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In a country like Saudi Arabia, where the construction industry is witnessing an impressive growth in the post-oil era, it is important to examine the occupational health and safety behaviors of construction workers (CWs).

The present study aims to investigate the impact of emotional intelligence (EI) on workers' stress and safety behaviors. Data were collected from CWs (n = 265) at a major construction site in the city of Jeddah. Two questionnaires comprising 25 and 32 questions were used to measure their EI and stress levels, respectively. Furthermore, structured interviews were conducted with the managers and supervisors to inquire about the safety behavior of their respective workers. Descriptive statistics, simple and companion regression were used for data analysis.

The findings indicate that EI plays an important role to enhance the safety behaviors of the CWs besides reducing their workplace stresses. Furthermore, workers' stress levels are found to negatively impact their safety behaviors, indicating that any reduction in occupational stress can reciprocally enhance their safety compliance. The findings are further discussed with the concerned stakeholders to recommend a seven-point therapeutic role of EI for the safety of CWs.

Results of the study can be used by managers and supervisors of the Saudi construction industry to reduce workplace accidents and improve the productivity of their organizations.

The main objective of the study is to analyze the effectiveness of the advance organizer model (AOM) versus the conventional teaching method (CTM) in teaching high school math using game-based learning (GBL) for improved student learning performance.

Data from 480 students, covering sociodemographics, educational identifiers and actions, were collected across two semesters. The research analyzed factors like interest, motivation, and problem-solving abilities to assess the impact of teaching methods. A quasi-experimental design, due to non-randomized group selection, was used, mitigating differences via analysis of covariance. Students were split into control and test groups, and test scores before and after administering the treatment were calculated. Hypothesis testing was carried out to find the effectiveness of AOM versus CTM. The sample contains a diverse sociodemographic background and educational setting. 175 students in the sample were female and 305 were male. The sample was made up of 14 nationalities, including Saudi Arabia, Jordan, Peru, Iraq and Lebanon. Parent participation was also incorporated through parental satisfaction surveys.

Despite unknown group differences, the study found significant differences in Mean Retention Scores between the AOM and CTM groups. This suggests that AOM has considerable advantages in teaching mathematics over CTM.

The study of the first kind that explores the effectiveness of different teaching methods based on gamification perspective for improving student performance.