Journal articles on the topic 'Saudi female higher education'
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Almohaimeed, Nura, and Suliman Alnasser. "English Language Use by Saudi Female Students in Higher Education: Insights for Educators and Policymakers." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 283–95. http://dx.doi.org/10.36892/ijlls.v4i2.885.
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Saudi higher education recognizes the importance of teaching and learning the English language, leading to the establishment of several academic English departments to fulfill national needs. Mastery of English in an EFL (English as a foreign language) context requires more frequent language use, both inside and outside the classroom domain. Current research suggests that investigations into Saudi students’ English language use inside the classroom have been addressed, but outside its boundaries and at the department level have yet to be addressed. This study aimed to address that gap to provide insights into female learners’ perspectives on the Saudi EFL learning environment. It adopted a mixed-methods approach for data collection. A seven-item survey with an open-ended section was filled out by Saudi female students (n = 381) studying in English departments nationwide. Additionally, semi-structured interviews with two questions were conducted with BA and MA English students (n = 10). The findings reveal the failure of Saudi English departments to provide students with the English practice opportunities they need and learners’ dissatisfaction with the current learning environment. The implications of the study include the urgent need for decision-makers to intervene and change the current status quo.
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Nasser Alnasser, Suliman Mohammed. "Gender Differences in Beliefs about English Language Policies (ELPs): The Case of Saudi Higher Education English Departments." International Journal of Education and Literacy Studies 6, no. 2 (April 30, 2018): 111. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.111.
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Review of literature suggests that issues in English language policies (ELPs) in higher education foreign language department levels have not been addressed, and the relationship between beliefs about general notions of ELPs and gender has been disregarded. The current study investigates gender-related differences in beliefs on five main notions of ELPs among staff members in Saudi Arabian English departments. An online survey was administered to staff members in different Saudi English departments from different regions in Saudi Arabia. Five general statements on ELPs were included in the survey and were responded to by male (n = 67) and female (n = 143) staff members (total = 210). Pearson’s chi-square test of independence and the calculated percentages of responses were used to analyze gender differences. No statistically significant differences were found between male and female participants, with the exception of one statement. Both genders had generally similar beliefs on ELPs. Moreover, the female staff had slightly stronger beliefs than the male staff, and males showed more hesitation than females did when deciding on ELP matters. The study also discusses the implications of the findings and provided recommendations for future research.
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Nasser Alnasser, Suliman Mohammed. "Language Use by Staff Members in Saudi English Higher Education Departments: Beliefs and Gender Differences." International Education Studies 11, no. 9 (August 28, 2018): 22. http://dx.doi.org/10.5539/ies.v11n9p22.
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Educational language policies in Saudi Arabia have attracted a great deal of attention in recent years. English departments in the country are comprised of male and female staff members who practise these language policies at departmental level and also outside the domain of the classroom and on a variety of occasions. There are several reasons for the use of English (a foreign language) alongside Arabic (the mother tongue) and these have an influence on the shape of current or future language policies. The effect of gender on the selection of particular reasons has not been investigated and this is the focus of the current paper. In the study referred to here, both quantitative (online survey) and qualitative (open-ended section) approaches to data collection were adopted. The context of the study was English departments in Saudi Arabian higher education establishments. The survey consisted of five items (statements) and two questions with open-ended sections. The data was collected from different regions of the country and included male (n = 67) and female (n = 143) staff members. The Chi-Square test of independence was administered to determine the significance of differences found between the two genders and only in one of the five items was a statistically significant difference found. It was, therefore, concluded that males and females in Saudi English departments share similar beliefs with regard to the use of language, with only slight differences between them. This paper discusses the implications of these findings as well as possible areas of investigation for future researchers.
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Havril, Agnes. "Deconstructing stereotypes: perception of women in higher education in the Kingdom of Saudi Arabia - A realm of empowerment." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 99–111. http://dx.doi.org/10.29302/jolie.2019.12.1.7.
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The image of a subservient woman who has no other choice but to comply with the norms and rules dictated by the orthodox male-dominated society is perhaps the most common Western perception of the Kingdom of Saudi Arabia. An entrenched notion, it is for the most part perpetuated by the standards and norms of Western culture, which in turn define how we interpret and look at others. The benchmark then becomes our own culture against which we compare and contrast the ideas and values of other – often non-Western – societies, as is the case with Saudi Arabia. The result is ultimately a Western-infused interpretation that creates bias and overlooks the uniqueness of a particular culture. The main rationale of the following paper is to deconstruct these stereotypical notions and to describe Saudi society and culture, which is devoid of such Western apprehension. The focus here is to examine the field of female public education, with a particular focus on higher education, and thus to show that Saudi women can be and in fact are empowered by means of education. Historical accounts – especially the reforms of King Faisal and his wife Iffat Al Thunayan – demonstrate the achievements in the field that have furthered women’s educational and, as a consequence, labour market opportunities. While the high number of female students and graduates exemplify these advancements, such figures are merely one-dimensional and do not give justice to the underlying complexities. For this matter, the heritage of Bedouinism (‘tribalism’) and Wahhabism, the orthodoxy of the Ulema with their monopoly over the interpretation of Islam and its consequences, influence the public discourse about advancing girls’ and women’s situation in the kingdom. The concept of ijtihad, also used by Islamic feminism, will add another layer to the analysis; it can be seen as a tool that enables Saudi women to move forward on the path of progress by simultaneously balancing tradition and modernity. As a result, a holistic view will be presented in the paper, in which the situation of Saudi women is seen and analysed through the lens of Saudi culture. Then, the unique state of women will not be reduced to the reductive belief that Saudi girls and women are trapped in a parochial, patriarchal system, but can become empowered through education, even in the face the Ulema’s monopoly of Wahhabi Islam, which pervades all aspects of life and, so too, the domain of female higher education.
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Almohaimeed, Nura, and Suliman Mohammed Nasser Alnasser. "Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives." International Journal of Linguistics 14, no. 4 (August 6, 2022): 59. http://dx.doi.org/10.5296/ijl.v14i4.20100.
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English in Saudi Arabia is an English as a Foreign Language (EFL) context which offers very limited opportunities for language practice. The literature suggests that English education in Saudi higher education suffers from weaknesses in English language learning outcomes, leading researchers to explore ways to mitigate this concern. Hence, English language policies (ELPs) can play a significant role in compensating for the lack of limited language practice opportunities outside the classroom and within academic settings. Therefore, this study addresses the necessity of introducing ELPs in academia from learners’ perspectives. A mixed method approach was employed to collect data using an online survey (n = 257) and semi-structured interviews (n = 10). The participants were female Saudi EFL learners undertaking undergraduate and post-graduate academic programs in Saudi higher education English departments. The main findings of the study suggest that ELPs do not exist in these departments, and that students are highly motivated to engage in designing these policies. The implications of this study are also discussed.
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M. Alasmari, Talal. "Can Mobile Learning Technology Close the Gap Caused by Gender Segregation in the Saudi Educational Institutions?" Journal of Information Technology Education: Research 19 (2020): 655–70. http://dx.doi.org/10.28945/4634.
