Dissertations / Theses on the topic 'Students Saudi Arabia Attitudes'
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Alsehabany, Abdulaziz Ali. "An investigation of students' attitudes toward high school in Riyadh, Saudi Arabia /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076074.
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Alodail, Abdullah Kholifh. "Students’ Attitudes Toward the Use of Hearing Aids in Al-Ahsa, Kingdom of Saudi Arabia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1306953223.
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Hafiz, Alaa Hussain B. "Enhancing the competence of undergraduate nursing students to care for dying children in Saudi Arabia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112417/1/Alaa%20Hussain%20B_Hafiz_Thesis.pdf.
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Most undergraduate nursing students receive limited formal education regarding paediatric palliative care. The study employed a sequential explanatory mixed methods design to generate knowledge about how to enhance nursing students' competence in caring for dying children in Saudi Arabia. The study provides evidence of the benefits of well-designed educational programs in enhancing the learning of palliative care and improving students' knowledge, attitudes, and perceived self-competence in this field. Programs which include a mix of both didactic and active learning approaches are recommended. The study also identified a range of sociocultural influences on what competence means in the context of paediatric palliative care in Saudi Arabia and the importance of considering these when designing educational interventions.
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Alasim, Khalid Nasser. "Teachers’ Attitudes towards the Inclusion of Students Who are Hard of Hearing in Elementary Schools in Saudi Arabia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150296502969686.
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Al-Shahrani, Mobarak Saeed N. Hamdan. "History teaching methods and students' attainments and attitudes in the first year of secondary schooling in Saudi Arabia." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1126/.
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The purpose of this thesis is to investigate the position of history teaching in Saudi Arabia, where history teachers focus mainly on the didactic method. A further purpose is to explore students' attitudes to learning and the teaching process, their thinking skills, problem solving and independent learning. A large survey was conducted to explore students' attainments, attitudes toward history and their ability to think critically. The survey study consisted of 351 student from the first year of the secondary schools. Further, an experimental study was undertaken to investigate the effect of the inquiry method and the traditional method on students' achievements in history and their critical thinking ability and attitudes towards history in the first year of the secondary schools in Saudi Arabia. The experimental study consisted of two groups: the experimental group included 31 students and the control group included 62 students of one secondary school. The thesis consists of six chapters. Chapter 1 outlines the research issues. Chapter 2 reviews the literature in order to outline the implications of the inquiry and traditional methods and their effectiveness in studying history and in improving motivation and the critical thinking. Chapter 3 describes some features of the educational system of Saudi Arabia in order to provide a broad context within which the research may be evaluated. Chapter 4 describes the procedures for data collection. These consisted of two main parts: (1) sampling and (2) choice of methods. Chapter 5 outlines the findings of the data analysis. The data are described and analysed using frequencies, percentages and the Friedman and Mann-Whitney tests. These findings are then commented upon and interpreted. Chapter 6 includes a general discussion,c ritiques of the strengthsa nd weaknesseso f the study and some recommendations and suggestions for further studies in the future. The main findings of this study were that students have strong positive attitudes toward history and history teachers. They viewed history as an important subject. They enjoyed using different learning styles and using different resources. Further, students in the experimental group achieved higher scores than students in the control group in some of the test items.
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Al-Modaf, Obaid Ali. "Attitudes toward the Effects of Privatization on the Employment System: A Study of Undergraduate College Students in Saudi Arabia." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27117.
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This study aims to examine the attitudes of the Saudi undergraduate college students toward the anticipated effects of privatization on the employment system of the Saudi privatized SOEs. Using survey questionnaire data collected in May 2002 from 672 Saudi undergraduate college students, the study results reveal varied attitudes. On the one hand, large percentages of the respondents prefer working under close supervision of Saudi management, having a salary based on productivity, being promoted based upon performance (rather than seniority), and adhering to prescribed procedures in executing job tasks. On the other hand, high percentages of the study respondents tend to dislike the concepts of putting forth more effort to meet managementâ s plans, of working on nights and weekend, and of compromising job security in return for a higher salary. In addition, while the majority of the study respondents believe that privatization of state-owned enterprises is best for the local economy, their support for privatization is qualified by their insistence or desire that it not negatively impact their own interests.
The statistical significance and association analyses reveal that the effects of academic majors and province on respondentsâ attitudes toward promotion criteria, teaming, and managementâ s nationality are indeed significant. In addition, gender, SES, living areas prior to college entry, and adherence to religion are significantly related to respondentsâ attitudes toward privatization in general and toward some of its potential effects on the employment system. Recommendations are provided.Ph. D.
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Alshaya, Mohammad. "A sociological study of the attitude of Saudi students in the U. S. towards women's roles in Saudi Arabia /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
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Abaoud, Abdulrahman A. "Elementary school teachers' attitudes toward willingness to teach students with ADHD in their classrooms in Riyadh City in Saudi Arabia." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618941.
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The present study was designed to measure differences in elementary school teachers' attitudes toward willingness to teach students with ADHD in their classrooms in Riyadh City in Saudi Arabia through a descriptive non-experimental quantitative research instrument. The study examined relationships among many variables through teachers' level of education, years of teaching experience in the education area, grade level of teaching, class size, previous teaching experience with any kind of disabilities, teachers' positions in schools, special education courses taken in college, teachers' in-service training, and teachers' gender. The last variable examined teachers' overall attitudes toward their willingness to teach students with ADHD in their classrooms.
