.1016/j.heliyon.2023.e18269
  3. Mafarja, N., Zulnaidi, H., & Fadzil, H. M. (2022). Using reciprocal teaching strategy to improve physics students’ critical thinking ability. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2069. https://doi.org/10.29333/ejmste/11506
  4. Mafarja, N., & Zulnaidi, H. (2022). Relationship between critical thinking and academic self-concept: An experimental study of reciprocal teaching strategy. Thinking Skills and Creativity, 45, 101113. https://doi.org/10.1016/j.tsc.2022.101113
  5. Almaki, S. H., Mafarja, N., & Al Mansoori, H. M. S. (2025). Teacher well-being and use of artificial intelligence applications and tools: Moderation effects of leadership support in inclusive classroom. STEM Education, 5(1), 109-129. https://doi.org/10.3934/steme.2025006

Nofouz Mafarja | Mathematics | Innovative Research Award

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