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Aim/Purpose: This paper investigates the educational gap between males and females caused by gender segregation in Saudi educational institutions and the role of Mobile Learning Technology (MLT) in bridging this gap through the emphasis on teaching practices, learning resources, and opportunities, as well as participation in campus life. Background: There is a gender gap over the access to educational opportunities and facilities raised by the segregation in educational institutions in Saudi Arabia. In Saudi society, school campuses have been always been restricted due to the cultural and social values of the native people. The practice of segregation extends across all social aspects of life including education. This has resulted in a gender preferred educational system that highly favors males over females in terms of teaching, learning opportunities, facilities, and resources, as well as the participation of activities on campus. This has become disadvantageous for female students because it has limited their equal access to learning opportunities, sometimes trained by less experienced instructors, and has led thus to an unfair academic performance. Methodology: An online surveying system was used with a population of all female students who are enrolled in 13 colleges located in Jeddah. The size of the population was 15,171 students. The sampling technique was probabilistic random in which only 300 questionnaires were received back, and only 187 out of 300 questionnaires were fully answered. The study is descriptive, and it used a quantitative survey method with a cross-sectional collected data. Contribution: This study supported instructors and higher education administrators in adopting MLT to overcome some cultural gaps caused due to segregation by adding literature on MLT contribution to the enhancement of higher education opportunities for women in Saudi Arabia. This study is the first of its kind in the context of Saudi Arabia to delve into the role of MLT in closing the gender gap through making an effective Saudi higher education system policy. Findings: There are some challenges experienced by Mobile Learning Technology to close the gap caused by gender segregation in the Saudi educational institutions in relation to some dimensions that include demographic data, teaching gap, content, educational opportunities, participation in campus life, and the use of mobile learning. Recommendations for Practitioners: This study recommends that the educators should consider the need to implement Mobile Learning Technology in the educational system of Saudi Arabia as a means of bridging the everlasting gap of gender separation, especially in schools, and also to empower female students to compete at the same level with their counterpart male students. Recommendation for Researchers: Further research is expected to focus on effective implementation in Mobile Learning in female campuses as well as government assistance of promoting Mobile Learning in both public and private schools of female campuses. Impact on Society: The study findings could be highly beneficial for understanding the problems that confront equality and transparency in education between male and female and how Information and Communication Technology (ICT) tools could help guarantee equality in education. Future Research: Future studies could be extended to other areas of assisted online education tools. Furthermore, measures can be implemented to enhance transparency and equality between males and females in education, which could be associated with satisfaction levels for both sides.
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Alsowat, Hamad H. "Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 193. http://dx.doi.org/10.19044/esj.2016.v12n7p193.
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This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.
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Alhazmi, Fatemah A. "Saudi University Students’ Perceptions of Service Quality in Higher Education." Journal of Education and Learning 9, no. 5 (September 11, 2020): 151. http://dx.doi.org/10.5539/jel.v9n5p151.
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Higher education institutions (HEIs), like any other organizations, consider the customer experience to be an intrinsic component of their strategic plans, decision-making processes, and development. In the higher education (HE) context, the students are the customers and demand high service quality to inform their decisions. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument is used to measure five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses whether there is a connection between the participants’ responses and key demographic variables. Permission was granted to distribute 500 questionnaires to all the students in the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data collected to assess perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between the participants’ answers and the demographic variables. Evaluation of all the services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2.7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences found in the students’ evaluation for the first dimension (tangibles) associated with gender difference, with the average evaluation by male students being (2.9532), and the average evaluation by female students (2.6685); otherwise demographic characteristics had no statistically significant influence on students’ evaluations.
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Islam, Md, Abla Bokhari, and Turki Abalala. "Perceptions to Start up Business as a Career Choice among Saudi Female Higher Education Students." Societies 8, no. 2 (May 16, 2018): 31. http://dx.doi.org/10.3390/soc8020031.
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George, JulieSaji, and Humaira Khanam. "OBESITY AMONG FEMALE STUDENTS OF HIGHER EDUCATION IN SAUDI ARABIA: A STUDY IN ALKHARJ GOVERNORATE." International Journal of Advanced Research 6, no. 11 (October 31, 2018): 1056–59. http://dx.doi.org/10.21474/ijar01/8093.
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Khalaf H Alghamdi, Amani, and Sue L. T. McGregor. "Quality of Academic Life at the Postgraduate Stage: A Saudi Female Perspective." International Journal of Doctoral Studies 16 (2021): 127–47. http://dx.doi.org/10.28945/4691.
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Aim/Purpose: Vision 2030 (Saudi Arabia’s national development plan) expects women (50% of all university students) to contribute to a viable economy and ambitious nation, meaning data about their quality of academic life (QAL) during their university experience are timely and significant. They are key players in the nation’s future. Background: This inaugural, exploratory study addresses this under-researched topic by exploring the spiritual, cognitive, physical, social, and psychological dimensions of Saudi female graduate students’ QAL. Methodology: Data comprised the lead author’s reflections and reflexion and interviews with 17 Saudi female graduate students conveniently sampled from Imam Abdul Rahman bin Faisal University (IAU) (Eastern Province) in January 2020. A new Academic Quality of Life Schema was especially designed for this study and future research. Contribution: A Middle Eastern country’s perspective is shared about female graduate students’ QAL from a holistic perspective (spiritual, mind, and body) and through the lens of a new QAL Schema (cognitive, social, and psychological). Findings: Spirituality was the highest rated holistic QAL dimension (76.6%) followed with body (67.4%) and mind (intellect) (58.8%). Despite a generally positive QAL evaluation (67.6%), participants (a) lamented their inability to sustain previous levels of religious devotion and practice, (b) reported health issues with deep emotions and surprise, and (c) experienced dissatisfaction with the educational aspect of their QAL. Regarding the QAL Schema, (a) their lack of research savviness hampered their ability to learn and enjoy the graduate experience; (b) psychological anxiety hampered their ability to connect with the Creator and poor time management and heavy academic workload compromised exercise and leisure with all three causing an imbalanced lifestyle; and (c) social peer camaraderie and positive classroom environments were appreciated. Recommendations for Practitioners: Women’s colleges should (a) collect subjective data about female graduate students’ satisfaction with university services, specialization and teaching decisions, and faculty members’ and peer colleagues’ support; (b) provide and promote services related to places and means of recreation, leisure, and alone time; and (c) ensure that guidance and counseling offices develop strategies to reduce stress and anxiety factors hindering QAL. Recommendation for Researchers: Future studies should use larger sample frames and, for comparative purposes, previously validated empirical QAL instruments. Saudi-based QAL studies should include religion. Mixed methods research designs are recommended as is a gendered comparative study for the gender-segregated Saudi higher education context. Impact on Society: Deeper understandings of Saudi female graduate students’ QAL will facilitate (a) tailored institutional and faculty support leading to higher enrolment levels, (b) stronger knowledge bases and more sophisticated research skills for students and (c) improved labor force participation. Future Research: Over 1/3 of participants felt their academic gains were not as strong as anticipated, yet few commented about teaching staff or teaching methods. Future research should expand inquiries into the educational aspect of QAL as well as the underrepresented social aspect of QAL.
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Abdelmoneim, I., and M. A. Al Homrany. "Health education in the management of diabetes at the primary health care level: is there a gender difference?" Eastern Mediterranean Health Journal 08, no. 01 (March 15, 2002): 18–23. http://dx.doi.org/10.26719/2002.8.1.18.
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We examined differences between male and female diabetic patients, as recipients of health education messages provided in a primary health care setting and its implications on the control of the disease. The files of 198 diabetic patients attending a diabetes clinic in Abha, Saudi Arabia were analysed. The results showed that females had significantly higher body mass index and fasting blood sugar levels than men with significantly fewer mean number of health education sessions in the last 12 months. Multiple logistic regression model pointed to the female sex as a significant predictor of poor glycaemic control. The model for females alone showed significantly poorer diabetes control when the number of health education sessions received was less.