The participants in the study, a total of 300 elementary school teachers including 150 males and 150 females, completed the survey. Overall the results found that elementary school teachers have neutral attitudes toward willingness to teach students with ADHD in their classrooms. Moreover, the findings of the study revealed the significance of the relationship between teachers' willingness to teach students with ADHD in their classrooms and their level of education, grade level of teaching, class size, previous teaching experience with any kind of disabilities, positions in schools, special education courses taken in college, and in-service training. Finally, the study found there was no relationship among years of teaching experience in the education area or gender and teachers' attitudes toward willingness to teach students with ADHD in their classrooms.
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Alnahdi, Ghaleb H. "Teachers' Attitudes and Perceptions Toward Transition Services from School to Work for Students with Mild Intellectual Disabilities in Saudi Arabia." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335980281.
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Abaoud, Abdulrahman A. "Elementary School Teachers’ Attitudes toward Willingness to Teach Students with ADHD in Their Classrooms in Riyadh City in Saudi Arabia." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373389287.
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Alsenany, Samira. "An exploration of the attitudes, knowledge, willingness and future intentions to work with older people among Saudi nursing students in baccalaureate nursing schools in Saudi Arabia." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14691/.
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The kingdom of Saudi Arabia, like the rest of the world, has a growing older population with urgent health care needs. However little prior research has been undertaken on this topic. In the light of this, the aim of this study was to explore the attitudes, knowledge, willingness and intentions to work with older people among nursing students, and to consider the effects of clinical nursing practice on such factors in the first year and the final (pre-registration) year of training in three major university hospitals. The study was underpinned by the theory of planned behaviour (Fishbein and Ajzen, 1975) which was used as a conceptual framework to explore the relationships between attitudes, subjective norms, perceived behavioural control and behavioural intentions amongst 566 nursing students. The study used a mixed methods design comprising of surveys with the nursing students and 132 faculty members and three focus groups with faculty members to explore their feelings about gerontological education in-depth. The questionnaires contained a range of previously validated instruments including Kogan's Attitude Towards Older People scale, Palmore's Facts on Ageing Quiz, a measure of students' willingness to work with older people and a measure of their perceived intention to work with them. Openended questions were also included. Data were analysed using both multivariate statistics and content analysis. The results provided some interesting and important insights into the complex factors potentially shaping students intentions to work with older people. For example the 566 nursing students who participated in this study displayed a lack of basic knowledge of the physical and behavioural aspects of ageing but held largely positive attitudes towards older people. Despite such positive attitudes a majority of the participants indicated that they would prefer not to work with older people after graduation, although those students who indicated that they would prefer to work with them had the most positive attitudes and the strongest willingness and intent to take care of older people. The data also highlight the potential of clinical training experience with older adults to improve the previous variables (attitudes, willingness and intentions). The qualitative data from both students and teachers highlighted a range of complex factors that in part explained some of the quantitative findings. These related to the influence of subjective norms and perceived control. Therefore at a cultural level Saudi students are exposed to strong positive norms in relation to older people but on entering training may be exposed to negative professional norms as to the status and desirability of gerontological nursing as a career. This, together with students' limited perceived control due to inadequate preparation for practice offer potential explanations as to the disparity between attitudes and behavioural intentions. The qualitative data also highlight the need for greater attention to the preparation of nursing students, with the provision of integrated skills and knowledge on the care of older people. The study also provides a limited critique of the theory of planned behaviour, which whilst supported in part cannot account fully for the complex cultural and professional factors shaping students future career intentions. The thesis, the first of its kind undertaken in Saudi Arabia, concludes with some reflections and suggestions for further research and the actions needed if the preparation of students to work with older people is to improve in the future.
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Samarkandi, Osama Abdulhaleem. "STUDENTS’ ATTITUDES TOWARD COMPUTERS AT THE COLLEGE OF NURSING AT KING SAUD UNIVERSITY (KSU)." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301681022.
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Love, Dennis Henry. "Identifying attitudes leading to a feeling of global citizenship : a mixed methods study of Saudi students studying English in higher education in the Kingdom of Saudi Arabia." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63381/.