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Algheshairy, Reham M., Raghad M. Alhomaid, Mona S. Almujaydil, Hend F. Alharbi, and Woroud A. Alsanei. "Influence of Using Food Delivery Applications on Adult Saudi Female Dietary Habits and Preferences during COVID-19 Lockdown Restrictions: Attitude Survey." International Journal of Environmental Research and Public Health 19, no. 19 (October 6, 2022): 12770. http://dx.doi.org/10.3390/ijerph191912770.
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Food delivery applications (FDAs) shined during COVID-19 global lockdown restrictions. Consequently, lifestyle changes imposed a greater use of these applications over this period. These changes may strongly influence the nutritional health of individuals, particularly adult Saudi females. A cross-sectional study was performed to examine the influence of using FDAs during COVID-19 lockdown restrictions on attitude behaviours, including dietary habits and preferences among Saudi adult females. Participants voluntarily submitted their answers to a questionnaire administered via the Google Survey platform. Results illustrated that most Saudi female users of FDAs were aged between 18–24 years with 64.9%, 91.5% being single and 37% ordering food online within one to two days a month. There was a significant association between the influence of using FDAs during COVID-19 lockdown restrictions and age, education, and average days of ordering food online (p ˂ 0.05). Another important factor is that higher education was associated with more frequent use of the FDAs, there were direct relationships between education level and using FDAs, 58% of the participants were educated as undergraduate or postgraduate. Although lifestyle changes increased the use of FDAs during COVID-19 global lockdown restrictions, these changes may negatively affect individuals’ dietary habits and preferences, particularly adult Saudi females. These findings can aid in promoting healthy diet management globally and in Saudi Arabia unless the governments lead to significant beneficial changes toward improving food delivery applications.
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Almoslamani, Yousef. "The impact of learning strategies on the academic achievement of university students in Saudi Arabia." Learning and Teaching in Higher Education: Gulf Perspectives 18, no. 1 (February 11, 2022): 4–18. http://dx.doi.org/10.1108/lthe-08-2020-0025.
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PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.
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Alshammari, Ghedeir M., Magdi A. Osman, Kholoud B. Alabdulkarem, Saleh M. Alsoghair, Mohammed A. Mohammed, Laila Naif Al-Harbi, and Mohammed Abdo Yahya. "The effect of dietary behaviors on the nutritional status and associated factors of Yemeni students in Saudi Arabia." PLOS ONE 17, no. 5 (May 23, 2022): e0268659. http://dx.doi.org/10.1371/journal.pone.0268659.
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The Kingdom of Saudi Arabia has undergone a significant transformation in eating habits and the native diets have been replaced with Western diets. The present study investigated the effect of dietary behavior on nutritional status and associated factors of Yemeni students studying in Saudi Arabia. The socioeconomic characteristics, food habits, daily food intake, and anthropometric measurement (BMI) were used to assess the nutrition status of 240 adults (120 males and 120 females) Yemni students with the ages ranging from 18 to 35 years studying at King Saud University, Saudi Arabia. The majority of students were married, had higher education level and reasonable income and eat three meals a day. Higher number of female studnets skipped breakfast compared to male students. Energy intake, i.e., vitamins and minerals was lower than the dietary recommended intake (DRI) for both male and female students. The majority of males were overweight compared to females. Most of the socioeconomic characteristics and food habits had positive or negative correlation with body mass index (BMI). Overall, the results revealed that the majority of Yemeni male students had poor eating habits compared to females, resulting in obesity. High income, number of meals per day, breakfast consumption, restaurant meals, consumption of soft drinks, sweets, and potato chips were identified as factors associated with the nutritional status of male and female students included in the study.
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Alghamdi, Abdulelah A., and Margaret Plunkett. "Perceptions of Saudi Male and Female Postgraduate Students Regarding the Impact of Social Networking Sites and Apps on their Academic Life: A Study of Umm Al-Qura University – Makkah." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (April 30, 2018): 19. http://dx.doi.org/10.3991/ijet.v13i05.7981.
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This paper outlines a study exploring the perceptions of Saudi male and female postgraduate students regarding the impact of using Social Networking Sites and Apps (SNSAs) on their academic engagement and academic relationships. While research on SNSA use within the higher education environment does exist, mixed gender research has often presented challenges in Saudi Arabia, due to the educational segregation. A mixed methods approach was used to collect data through surveys, individual interviews and focus groups involving 313 male and 293 female postgraduate students at Umm Al-Qura University (UQU) in Makkah. Findings illustrated that both males and females engaged with SNSAs at a moderate level of use for academic purposes, and they perceived more positive than negative impacts associated with the academic use of SNSAs. Correlational analysis demonstrated a large positive correlation between academic engagement and academic relationships. Gender differences were not extensive however, the quantitative analysis highlighted more prominent involvement with SNSAs by females which is interesting, in light of social restrictions experienced by females in Saudi society.
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Ahmed, Manail Anis. "Outward Mobility of Saudi Students: An Overview." International Higher Education, no. 83 (December 2, 2015): 19–20. http://dx.doi.org/10.6017/ihe.2015.83.9084.
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Since 1927, the Kingdom of Saudi Arabia has continuously committed substantial sums of money—and corresponding amounts of energy and effort—into educating its citizens abroad. From the first six students to be sent to Cairo to acquire higher education, to the currently almost 200,000 students studying a wide variety of disciplines across the world, this phenomenon has come a long way indeed. In addition, due to a booming economy and high per capita income, many Saudi families can privately afford to send their wards of university age to study abroad. This article provides a brief survey of the latest figures released by the Saudi Ministry of (formerly Higher) Education with regard to Saudi students’ outward mobility, reviewing trends for scholarship and privately-funded students by destination country, field of study, and academic level. It also briefly examines the inclusion of large numbers of Saudi female students in this cohort, and the accompanying social and cultural implications of this trend on the Kingdom of Saudi Arabia.
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Gandeh, M. B. S., and W. A. Milaat. "Dental caries among schoolchildren: report of a health education campaign in Jeddah, Saudi Arabia." Eastern Mediterranean Health Journal 6, no. 2-3 (June 15, 2000): 396–401. http://dx.doi.org/10.26719/2000.6.2-3.396.
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The study describes a dental health education campaign and reports the epidemiology and prevalence rates of dental caries among male and female primary-school children in Jeddah. Over a 2-year period, all 296 public primary schools in Jeddah were visited by dentists conducting a health education campaign. A total of 82 250 children in the first and fourth grades were screened. The rate of detected dental caries was 83%, with significantly higher rates detected among females and first-grade children. Lower social class was significantly associated with higher rates of dental caries. The study emphasizes the importance of health education programmes and the value of school health surveys for targeting this young group
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Mokhles, Mohamed Mohamedy. "A Proposal for Developing the Cost Sharing of Higher Education in Saudi Arabia in Light of Some International Experiences." Arab Journal For Quality Assurance in Higher Education 10, no. 27 (December 19, 2016): 3–32. http://dx.doi.org/10.20428/ajqahe.v10i27.1100.
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Abstract:The present study aims to explore the current situation of cost sharing of higher education in the Kingdom of Saudi Arabia , to compare it to the higher education in England and America, and to identify differences and similarities and differences between them. The researcher used George Berday’s approach in comparative studies. Results have shown that there is a shortcoming in the procedures of reducing the cost of governmental higher education in Saudi Arabia and in the methods of funding and procedures of disbursement and allocation of the university., There are also shortcomings in the programs of linking between scientific research and the needs of the labor market due to the fact that the university does not get involved in major industrial enterprises. There are no partnerships between them in order to make use of scientific research to serve the community and respond to the needs of the labor market. This has led to an increase in the gap between the university outcomes and the needs of the Saudi labor market. On contrary, both countries, under comparison, take care of all programs that serve the scientific research, community service, and respond to the market needs. However, the Kingdom of Saudi Arabia relies on traditional methods to reduce the cost of Higher education, including, restricted admission for male and female students, increasing tuition fees, and requiring rent for facilities, and reducing indirect costs.
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M. Aman, Abdulrazak, and Norshuhada Shiratuddin. "Perceptions of female students toward hologram video conferencing technology at AOU." International Journal of Engineering & Technology 9, no. 3 (July 25, 2020): 650. http://dx.doi.org/10.14419/ijet.v9i3.30938.
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The research paper primarily aims at understanding women's discernment in the field of education if it is governed by technology such as hologram video conferencing. The paper is expounded in the context of Saudi Arab’s education system as the country of Saudi Arab is fringed by many rules and regulations for females pursuing higher education. The research paper will extrapolate the change in conventional learning and the ways in which it can benefit women’s perception and society at large. Arab Open University (AOU) has been a pioneer in distance and e-learning in SA and hence the study is directly directed towards implementing Hologram Video Conferencing and viewing the change in gender biases when it comes to acquiring scientific learning. The paper will also delve into the challenges that can be faced in adoption of holographic based learning and how it can be overcome by changing awareness and deploying more stringent rules by the government.
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Ababneh, Islam. "English Writing Errors Committed by Saudi Students: A Study of Two Female University Groups." International Journal of English Linguistics 10, no. 3 (March 17, 2020): 124. http://dx.doi.org/10.5539/ijel.v10n3p124.
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The main aim of this study is to highlight the writing errors made by Saudi students majoring in English. The study selected a sample of two groups of female Saudi students residing in two Saudi regions: Tabuk and Hafr Al Batin. The students were requested to write approximately three to four paragraphs about one of three topics related to Saudi Arabia: social media and its effects on Saudi social life, marriage customs in Saudi Arabia, or the economy of Saudi Arabia. In analyzing the collected writing data, the students’ writing errors were identified and classified into four categories: grammar type, syntax type, mechanics type, and lexical type errors. Then, the frequency and error percentages of each subcategory were calculated for both groups. The findings show that both groups produced most errors in the subcategory of spelling followed by tenses subcategory even though the students from the University of Hafr Al Batin made overall higher percentages of errors than the errors’ percentages made by the students from the University of Tabuk. Further investigation reveals that all students in both regions hardly practice English writing and that Arabic interference contributes to the students’ English writing errors. The findings also imply that the curricula specialists at the Saudi ministry of education might consider including more educational material to improve the English writing skills of Saudi university students.
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Hussein, Hisham M., Salma F. Alshammari, Ibtisam A. Alanazi, Gharam M. Alenzy, and Renad H. Alrashidy. "SEX-RELATED DIFFERENCES IN PHYSICAL THERAPY CAREER EXPECTATIONS IN HA’IL, SAUDI ARABIA." Acta Neuropsychologica 20, no. 4 (November 13, 2022): 385–92. http://dx.doi.org/10.5604/01.3001.0016.1050.
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Social and cultural factors can lead to gender-biased expectations in physical therapy (PT) career. In Saudi Arabia, female physical therapists might be undergoing more cultural competencies than males to develop their career. This study aimed to investigate whether there are differences between men and women physical therapists (PTs) in their career expectations in Saudi Arabia. We tested 496 responses 192 (38.7%) were males and 307 (61.3%) were females. 325 (65.5%) responses were obtained from students including those in the internship year while the rest of the responses 171 (34.5%) were from graduated PTs. A descriptive cross-sectional study was undertaken using a questionnaire sent electronically to PT students and graduates in Ha’il City, Saudi Arabia. The answers to questions regarding the future career expectation and the perception of PT career among other healthcare professions were analyzed. Statistically higher female numbers were expected to conduct research activity, become faculty teaching staff, continue their education, and attend special courses. No sex-related differences were found regarding the expectation to occupy a governmental job, own a private business and participate as an active member of the Saudi Physical Therapy Association. A higher proportion of females see that PT practice is as independent and prestigious as other medical and health specialties. Both genders considered PT is an prestigious as other heakth professions. There are sex-related differences in PT career expectations and the perception of PT career compared to other healthcare professions.
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Abdullah Alowedi, Noha. "Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation." International Journal of English Language Education 8, no. 1 (March 17, 2020): 113. http://dx.doi.org/10.5296/ijele.v8i1.16685.
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This study explores students’ perceptions of blended learning in a Saudi higher education institution; namely, the Saudi Electronic University. SEU is the only university in the Kingdom of Saudi Arabia that offers undergraduate degree programs in complete mandatory Blended Learning mode of education in all courses. The study aims to describe the actual utilization of online learning represented by Blackboard as the official Learning Management System in SEU and to dictate students’ satisfaction with the learning experience. The methodology used to achieve this goal was surveying students’ opinions through sending out online questionnaires. The main purpose of this study is to consider the students’ feedback, improve what needs improvements, and keep up the good work if it is considered ‘good work’.
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Al-Kahtani, Saad, and Siham Al Haider. "Factors affecting the use of CALL by EFL female faculty members in Saudi higher education: Current status." JALT CALL Journal 6, no. 3 (December 31, 2010): 153–70. http://dx.doi.org/10.29140/jaltcall.v6n3.99.
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Al-Asiri, Hawazen. "Undergraduate Students’ Evaluation of Internships in Special Education Programs in Saudi Universities." Revista Amazonia Investiga 11, no. 54 (August 30, 2022): 219–31. http://dx.doi.org/10.34069/ai/2022.54.06.21.
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This study aimed to identify the views of undergraduate students on internships in special education programs in Saudi universities and delineate any statistically significant differences in the students’ views attributable to gender, specialization, university, and grade point average. The study also attempted to investigate the extent to which education outcomes meet the labor market requirements of Saudi Arabia Vision 2030 from the perspective of internship students in special education programs in Saudi universities. To this end, a descriptive approach was applied, using a questionnaire to collect the study data. The study sample consisted of 271 internship students of special education in Saudi universities. The results revealed a high rating level for internships from the perspective of special education students. There were statistically significant differences in the ratings based on gender, with female students reporting better on the academic supervisor dimension. Students specializing in learning disabilities also shared better ratings than those in the autism program, and students with “Excellent” grades reported higher ratings of internship than those with “Good” grades. Overall, there was a high level of compatibility between educational outcomes and the requirements of the labor market stipulated by Vision 2030.
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Alfawaz, Hanan A., Nasiruddin Khan, Sobhy M. Yakout, Malak N. K. Khattak, Amani A. Alsaikhan, Areej A. Almousa, Taghreed A. Alsuwailem, et al. "Prevalence, Predictors, and Awareness of Coffee Consumption and Its Trend among Saudi Female Students." International Journal of Environmental Research and Public Health 17, no. 19 (September 25, 2020): 7020. http://dx.doi.org/10.3390/ijerph17197020.