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This study is a mixed methods approach, consisting of a questionnaire and narrative interviews that opened the opportunity to investigate motivation in KSA by employing a post-positivist stance. This study is specifically aimed at investigating the attitudes and perceptions underpinning the motivation of Saudi students studying English in higher education. This study was limited to male students studying English in a preparatory programme at a private university in the Eastern Provence of the Kingdom of Saudi Arabia (KSA). The scope of this study was to identify social, cultural, personal and emotional factors that underpinned the attitudes and perceptions of Saudi students studying English in higher education and thereby this study established a foundation for motivational studies in Saudi Arabia. In addition, this study established a first time approach to employ the Dialogical Self Theory to triangulate data between multiple methods so that the interpretation and analysis of data could lead to expanding the previous definitions of integrative and instrumental orientations of motivated behaviour in motivation and SLA studies. Furthermore, this study established DST's debut in the Kingdom of Saudi Arabia. The advantage of employing DST in this study was to ensure as much as possible that the voices of the research participants were genuinely reflected in the analysis and interpretation of data. In accordance with the literature search during this research, this study marks the first attempt to describe the constructs of a motivational profile of Saudi students studying English in higher education. The data suggested that Saudis demonstrated strong adherences to cultural and social supportive positions associated with or intertwined with high religious values toward constructing their self-identities. However, there are at least two succinct strategies that the students employ to lessen their internal social power struggles between their local selves and their reaching out to the global community that communicates in English with their global selves. The group that was less likely to reach outwards to the global community and feel being a part of it generated strategies around various degrees of strict cultural compliance to achieve feelings of safety within the self's society of the mind. The participants who were more likely to feel global through employing English constructed strategies and plans around hybrid-models within their self-identity to balance their desire to be part of the world community and to be true to their desire of compliance to cultural values. Students who were less likely to feel a belonging to the global community were more influenced by internal factors such as: a fear of assimilation and a fear losing Arab identity, which led to constructing strategies aimed at a greater adherence to cultural compliance. In addition, this study utilized Sullivan's (2010) theory that Vygotsky's (1978) dialectic understanding of juxtaposed positions and Bakhtin's (1984) dialogical understanding of vertically regulated values are not mutually exclusive, rather mutually inclusive. The result was that motivation can be imagined as a dynamic 3-D construction occurring within a certain context with other. This research employed a 29 item motivational questionnaire with a 5-point Likert scale constructed by using formerly employed themes that were shown to have had a greater impact on motivation and language acquisition. This study is unique as it triangulated quantitative data with narrative interviews by allowing common themes formerly associated with motivation and SLA to be expanded by the participants voices, which not only expanded some definitions formerly associated with motivation and SLA, but also subjected them to the refutability. This study concluded that effort and self-confidence were the attributes that most likely underpinned the construction of a hybrid model of the self, which opened opportunities of English acquisition both within the classroom setting and outside of it. Those who were less likely to feel a belonging to the global community that communicates in English were more likely to construct strategies around local Arab traditions and were shown to have to a greater fear of integrating themselves into international scenarios related to English use. Through triangulating multiple data sources, it was possible to assess the values students attached between their internal and external positions at four distinct levels: cultural, social, personal and emotional.
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Alkahtani, Zuhair M. "A Comparative Study of the Attitudes of Dental Students in Saudi Arabia and the United States towards Individuals with Developmental Disabilities." Thesis, Tufts University School of Dental Medicine, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543454.
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Background: Individuals with developmental disabilities (DD) experience poorer dental health than the general population. They have limited access to health care services and face barriers to maintaining good oral health. Dental schools provide minimal didactic and clinical training to prepare their students to manage individuals with disabilities. As a result, future dentists may not feel well prepared to provide dental care to these individuals.
Objective: This study was conducted to compare the attitudes of senior dental students at the Faculty of Dentistry at King Abdulaziz University (KAU), in Jeddah, in Saudi Arabia, and students at Tufts University School of Dental Medicine (TUSDM) in Boston, in the United States. The authors also aimed to determine if there was an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.
Methods: The authors surveyed 617 senior dental students at both schools using a 40-item online survey questionnaire. The questionnaire asked students about their experiences with individuals with DD, their pre-doctoral education in managing these individuals, and their attitudes toward these individuals. Data was analyzed using Chi-square tests, Independent Sample t-tests, Mann-Whitney U tests, and Spearman's rank correlation coefficient tests.
Results: Only 214 students responded to the online survey, with a response rate of 34.6%. Seventy six respondents (36.7%) were TUSDM students with a response rate of 21.2%, and 131 respondents (63.3%) were KAU students with a response rate of 50.8%. Only 15 (11.6%) of KAU students, compared to 64 (86.5%) of TUSDM students (p<0.001), reported treating an individual with a DD. Seventy one (58.2%) of KAU students, compared to only 10 (13.5%) of TUSDM (p<0.001), reported not receiving any training in treating individuals with DD. Fifty six (57.1%) of KAU students, compared to only 15 (20.3%) of TUSDM students (p<0.001), reported that their education had not prepared them effectively to treat individuals with DD. There was a significant difference in the attitudes between students at KAU and students at TUSDM. Students at TUSDM had more positive attitudes, compared to students at KAU. Fifty six (45.9%) of the KAU students, compared to 47 (67.2%) of the TUSDM students (p=0.047), "strongly disagreed" or "disagreed" that they would not desire individuals with DD in their practice. Forty two (34.4%) of the KAU students, compared to 60 (85.7%) of the TUSDM students (p<0.001), "strongly disagreed" or "disagreed" that dental services for individuals with DD should only be provided in a hospital.
Discussion: Students at TUSDM had more positive attitudes toward individuals with DD, compared to KAU students. These differences in the attitudes may be attributed to the significant differences in students' experiences, education, and training in treating individuals with DD at both schools.
Conclusions: There is a significant difference in the attitudes between students at TUSDM and students at KAU. There is an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.
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Abu-Rasain, Shami Yahya Moh Ahm. "Student, teacher and home variables associated with students' attitudes to and achievement in science in the third year of intermediate schools of Southwestern Saudi Arabia." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:3922.