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This study aimed to investigate the prevalence, trends, and predictors of coffee consumption among Saudi female students and its association with anthropometric and demographic variables. A survey-based study using a face-to-face interview was designed, and 930 (aged 21.5 ± 2.1 years) apparently healthy female students from different departments of King Saud University participated. The prevalence of coffee consumption was significantly higher (88.2%, p < 0.03) in the central Riyadh region. Coffee consumers had significantly higher prevalence of being overweight than non-consumers (p = 0.02). The frequency of coffee consumption was significantly higher (p < 0.02) in students who were single and belonged to families with a moderate income level. Coffee consumption was significantly higher among first-year students with a high-scale grade point average (GPA) (p < 0.001 and p = 0.03, respectively). Increased coffee consumption during exam and stress conditions was associated with unhealthy dietary habits such as using more sugar and spices. The prevalence of coffee consumption was high among Saudi females. High body mass index (BMI) and increased family income level were strong determinants for coffee consumption. Continued nutritional education and awareness about the potential positive and negative health effects of coffee consumption and the importance of food label use should be provided to younger generations in order to correct the wrong perceptions.
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Alghamdi, Amani Khalaf, Ali Tared Aldossary, and Philline Deraney. "Graduate students' perceptions of and recommendations pursuant to Saudi Arabia’s COVID 19 “Stay-at-Home” initiative." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 687–702. http://dx.doi.org/10.18844/cjes.v16i2.5644.
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The global spread of COVID-19 has prompted countries worldwide to design initiatives and measures to ensure public health and safety. Saudi Arabia launched a “Stay-at-Home” initiative in March 2020 involving all sectors of society. This exploratory study employed a qualitative research design using written journal reflections to discern the views and opinions of Saudi female graduate students at a large public university in the Eastern Province. The research posed three questions: (1) What were participants’ perspectives of the impact of the “Stay-at-Home” initiative; (2) What values did participants manifest during the initiative; and, (3) What were participants’ recommendations and innovative solutions to deal with the initiative’s effects? Findings reveal that boredom and loneliness, fear of infection, and financial concerns dominated students’ perceptions of the impact of the initiative. Participants further identified divine protection and global unity as two key values that were heightened to deal with the initiative and the pandemic. Finally, innovative solutions to mitigate the effects of the initiative were categorized into 13 sub-themes organized around two main spheres of Saudi life — public (governmental/societal) and private (family/home).
Keywords: COVID-19, Saudi Arabia, higher edducation
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Abiky, Waleed B. Al. "Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2." English Language Teaching 12, no. 4 (March 15, 2019): 96. http://dx.doi.org/10.5539/elt.v12n4p96.
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In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females’ pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.
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Al Masarweh, Mohammed, and Waleed Afandi. "Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 10, no. 3 (December 20, 2022): 117–28. http://dx.doi.org/10.23947/2334-8496-2022-10-3-117-128.
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Many research has been conducted to examine the acceptance factors to use mobile learning (m-learning) for regular students. During the COVID-19 most of the higher education institutions around the world were converted to m-learning especially for regular students, in order to continue supporting the educational stage for these students. This situation, allow researches to tested the use of m-learning for regular students while they are studying in distance learning environment. However, limited researches, especially in developing countries, have been tested the acceptance factors to use m-leaning for distance learning students. In this study the behavioral intention to use mobile learning (m-learning) were examined as well as the m-learning factors that affecting its acceptance amongst the distance learning students were outlined. The study framework was depended on the model of Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative approach was used to analyze the data that collected from a random sample of 154 male and female participants from Saudi universities. The results indicated that significant factors influencing distance learning students’ behavioral intention include quality of service, effort expectancy, facilitating conditions, gender, educational level, and type of device. The regulations governing distance learning programs and the implementation of mobile learning by Saudi universities under the direction of the Ministry of Higher Education are having a good impact and encouraging widespread use of m-learning.
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Mohd Nasim, Saleem. "Metacognitive Listening Comprehension Strategies of Arab English Language Learners." Education Research International 2022 (July 19, 2022): 1–7. http://dx.doi.org/10.1155/2022/9916727.
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Based on the premise that the higher the metacognitive awareness is, the more successful the learners are or vice versa; this study aimed at categorizing the metacognitive listening comprehension strategies (MLCS) of Arab EFL learners in the Preparatory Year Deanship (PYD), Prince Sattam bin Abdulaziz University (PSAU), Saudi Arabia. The data of 353 participants (237 males and 116 females) collected through the Metacognitive Awareness Listening Questionnaire (MALQ) and analysed using descriptive statistical techniques showed that all participants were higher moderate users of all five subscales formed out of 21 strategies. However, their most preferred subscale was problem-solving and the least favourite was mental translation. Directed attention, planning and evaluation, and personal knowledge strategies ranked second, third, and fourth, respectively. Female and male respondents were also found to have preferred similar strategies. In other words, male and female Arab EFL learners did not differ much in employing the MLCS while listening to English texts. The pedagogical implications of being aware of MLCS were also discussed, along with suggestions for students, instructors, and syllabus designers to integrate explicit metacognitive instructions for preparing, planning, managing, monitoring, assessing, and reflecting on listening activities.
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Aldulaijan, Asmaa Thaer. "Twitter as a Potential Lifelong Learning Environment in Higher Education from Saudi Students’ Practices and Perceptions: A Case Study." International Journal of Higher Education 11, no. 4 (March 8, 2022): 162. http://dx.doi.org/10.5430/ijhe.v11n4p162.
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One of higher education’s commitments is to provide students with the skills and knowledge needed for continued learning. Blending formal and informal learning approaches is the suggested approach to close the gap between learning in the real world and in classrooms. Social media is viewed as a bridge that can make learning seamless. This qualitative study aims to examine the use of Twitter as an educational environment in which to expand students’ informal lifelong learning. The case study itself discusses female Saudi master’s degree students engaged in learning activities on Twitter for a course at a university in Saudi Arabia. The study aimed to understand their perceptions of Twitter’s integration with course activities and investigated whether the integration of Twitter motivated students toward lifelong learning. Three students from the course participated in in-depth interviews and a content analysis of their tweets. The results indicate that students receive benefits from the integration, such as self-confidence, but also drawbacks, such as lack of information literacy skills. Key results from the content analysis indicated that participants engaged with the course’s Twitter account after the course formally finished. Formal learning hashtags in Twitter led some students to engage in a broader community. Suggestions for pedagogies were to be supported with necessary skills for lifelong learners and for the teacher to continue to engage with learners’ communities informally.
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Alzahrani, Sami H., Mukhtiar Baig, Mohammed W. Alrabia, Mohammed R. Algethami, Meshari M. Alhamdan, Nabil A. Alhakamy, Hani Z. Asfour, and Tauseef Ahmad. "Attitudes toward the SARS-CoV-2 Vaccine: Results from the Saudi Residents’ Intention to Get Vaccinated against COVID-19 (SRIGVAC) Study." Vaccines 9, no. 7 (July 18, 2021): 798. http://dx.doi.org/10.3390/vaccines9070798.
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Vaccine uptake could influence vaccination efforts to control the widespread COVID-19 pandemic; however, little is known about vaccine acceptance in Saudi Arabia. The present study aimed to assess the Saudi public’s intent to get vaccinated against COVID-19 and explore the associated demographic determinants of their intentions as well as the reasons for vaccine hesitancy. A cross-sectional, web-based survey was distributed to public individuals in Saudi Arabia between 25 December 2020 and 15 February 2021. Participants were asked if they were willing to get vaccinated, and the responses, along with demographic data were entered into a multinomial logistic regression model to assess the relative risk ratio (RRR) for responding “no” or “unsure” versus “yes”. Among 3048 participants (60.1% female, 89.5% Saudi), 52.9% intend to get vaccinated, 26.8% were unsure, and 20.3% refused vaccination. Vaccine hesitancy was significantly higher among females (RRR = 2.70, p < 0.0001) and those who had not been recently vaccinated for influenza (RRR = 2.63, p < 0.0001). The likelihood was lower among Saudis (RRR = 0.49, p < 0.0001), those with less than a secondary education (RRR = 0.16, p < 0.0001), perceived risks of COVID-19, and residents of the southern region (RRR = 0.46, p < 0.0001). The most often cited reasons for hesitancy were short clinical testing periods and concerns about adverse events or effectiveness. Vaccine hesitancy is mediated by many demographic factors and personal beliefs. To address vaccine-related concerns and amend deeply rooted health beliefs, communication should provide transparent information.
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Ibrahim, Mohammad A., and Mohammad NS Kordy. "End-stage Renal Disease (ESRD) in Saudi Arabia." Asia Pacific Journal of Public Health 6, no. 3 (July 1992): 140–45. http://dx.doi.org/10.1177/101053959200600304.
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Information was collected on patients with End-stage Renal Disease (ESRD) receiving maintenance dialysis in all of the dialysis facilities in Saudi Arabia. Similar information was also collected from the Saudi Arabian government-sponsored patients with ESRD in the United States between December 1985 to March 1986. As of March 31, 1986, 806 Saudi patients were on maintenance hemodialysis and 16 on peritoneal dialysis in hospital-based dialysis facilities in Saudi Arabia. The prevalence rate of ESRD was 139/million at the completion of the study. The rates increased with age and were similar when compared on a regional basis, but were higher in the rural areas for both sexes in all regions except the Southern Region. Here, the prevalence rates for the female urban residents were higher than for female rural residents. Although primary health care services are available in rural areas, a delay was noted in seeking medical care. This was attributed to the possible lack of health education, knowledge of the disease and information on the availability of the health services. Upon completion of this study, it was concluded that a need exists for further research in all aspects to delineate the role of the various factors that affect ESRD in Saudi Arabia, with the universal goal of preventing development of the disease in the population.
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Amr, M., A. H. El-Gilany, and M. El-Wasify. "Stress in first-year Egyptian and Saudi female medical students: a cross cultural comparison." European Psychiatry 26, S2 (March 2011): 1583. http://dx.doi.org/10.1016/s0924-9338(11)73287-4.
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IntroductionCollege students, especially freshmen, are particularly prone to stress due to the transitional nature of college life. However most of studies in this context were conducted in Western Europe and North America with only few recent studies conducted in the Arab world. This study sought to determine whether there was a difference in perceived stress levels of female medical students at Mansoura University, Egypt, and King Faisal University, Saudi Arabia.MethodsThe sample consisted of first year female medical students. The self-reported questionnaire covered four categories, including 13 items, of sources of stress (stressors).Perceived stress scale and Hospital Anxiety and Depression Scale were used to measure stress, anxiety and depression.ResultsThere is no significant difference between the two groups regarding number of stressors. However, Saudi students were more likely to cite emotional problems, excessive workload and fear of future. The most common items in Egyptian students were financial and environmental problems. Prevalence of stress and clinical anxiety was higher in the Saudi sample. Logistic regression analyses of independent predictors of high level of stress among both groups combined were Saudi nationality, larger family size, clinical depression and clinical anxiety.ConclusionsPerceived stress and anxiety are frequent among Saudi students. This information could be useful in designing preventive mental health programs that should be an integral part of the routine clinical facilities caring for medical students to help them to cope with the increasing demands of medical education.
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Al Fetteieh, Hadi. "Time Planning Among Educational Supervisors: Saudi Arabia." Humanities and Management Sciences - Scientific Journal of King Faisal University 22, no. 2 (2021): 1–9. http://dx.doi.org/10.37575/h/edu/210001.
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This work aimed to identify the status of male and female educational supervisors regarding time management practices, the obstacles faced, and possibilities for improvement. Furthermore, it aimed to detect differences of time management based on some variables, including qualifications, years of educational supervising experience, gender, and attendance of training programs. The work used a descriptive surveying technique. The studied population comprised all educational supervisors in Najran’s Department of Education (223 males and 200 females). A random sample (100 females and 150 males) was drawn. After applying the study tool, the responses from 82 females and 127 males were collected. The results indicated that the sample’s response was positive for practicing time management and possibilities for improvement. Meanwhile, its response was neutral for the obstacles faced. The main possibilities for improvement were the arrangement of tasks according to their importance and priorities, authorizing qualified people to conduct the tasks, and applying technology to supervising tasks. Statistically significant differences were found for time management methods according to qualifications, in favor of people with a master’s degree or higher and for people who had attended more than five training programs. There were no differences due to gender. The work presented some recommendations and suggestions based on its results.
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Alyahya, Mansour A., Ibrahim A. Elshaer, Fathi Abunasser, Osama H. Mahmoud Hassan, and Abu Elnasr E. Sobaih. "E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?" Sustainability 14, no. 6 (March 11, 2022): 3298. http://dx.doi.org/10.3390/su14063298.
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Despite a plethora of research on students’ experiences of electronic (e) learning amid COVID-19 in higher education institutions (HEI), limited research has recognized the differences between students based on their gender. This research aims to examine the differences between students regarding their e-learning experiences amid COVID-19, especially in a gender-segregated culture where female students do not have full access to conventional learning as their male counterparts do, albeit they often have more access to technology-based learning. A total of 1200 online questionnaires were analyzed from students (600 male and 600 female) in public universities in Saudi Arabia, which tend to use Blackboard to sustain their communication with students and e-learning amid COVID-19. The results of structural model and multi-group analysis using AMOS supported all the research hypotheses. The results showed that the path coefficients and significant values were higher among female students than among male students. Additionally, the explanatory power of the male structural model regarding the e-learning experience (0.58) was lower than that of the structural model of female students (0.85), reflecting a higher explanatory power to explain the e-learning experience. The research findings have numerous theoretical and practical implications, especially in gender-segregated cultures.
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Fadaak, Talha, and Ken Roberts. "Women, Education and Employment in Saudi Arabia: an Example of Multiple Modernities." Filosofiya osvity. Philosophy of Education 18, no. 1 (June 24, 2016): 72–93. http://dx.doi.org/10.31874/2309-1606-2016-18-1-72-93.
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This paper uses official statistics and previous research by Saudi scholars, but mainly our own evidence from 23 interviews during 2015 and 2016 with 25-35-year-old males and females, to explain why modernisation is Saudi Arabia, which includes the diversification of its economy and a huge expansion in higher education for males and females, is unlikely to lead to a higher proportion of women in the workforce. This is because the total number of jobs in the country is unlikely to increase, and opportunities for women are likely to remain limited not only by employers’ hiring preferences and practices but also by the limited range of jobs that young women and their families consider acceptable. Thus rather than following the same modernizing path as Western societies, Saudi Arabia will add to the examples of multiple modernities.
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Alanazi, Mona Saleh. "Emotional intelligence and self-efficacy among the prime stakeholders in special education: a case of Saudi Arabia." Journal of Educational Sciences & Psychology 11 (73), no. 1 (2021): 104–22. http://dx.doi.org/10.51865/jesp.2021.1.10.