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The purpose of this study is to explain the relationship between teacher, student and home variables and their relation to, attitude to and achievement in science in the third-year of intermediate boys' schools in southwest Saudi Arabia.The sample chosen comprised of 1129 students drawn from seven local education authorities, 25 schools and 60 classes, with 29 science teachers.Six instruments were used to collect the research data: a carefully-constructed science achievement test was designed especially to assess student achievement in science. Previously developed questionnaires, namely, the isspq, atssa, school achievement motivation were used. In addition, demographic data were obtained from students and teachers. The data were submitted to spss program for various analyses, including descriptive and product moment correlation.Teacher was the unit of analysis in which 29 teachers' means for every variable was calculated.The findings reveal that integrated science teachers tended to show reasonable positive classroom behaviour in all items of teacher pre-classroom behaviour and teacher classroom behaviour.The correlation analysis revealed that negative correlation was found between teacher's qualification and student science achievement. Positive significant correlation existed between teacher variables of teaching experience, teacher pre-classroom behaviour, teacher classroom behaviour and student attitudes towards science.Positive correlations were also found between school achievement motivation and student attitude towards science.Significant positive correlation was found between teacher classroom behaviour variables and student variable of school achievement motivation was also found.There was positive significant correlation between time spent on homework and student variables of school achievement motivation and home variables of mother's education and occupation, as well as with the study outcomes of attitude towards science.In view of the low correlations by some variables investigated, and in order to provide more evidence for or against the results obtained, it is recommended that further research is necessary using different methods,and that other variables be included in future research.
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Al-Amri, Abdulrahman A. "Modernisation and social development in Saudi Arabia : an exploratory study of the attitudes of students at King Abdul Aziz University towards individual modernity." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413732.
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Alghamdi, Abdulmonem. "IMPACT OF JIGSAW ON THE ACHIEVEMENT AND ATTITUDES OF SAUDI ARABIAN MALE HIGH SCHOOL SCIENCE STUDENTS." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1499690519599964.
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AL, Garni Ayidh Abdullah. "Attitudes of future special education teachers toward gifted students and their education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/61859/1/Ayidh_AL_Garni_Thesis.pdf.
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Saudi Arabian education is undergoing substantial reform in the context of a nation transitioning from a resource-rich economy to a knowledge economy. Gifted students are important human resources for such developing countries. However, there are some concerns emanating from the international literature that gifted students have been neglected in many schools due to teachers’ attitudes toward them.
The literature shows that future teachers also hold similar negative attitudes, especially those in Special Education courses who, as practicing teachers, are often responsible for supporting the gifted education process. The purpose of this study was to explore whether these attitudes are held by future special education teachers in Saudi Arabia, and how the standard gifted education course, delivered as part of their program, impacts on their attitudes toward gifted students.
The study was strongly influenced by the Theory of Reasoned Action (Ajzen, 1980, 2012) and the Theory of Personal Knowledge (Polanyi, 1966), which both suggest that attitudes are related to people’s (i.e. teachers’) beliefs. A mixed methods design was used to collect quantitative and qualitative data from a cohort of students enrolled in a teacher education program at a Saudi Arabian university. The program was designed for students majoring in special education. The quantitative component of the study involved an investigation of a cohort of future special education teachers taking a semester-long course in gifted education. The data were primarily sourced from a standard questionnaire instrument modified in the Arabic language, and supplemented with questions that probed the future teachers’ attitudes toward gifted children. The participants, 90 special education future teachers, were enrolled in an introductory course about gifted education. The questionnaire contained 34 items from the "Opinions about the Gifted and Their Education" (Gagné, 1991) questionnaire, utilising a five-point Likert scale. The quantitative data were analysed through the use of descriptive statistics, Spearman correlation Coefficients, Paired Samples t-test, and Multiple Linear Regression. The qualitative component focussed on eight participants enrolled in the gifted education course. The primary source of the qualitative data was informed by individual semi-structured interviews with each of these participants.
The findings, based on both the quantitative and qualitative data, indicated that the majority of future special education teachers held, overall, slightly positive attitudes toward gifted students and their education. However, the participants were resistant to offering special services for the gifted within the regular classroom, even when a comparison was made on equity grounds with disabled students. While the participants held ambivalent attitudes toward ability grouping, their attitudes were positive toward grade acceleration. Further, the majority agreed that gifted students are likely to be rejected by their teachers. Despite such judgments, they considered the gifted to be a valuable resource for Saudi society.
Differences within the cohort were found when two variables emerged as potential predictors of attitude: age, experience, and participants’ hometown. The younger (under 25 years old) future special education teachers, with no internship or school practice experience, held more positive attitudes toward the gifted students, with respect to their general needs, than did the older participants with previous school experiences. Additionally, participants from a rural region were more resistant toward gifted education than future teachers from urban areas.
The findings also indicated that the attitudes of most of the participants were significantly improved, as a result of the course, toward ability grouping such as special classes and schools, but remained highly concerned about differentiation within regular classrooms with either elitism or time pressure.
From the findings, it can be confirmed that a lectured-based course can serve as a starting point from which to focus future teachers’ attention on the varied needs of the gifted, and as a conduit for learning about special services for the gifted.
However, by itself, the course appears to have minimal influence on attitudes toward differentiation. As a consequence, there is merit in its redevelopment, and the incorporation of more practical opportunities for future teachers to experience the teaching of the gifted.
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Alamri, Saif Sarhan H. "Students with AD/HD-related behaviours : Saudi mainstream teachers' knowledge and attitude towards inclusion." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/67585/1/Saif%20Sarhan%20H_Alamri_Thesis.pdf.
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This study investigated Saudi mainstream primary teachers' knowledge of AD/HD and their attitudes towards the inclusion of students with AD/HD-related behaviours. The study also explored the relationships among teachers' attitudes towards inclusion, knowledge of AD/HD, efficacy beliefs for teaching students with behavioural problems, and relevant background factors such as teacher age, training and experience, and class size. In the first phase of the study, more than 200 Saudi teachers completed a four-part self-report questionnaire while in the second, 8 teachers completed semi-structured interviews. Findings from both phases of the study indicated that although teachers' knowledge of AD/HD was somewhat limited, they generally held positive attitudes towards the inclusion of students with AD/HD-related behaviours in regular classrooms. Additional significant influences on teachers' attitudes included class size as well as teachers' training and self-efficacy beliefs.
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Alajlan, Mohammed. "Knowledge and Attitudes of Faculty Members at a Saudi University Toward Deaf and Hard of Hearing Students in Higher Education." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2288.
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In Saudi Arabia, deaf and hard of hearing (D/HH) individuals rarely gain admission to Saudi universities, even though there is a law (i.e. the Disability Code) passed in 2000 to ensure that people with disabilities have equal access to post-secondary educational opportunities as their non-disabled peers. In the 16 years since the passage of this law, some attempts were made to enroll D/HH students in Saudi universities. Unfortunately, most of these attempts failed and therefore the actual enrollment of D/HH students in higher education is still limited. Possible reasons may include faculty members’ insufficient knowledge about, and negative attitudes toward, people who are deaf and hard of hearing. A literature review revealed few studies investigating faculty members’ knowledge and attitudes toward D/HH students. This study is designed to investigate the level of knowledge and the attitudes Saudi faculty members have about deaf and hard of hearing students. Data were collected through a convenience survey of selected faculty members in a single Saudi university. All participants in the study were faculty members (N=224) in the Humanities Colleges and Scientific Colleges at the university. A quantitative descriptive correlational analysis on the data revealed that faculty members who participated in the study generally have adequate knowledge about hearing loss and positive attitudes towards enrollment and instruction of this population of students. However, age, college type, academic rank and length of teaching experience were found to have significant effects on the knowledge and attitudes of faculty members, whereas gender was not a discriminating factor. Implications for deaf education in higher education institutions and recommendations for further study are provided based on the results of this study.
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Al-Nefaie, Saud. "Investigating factors influencing students' attitude and performance when using web-enhanced learning in developing countries : the case of Saudi Arabia." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12163.
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This thesis aims to explore learning management systems use and usefulness in Higher Education (HE) environments in a Middle Eastern developing country (Saudi Arabia) and gauge what factors influence the attitudes of the learners and by the same token investigate which of these, if any, do affect their performances in such environments. This study intends to delve into these factors and single out any relationships that might exist among these factors. The LMS (learning management system) chosen for the purpose of this research is the „Blackboard‟ LMS. To enable the researcher to look thoroughly at the issue, three separate studies were conducted to achieve comprehensive results. Qualitative and quantitative methodologies were combined for maximum Data collection from participants using questionnaires, interviews and numerical data from the Blackboard tracking system. A framework encompassing all the perceived critical variables that could play a part in affecting students' attitudes in the use of the Blackboard LMS and their overall achievements was designed, developed and then tested. The framework consists of four main parts, 1) Learners interaction with their peers; their ability to use the Internet and associated technologies, named 'learner dimension'. 2) Instructors‟ technical knowledge and competence, the manner in which they deliver lessons to learners using 'Blackboard' and the interactions taking place between the two parties named ' instructor variable or dimension'. 3) The technology itself variable or dimension: usability, flexibility and quality. 4) The HE institution's support dimension: training and technical support. The results have indicated that students were keen to adopt the LMS Blackboard for their courses. Instructor attitudes and behaviours when using Blackboard were found to play a major role in students' attitudes and performances. A major relationship was found in relation to student gender, academic specialization and attitude towards using the LMS, but not in the way the system is used. Students varied and various academic specializations were found to impact positively on their attitude towards the use of the system and in their learning (in terms of performance on a specific course). The learner variable was found to be a good indicator of how students behaved towards VLE and Blackboard and their achievements. The Instructor dimension was also found to be a positive indicator of students' attitudes, their use of Blackboard and achievements in its use. Similarly the technology and the HE institution variables were also found to be sound indicators of their attitudes.
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Alshara, Mohammed Ali. "Customers' Attitudes toward Mobile Banking Applications in Saudi Arabia." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862737/.