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Teachers, students, and parents of special children from selected schools in Saudi Arabia's Northern Border region took part in the study to provide data on their levels of emotional intelligence and self-efficacy beliefs in order to demonstrate their readiness to perform as per the set standards for their roles in the teaching and learning process of special/gifted learners. A sample of students (n=50) and teachers (n=24) from primary, middle and high schools responded to the study instruments on emotional intelligence and self-efficacy; parents (n=30) also participated in the study. Gender and educational status are the variables considered for parents, teachers and students. The results indicate a significant relation between the EI and SE among all the study groups in terms of gender and their educational status. Male teachers and parents have higher EI and SE than their female counterparts; higher EI has also been linked to higher SE. Uneducated parents register lower EI and SE than the educated ones. Similarly, male teachers have higher EI and SE than female teachers; high school teachers have higher EI and SE than primary and middle school teachers. Similarly, students too have reflected similar patterns.
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Sawan, Nozha, Mamata Hebbal, Abeer Alshami, Afnan Ben Gassem, Yara Alromaih, Nora Alsuwidan, and Eman Alsagob. "Perception of Smile Aesthetics and Attractiveness among Saudi Females." Archives of Orofacial Sciences 17, no. 1 (June 23, 2022): 113–22. http://dx.doi.org/10.21315/aos2022.1701.oa07.
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Smile aesthetic, known as the static and dynamic relationship of the dentition and supporting structures to the facial soft tissues, is one of the most important elements of facial attractiveness. The objective of the study was to assess the perception of smile aesthetics and attractiveness through digital image manipulation of aesthetic variables and to compare those perceptions according to diverse sociodemographic data among female Saudi laypeople attending the dental clinic. A crosssectional study of 193 female Saudi participants were randomly selected and consented to answer the study questionnaire. Nine smile photograph images were created to compare different smile aesthetic perceptions. Two groups were recruited: 120 participants in the first group (under 30 years old) and 73 participants in the second group (30 years old or above). All participants in both groups were asked to choose the attractiveness of each smile image using multiple-choice options. A statistically significant finding showed that normal buccal corridors were chosen as the most attractive smile by 42.5% of the participants in the younger group and by a significantly higher ratio of the participants with a bachelor’s degree or higher level of education at 49% (p < 0.05). Laypeople’s preferences regarding smile attractiveness vary, but a normal appearance was the ideal choice for the majority. Orthodontic treatment should consider the general sociocultural understanding of smile perception.
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Alkahtani, Saad Ali. "EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education." Journal of King Saud University - Languages and Translation 23, no. 2 (July 2011): 87–98. http://dx.doi.org/10.1016/j.jksult.2011.04.004.
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Alshamrani, Saeed M., and Fahad A. Alharbi. "The Possession level of the Specialized Professional Standards in Saudi Biology Teachers from their Supervisors' Point of views." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 370–89. http://dx.doi.org/10.53543/jeps.vol11iss2pp370-389.
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This paper aimed to identify how biology male and female teachers possessprofessional biology standards from their supervisors' point of View. The population and sample included all male and female supervisors in all educational districts in Saudi Arabia (N=262). Only 208 of them responded; and 32 of this number were excluded since they did not provide their specialization or they were not specialized in biology. The data was collected through a questionnaire constructing based on the standards and indicators included in the Professional Biology Standards for Biology teachers developed by the National Center for Assessment in Higher Education (Qias, 1434). The result indicated a high possession for the standards for male and female biology teachers; however, as individual standard, the result indicated that three of them had very high possession, four of them had high possession, and four of them had moderated possession. It also indicated higher possession for standards related to biology comparing with standards related to teaching. It was found also that there were significant differences between the responses of males and females supervisors in the total mean and on the means of six out of the eleven standards.
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Alshamrani, Saeed M., and Fahad A. Alharbi. "The Possession level of the Specialized Professional Standards in Saudi Biology Teachers from their Supervisors' Point of views." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 370. http://dx.doi.org/10.24200/jeps.vol11iss2pp370-389.
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This paper aimed to identify how biology male and female teachers possessprofessional biology standards from their supervisors' point of View. The population and sample included all male and female supervisors in all educational districts in Saudi Arabia (N=262). Only 208 of them responded; and 32 of this number were excluded since they did not provide their specialization or they were not specialized in biology. The data was collected through a questionnaire constructing based on the standards and indicators included in the Professional Biology Standards for Biology teachers developed by the National Center for Assessment in Higher Education (Qias, 1434). The result indicated a high possession for the standards for male and female biology teachers; however, as individual standard, the result indicated that three of them had very high possession, four of them had high possession, and four of them had moderated possession. It also indicated higher possession for standards related to biology comparing with standards related to teaching. It was found also that there were significant differences between the responses of males and females supervisors in the total mean and on the means of six out of the eleven standards.
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Abeer, KAA. "Influence of rashaqa instructions, 2030 on behaviors of female students of departments of home science education and kindergarten, Umm Al-qura University, Makka, Saudi Arabia." African Journal of Food, Agriculture, Nutrition and Development 21, no. 04 (May 31, 2021): 17876–90. http://dx.doi.org/10.18697/ajfand.99.19365.
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College students’ prosperity advancing and harming behaviors are vital and include numerous parameters as eating and healthy habits. The activities of 185 undergraduate Saudi female university students from departments of Home Science Education (n=82) and Kindergarten (n=103), faculty of Education, UMM AL-QURA University, Makkah, Saudi Arabia were reported. Data was collected using self-administered questionnaires. Students in departments exposed to information on proper nutrition and healthy behavior through their learning period at university. Researcher compared differences between students of both departments on eating of breakfast, junk foods, fruits, vegetables, sweets and soft drinks; and healthy habits as brushing teeth, sleeping hours, smoking, sports, engagement in physical activity, duration spent watching TV and interacting on social media. Data were collected from April to October 2019 and compared. Results showed that students in the Department of Home Science Education had significantly higher levels of body mass index (BMI) (P= 0.002), total body weight (P= 0.002) using unpaired student "t" test, significantly higher increase of body weight since beginning of university study (P =0.026), spent significantly more free time watching TV per week days (P =0.013), spent significant more free time on social media at days of week (P =0.002); significantly higher chances of eating supper with their parents (P =0.004) and significantly more sleeping hours (P =0.005) versus those in Kindergarten Department. Skipping breakfast and snack pattern were common among Saudi university students. This study showed insignificant difference in other health related behaviors between students of Home Science Education and Kindergarten departments as eating breakfast during the week (P =0.293), days of eating breakfast (P =0.547), eating fast food during week (P =0.195), days of eating fast food (P =0.666) and bowel problems (P =0.109) using Chi-Square test. There was insignificant difference in fast foods intake (P =0.195), engagement in physical activities (P =0.163), intake of vegetables (P =0.370) and fruits (P =0.876) between students in both departments using Chi-Square test. Results indicated that behaviors to health-related habits are bad among female students of both Home Science Education and Kindergarten departments and this may be due to the fact that students living alone had more difficulties in adapting to healthy diets. These habits require more than having only knowledge about nutrition. A health program is required to elevate awareness and increase good behavior habits among students of Faculty of Education at UMM AL-QURA University, Makkah, Saudi Arabia as they are the future teachers.
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Shoaib, Amel. "Group-Directed Motivational Current Within an EFL Higher Education Context in Saudi Arabia: A Case Study." International Journal of Linguistics and Translation Studies 3, no. 3 (August 13, 2022): 40–58. http://dx.doi.org/10.36892/ijlts.v3i3.237.