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Mobile banking services have changed the design and delivery of financial services and the whole banking sector. Financial service companies employ mobile banking applications as new alternative channels to increase customers' convenience and to reduce costs and maintain profitability. The primary focus of this study was to explore the Saudi bank customers' perceptions about the adoption of mobile banking applications and to test the relationships between the factors that influence mobile banking adoption as independent variables and the action to adopt them as the dependent variable. Saudi customers' perceptions were tested based on the extended versions of IDT, TAM and other diffusion of innovation theories and frameworks to generate a model of constructs that can be used to study the use and the adoption of mobile technology by users. Koenig-Lewis, Palmer, & Moll's (2010) model was used to test its constructs of (1) perceived usefulness, (2) perceived ease of use, (3) perceived compatibility, (4) perceived credibility, (5) perceived trust, (6) perceived risk, and (7) perceived cost, and these were the independent variables in current study. This study revealed a high level of adoption that 82.7% of Saudis had adopted mobile banking applications. Also, the findings of this study identified a statistically significant relationship between all of demographic differences: gender, education level, monthly income, and profession and mobile banking services among adopters and non-adopters. Seven attributes relating to the adoption of mobile banking applications were evaluated in this study to assess which variables affected Saudi banks customers in their adoption of mobile banking services. The findings indicated that the attributes that significantly affected the adoption of mobile banking applications among Saudis were perceived trust, perceived cost, and perceived risk. These three predictors, as a result, explained more than 60% of variance in intention to adopt mobile banking technology in Saudi Arabia. While the perceived trust variable was the strongest influencing factor in the adoption of mobile banking, perceived cost and perceived risk had a negative correlation, equally, with mobile banking adoption. Furthermore, perceived usefulness, perceived ease of use, and perceived compatibility had no significant correlation with mobile banking adoption.
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Alhamadi, Nesreen. "Language transfer errors in speaking among Saudi Arabia students : a comparative study between students in Saudi Arabia and students in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/10744/.
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In the field of language education, analysis of second language errors has become more widespread, with particular focus on the early stages of acquisition. The analysis of the errors made by second language learners communicating in their target language has received tremendous attention from researchers, linguists and EFL teachers throughout the world. The aim of this study is to investigate the most common grammatical speaking errors of Saudi learners at an intermediate level of English, focusing on language transfer theories and the role of first language in the acquisition of English grammar. Before carrying out the investigation proper, we look at the students' experience of learning English in two different learning environments: Tibah University and Leeds Language Centre. Not many studies conducted on Saudi learners’ grammatical errors in spoken production of English. This study works to establish whether the differences between the “native” environment represented in Leeds Language Centre and the “non-native” Tibah University influence the sources of grammatical errors. We also examine whether these errors result from first language interference or other environmental learning factors. The thesis is divided into six main chapters. The first chapter is a very concise description of the research overview which states the problem and gives a brief background of teaching English language in Saudi Arabia, and the role English plays in the educational system. The second chapter provides a theoretical background of theories related to language transfer and possible sources of errors. The third chapter discusses the major findings that describe the two learning environments examined in this study. Chapter four and five, discuss in great details the categories of the most common errors among the two groups, investigating into details their consistency and sources illustrated by examples derived from the interviews collected as theses chapters introduced our research main findings in the light of the discussed theories. In Chapter six, we shall discuss the important implications these findings have on second language researchers and teachers. Accordingly, we conclude our study by making various suggestions for the incorporation of these findings in the foreign language acquisition, which we are convinced, will help Saudi learners to perform better in the English language. This study does not limit research to theoretical aspects of language transfer, instead examining application in the classroom. Our investigation relies primarily on the use of reported data, via reports of English classes attended in different learning environments, to observe how learners experienced language learning. Interviews with students were conducted in order to investigate and analyse their spoken errors, to discover information about the most common speech errors that Saudi students commit during the second language learning process, and to gain insight regarding their source. As this study focused on spoken English, oral interviews were conducted and transcribed before analysis. Our findings suggest that learners’ first language plays a major role in the acquisition of a second; this is inherent to the natural learning process, and has a great impact on language proficiency irrespective of the learning environment. Furthermore, findings showed that errors occurred more as a result of first language influence, which affected the number of errors produced, not the quality. This has been attributed to factors related to the learning environments examined in this study.
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Alsouhibani, Mohammed A. "Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2482/.
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This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Alsouhem, Khaled Abdullah H. "The attitudes of Saudi managers towards human resource management in selected firms." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339344.
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AlReyaee, Sulaiman. "Factors that influence the attitude of academic librarians in Saudi Arabia toward copyright laws." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94183.