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The study investigates the use of a Directed Motivational Current (DMC) framework in a Saudi Arabian English as a foreign language (EFL) context. It explores the development and induction of a DMC in a higher education blended learning environment. It is based on a constructivist, descriptive, longitudinal case study. Data were gathered from female students enrolled in an English language master’s program and encompassed three data sources: weekly student diaries, a focus group, and an online follow-up survey. The results reveal that the motivational behavior experienced by the students was linked to long-term identity goals, a prominent facilitative structure, and the generation of positive emotionality. The study emphasizes the importance of structuring engaging and autonomous learning environments that promote strong social well-being, clear group vision, and L2 competence. It also found that multiple initial triggering stimuli can provide the impetus to help ignite a group-DMC. The evidence also suggests a need for teacher-initiated re-triggers such as the use of games throughout the project as they create motivationally enhanced eudaimonic sensations that help sustain a DMC and enable the success of a project. The research highlights the educational value of using a DMC in EFL learning environments.
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Abdulrahman Nami Alshaikh, Asma. "The Reality of Using Virtual Labs in Teaching Advanced Biology Curricula in Developing Higher-Order Thinking Skills (HOTS) among Female Teachers at Secondary Level in Al-Kharj." Education Research International 2022 (July 5, 2022): 1–12. http://dx.doi.org/10.1155/2022/8605202.
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Over the last few years, the use of the web and virtual technologies in school education has become widespread. This study aimed at identifying the reality of using virtual laboratories (VLs) in teaching advanced biology curricula in developing higher-order thinking skills (HOTS) among female students at the secondary level in Al-Kharj district, Saudi Arabia. The study adopted descriptive methodology. Fifty-four biology female teachers at the secondary level in Al-Kharj completed a questionnaire consisting of four dimensions: the awareness of the virtual laboratories’ importance in developing higher-order thinking skills, the use of virtual laboratories in developing higher-order thinking skills, obstacles to using virtual laboratories in teaching advanced biology curricula, and the requirements for using virtual laboratories in teaching advanced biology curricula to develop higher-order thinking skills. The results showed the awareness of the VLs’ importance in developing higher-order thinking skills achieved with a large degree, using VLs with a middle degree, the impediments of using VLs in developing higher-order thinking skills with a large degree, and the requirements for using VLs in teaching biology for developing higher-order thinking skills with a very large degree. The results also showed statistically significant differences between the responses of the female teachers according to the number of training workshops in VLs. There were no statistically significant differences with regard to the academic degree and the years of experience. The study recommended a reconsideration of technological infrastructure in schools where VLs are used in teaching and learning.
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Alharthi, Majed, and Ke Zhang. "Faculty’s Use of Social Media in Flipped Classrooms: A Mixed-Method Investigation." International Journal of Technology in Education and Science 5, no. 3 (July 17, 2021): 394–410. http://dx.doi.org/10.46328/ijtes.232.
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This paper reports a sequential mixed-method study on Saudi Arabian (SA) faculty’s use of social media (SM) in flipped classrooms (FC). The study also examined SA faculty’s related attitudes and identified factors that had limited faculty use of SM in Saudi higher education. In particular, the study explored how SA faculty used SM to address students’ needs and preferences as per the Read, Reflect, Display and Do (R2D2) framework. 391 eligible SA faculty members (199 male and 192 female) participated in the online survey, among which 8 (4 male and 4 female) were also selected for individual, semi-structured interviews afterwards. A wide range of factors were identified to understand what may have prevented or limited faculty’s SM uses in teaching. Research and practical implications were discussed, as well as suggestions to promote the use of SM for teaching in SA and countries with similar cultures.
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Alghamdi, Boushra, Nada Alasmari, and Nadia Shukri. "Academic Challenges of Female Graduate TESOL Students in the Saudi Context." International Journal of English Language Education 8, no. 1 (November 24, 2020): 20. http://dx.doi.org/10.5296/ijele.v8i1.15902.
Full textAbstract:
Academic challenges are apparent factors that might hinder the progress and efficiency of students' higher education. Moreover, identifying these challenges will contribute to the progress of academic programs as well as maximizing academic achievement. The current research aims to shed the light on the various academic challenges that graduate female students majoring in Teaching English to Speakers of Other Languages (TESOL) encounter in the Saudi context. Furthermore, the current study serves to expand the knowledge about the most prominent academic challenges that TESOL students experience in the given context. Thus, helping students overcome these issues which might result in better performance and more qualified students. In addition, this study follows a mixed method research; and the participants are 23 Saudi female TESOL students. The study employed a questionnaire adapted from Phakiti and Li's (2011); the questionnaire consisted of 4 sections that include 24 close-ended question, in addition to 2 open-ended questions. The results of this study reveal three leading areas of academic challenges that TESOL students experience in their academic studies. The most prominent area of difficulty is academic writing, academic reading, and lastly other general academic challenges such as speaking skills and managing the academic load. The findings of this study reveal that female TESOL students encounter several challenges and obstacles that hinder their academic success. Also, recommendations for further research are mentioned to investigate the factors causing these academic challenges.
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Mansour, Ilham, and Azza Mansour. "An Analysis of Students’ Attitudes Towards Twitter Use for Academic Purposes: A Case of Saudi Undergreate Female Students." International Journal for Quality Assurance 2, no. 2 (December 30, 2019): 211–18. http://dx.doi.org/10.34028/ijqa/2/2/73.
Full textAbstract:
Social media has increasingly been used in higher education classrooms as educators lean on technology to mediate and enhance their teaching and learning process. This study aims to explore students’ perceptions and attitudes towards the use of social media as an effective academic tool. 149 Undergraduate Saudi female students, enrolled in four courses at Imam Abdulrahman Bin Faisal University, were surveyed about their attitude towards the use of Twitter in classroom interactions, as well as, their perceptions regarding the use of social media in teaching practice. Findings indicate that, in general, students have positive attitudes toward using Twitter for academic purposes. Additionally, students favorably perceive that Twitter facilitates knowledge sharing, collaborations, and interactions in the classroom but to a lesser extent enhancing their sense of learning. This study sheds light on the potential opportunities of the use of Twitter in the classroom, and what benefits could it bring to the teaching and learning process in higher education that may affect the quality of the students’ learning experience.
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Al-Hussein, Ibrahim, Aidah Mohammad, and Mona Al-Zahrani. "Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers." International Educational Research 4, no. 2 (October 17, 2021): p1. http://dx.doi.org/10.30560/ier.v4n2p1.
Full textAbstract:
The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers. The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.
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Ayeed, Saad Bin, Mohamad A. Hussain, Musaad AlHamzah, and Mohammed Al-Omran. "Poor knowledge of peripheral arterial disease among the Saudi population: A cross-sectional study." Vascular 25, no. 1 (July 9, 2016): 86–91. http://dx.doi.org/10.1177/1708538116649801.
Full textAbstract:
Peripheral arterial disease is a marker of severe atherosclerosis with a significantly higher risk of cardiovascular morbidity and mortality. It is often underdiagnosed and undertreated. Public and patients’ perception of peripheral arterial disease is influenced by their knowledge of the condition. In this study, we aimed to evaluate the Saudi public’s knowledge of peripheral arterial disease and its specific characteristics. We conducted an interview-based cross-sectional survey, and collected data on basic demographics, self-reported peripheral arterial disease awareness, and knowledge of clinical features, risk factors, preventative measures, management strategies, and potential complications of peripheral arterial disease. A total of 866 participants completed the survey (response rate, 94%); two-thirds were females. Only 295 (34%) of the surveyed participants indicated awareness of peripheral arterial disease. Overall peripheral arterial disease knowledge was low among the “peripheral arterial disease aware” group, particularly in the clinical features domain. Age > 40 years, female gender, and higher education were predictors of self-reported awareness of peripheral arterial disease. In conclusion, the Saudi public is largely unaware of peripheral arterial disease. Educational programs are important to address this critical knowledge gap.