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The purpose of this research is to study the factors influencing the attitude of male academic librarians towards copyright laws in Saudi Arabia. The Tripartite Model is used to evaluate the overall attitude of academic librarians, defined in terms of three main components: feelings, beliefs, and behaviors. Five independent variables that may affect this attitude are investigated: level of education, domain of practice, position, professional experience, and academic librarians’ knowledge of copyright laws as measured by six pre-selected questions (knowledge Index). The knowledge Index is also later measured against the four other independent variables. Seven major universities were chosen, and 201 male academic librarians participated in this study. A survey method is adopted for collecting data, and a quantitative approach is used to measure the relationship between attitude and the independent variables. The results reveal that academic librarians in Saudi Arabia have a positive attitude, but inadequate knowledge, regarding copyright laws. Only one independent variable—the level of education—is found to be related to the belief component of attitude. While the level of knowledge based on the knowledge Index does not affect attitude, it is correlated with levels of education, experience, and position. This study demonstrates the need for improving librarians’ education and training in Saudi Arabia regarding copyright laws. It also reveals the importance of librarians’ input in copyright laws.Le but de cette recherche est d’étudier les facteurs qui influencent l’attitude des bibliothécaires académiques masculins menvers les lois sur les droits d’auteur en Arabie saoudite. Le modèle ternaire est utilisé afin d’évaluer l’attitude générale de ces bibliothécaires; ses trois composantes sont les sentiments, les croyances et les comportements. Cinq variables indépendantes qui pourraient affecter les bibliothécaires sont examinées: le niveau de scolarité, le domaine de travail, le poste, l’expérience professionnelle et les connaissances qu’ont les bibliothécaires des lois des droits d’auteur. Cette dernière variable est aussi évaluée par l’entremise d’un questionnaire divisé en six points, l’index des connaissances. Celui-ci est comparé ensuite aux quatre autres variables. Dans le cadre de cette étude, nous avons recruté 201 participants, tous des bibliothécaires académiques masculins provenant des sept (7) universités les plus reconnus. La méthode du sondage est utilisée pour la collecte des données, et une approche quantitative est employée afin d’évaluer la relation entre l’ «attitude» et les variables indépendantes. Les résultats dévoilent que les bibliothécaires académiques en Arabie saoudite ont une attitude positive, mais qu’ils manquent de connaissances à propos des lois des droits d’auteur. Une seule variable indépendante - le niveau de scolarité - s’avère reliée à la composante des «croyances» de cette attitude positive. Même si le niveau de connaissances, basé sur l’index, n’affecte pas l’attitude, il correspond aux niveaux de scolarité, de l’expérience professionnelle et du poste qu’occupe le bibliothécaire. Cette étude démontre clairement qu’il faut améliorer la scolarité et la formation des bibliothécaires en Arabie saoudite concernant les lois des droits d’auteur. Elle dévoile aussi que les bibliothécaires devraient avoir un mot à dire sur l
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Alshahrani, Mohammad Mobark. "Saudi educators' attitudes towards deaf and hard of hearing inclusive education in Jeddah, Saudi Arabia." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15846.
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This study explores Saudi educators’ (teachers’ and administrators’) perceptions of and attitudes to Deaf and hard of hearing (DHH) inclusion in Jeddah, Saudi Arabia in two phases. Data were collected in sequential quantitative and qualitative phases. A questionnaire was first administered to 120 teachers and administrators in direct contact with DHH students, giving a broad picture of the themes under investigation in phase 1. Attitudes were examined in terms of three components: their beliefs, emotions and behaviour. This phase investigated the influence on educators’ beliefs and attitudes of these factors: type of D/deafness, length of experience, teachers’ qualifications, stage/grade of education, type of school and in-service training. In phase 2, understanding of educators’ attitudes was deepened by conducting semi-structured interviews with a purposeful sample of five teachers and six administrators of diverse experience, covering five themes: the DHH concept, the inclusion concept, the inclusion process and requirements, barriers to DHH inclusion and changes needed to promote it. The first phase revealed positive attitudes towards hard of hearing inclusion but not with regard to Deaf students, a distinction confirmed by the qualitative findings. The Al-Amal Institute for the Deaf was considered the best educational alternative for Deaf students. Relatively negative attitudes towards Deaf inclusion were related to various factors, especially lack of professional training and expertise in cued sign language, inadequate resources in mainstream schools and poor preparation for receiving DHH students. Participants considered integration to be a matter of equal (part-time) access to the nearest possible local school, but not inclusion as an issue of school restructuring, full participation and active social and academic engagement. Regarding barriers and change, participants were more concerned about the lack of professional training, overreliance on individual donations rather than the local authority to fund and support teaching aids, the absence of strict procedures regarding student referral and teacher transfer from general to DHH education. It was felt that there should be more rigorous diagnosis and differentiation of the national curriculum in order for mainstream schools to be more DHH-friendly. I have discussed the contributions, implications, strengths and limitations of the study. It was concluded that the progressive perspective of inclusion in terms of school restructuring, respect, welcoming, participation and belonging is a far-reaching objective in the Saudi context.
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Alshehri, Saad Zafir. "Health risk behaviours among university students in Saudi Arabia." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/405527/.
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This thesis investigates the features of common health risk behaviours (HRBs), namely, violent behaviours, sexual behaviours, smoking, drug use and unhealthy dietary behaviours, and patterns of engagement with these HRBs, among students at a Saudi university. The study includes a literature review covering the underlying reasons and consequences of HRBs, and explores existing theoretical models of HRBs in order to construct an appropriate theoretical model which underpins and guides this investigation. A mixed methods research methodology was used; quantitative data was collected using a questionnaire-based survey administered to 722 respondents, and qualitative data was collected using a series of interviews with 17 students. The elaborated theoretical model developed from the findings of the study may offer a more accurate understanding of HRBs amongst students at this Saudi university. In addition, the theoretical model may help to inform HRB-related research more widely across universities in Saudi Arabia and beyond. Key findings point to high levels of smoking, risky driving and violent behaviours, moderate levels of alcohol and illegal drug consumption, and physical inactivity and unhealthy diet. Students did not report serious sexual risk behaviours. Furthermore, such HRBs are influenced by traditional practices, gender, age, influence of other HRBs, the current legal system, globalisation, and lack of awareness. These practices are well-aligned to three major levels of influence: the intra-personal, public engagement and socio-cultural. Policy and practice implications arising from the findings are discussed.
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Albahiri, Mohammed. "Online CPD for teachers in Saudi Arabia : aptitude, attitudes and barriers." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12401.
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Alsulaiman, Ayman. "Attitudes toward prenatal diagnosis and termination of pregnancy in Saudi Arabia." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/536/.
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INTRODUCTION: Advances in molecular biology will soon make it possible to offer parents prenatal testing for a large number of different genetic disorders. The tests that have been offered to date are available because of technology, not because of the burden or prevalence of the condition. Parents' attitudes to different genetic disorders need to be evaluated, because little is known about how people's attitudes to testing for one disorder relate to their views on testing for other disorders. AIMS: To assess the attitudes of Saudi parents with and without an affected child, towards prenatal diagnosis and termination of pregnancy for a range of different genetic disorders, and the factors that affect their attitudes. METHODS: The study was conducted using structured questionnaires and semi-structured interviews. 400 Saudi parents with and without affected children completed a structured questionnaire and forty of these were then interviewed. The questionnaires were designed to assess parents' attitudes towards prenatal diagnosis and termination of the pregnancy, for thirty different conditions. The interviews were designed to explore the factors that affect parents' attitudes. FINDINGS: Parents had different attitudes to different conditions. Overall, there was an unexpectedly high level of acceptance of prenatal diagnosis and termination of pregnancy for a range of different conditions in this Muslim sample. It was also found that parents with an affected child held more favourable attitudes towards termination of the pregnancy than parents without an affected child. Fathers without an affected child held the least favourable attitudes towards termination of pregnancy. DISCUSSION: The evidence suggests that parents perceive genetic conditions differently according to their individual experience. Islam is not the main factor that influences Muslim parents toward prenatal diagnosis and termination of the pregnancy. New technologies provide parents with more reproductive choices but also present them with more dilemmas. Further investigation about factors associated with testing and termination choices is recommended.
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Aljasir, Shuaa Abdulrahman. "An investigation of Facebook usage by university students in Saudi Arabia." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/088175cb-851b-4fc3-ba41-dd61591f04d9/1.
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Compared with face-to-face communication, Facebook use may provide opportunities for greater interaction in a relatively uncensored environment. This research aimed to critically investigate how Saudi university students are using these opportunities. It employs a theoretical framework drawn from uses and gratifications theory, social penetration theory, and social role theory. A mixed methods approach was used over three sequential phases. The research began with a quantitative questionnaire completed by 372 Saudi university students to investigate the gratifications they obtained from using Facebook and to identify a typology of Facebook users. This was followed by thematic and quantitative content analyses of profiles of a sub-sample of 50 students to explore the status updates they generated and the types of information they disclosed. To investigate in greater depth the themes that emerged from the previous phases, a final qualitative interview was conducted with 20 of the students. The results revealed that, Saudi students used Facebook as a virtual space within which they engaged in several activities. It allowed for cross-cultural and cross-gender communication. Facebook also enabled them to be citizen journalists, sharing, discussing, and analysing current affairs. They as well used Facebook to defend their religious beliefs and advocate Islamic values. Saudi university students showed that they are willing to jeopardise the privacy of their personal information to maximise the rewards they obtain from using Facebook as long as these rewards outweigh the expected costs from such disclosure. Despite belonging to a gender-segregated society, analysis of gender differences conducted across all three research phases revealed that the gap between genders in their Facebook usage is narrower than in offline settings.
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Alfaifi, Mousa Sulaiman. "Self-directed Learning Readiness Among Undergraduate Students at Saudi Electronic University in Saudi Arabia." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6449.
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The purpose of this study was to determine the level of self-directed learning readiness among undergraduate students at Saudi Electronic University in Saudi Arabia. This study also investigated whether there were relationships between the level of self-directed learning readiness and selected demographic variables such as gender, college, and age in the sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design.
The Self-directed Learning Readiness Scale (SDLRS), which was developed by Guglielmino, was utilized to measure the level of self-directed learning readiness among undergraduate students at Saudi Electronic University on the Riyadh campus. A total of 203 undergraduate students completed the SDLRS questionnaire.
Results were that the mean score of SDLRS among undergraduate students at Saudi Electronic University in Riyadh campus included 64 (32.52%) were students with below average 58-201 scores; 71 (34.98%) students with average 202-226 scores; and 68 (33.50%) were students with above average 227-290 scores.
age. However, there was a significant difference between the colleges. The results of the Tukey post-hoc test indicated that significant differences existed between the Sciences and Theoretical Studies College students and the Administration and Finance College and Computation and Information College students. The Sciences and Theoretical Studies College scored significantly lower than the other two colleges.
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Aleisa, Ahmed. "Improving the Education for Undergraduate Students in Saudi Arabia Universities." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/337.
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This report will focus and analyze the differences in the educational system in various countries specifically Saudi Arabia and the United States of America. It will be composed of multiple aspects of research which will be implemented in the body of the report as well as offer solutions pertaining to the change of the Saudi Arabian educational system. The results of a survey will be included to better analyze the perspectives of the general public. Other countries' educational systems will be used in order to compare and broaden the research which will be used as key for better analysis of the problem following with solutions. The main objective of this report is to present a process for change of the educational system in Saudi Arabia by using other educational systems as various cases of study.
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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.
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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.
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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.
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Own, Wafa M. (Wafa Mohammed). "The Role of the Saudi University in Meeting the Needs of Female Students as Perceived by Females in Two Saudi Universities." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332727/.
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The problem of this study concerns the needs of female students and their perceptions of satisfaction with the role of the two female institutions of higher education in Jeddah, Saudi Arabia: King Abdul-Aziz University (KAU) and the College of Education for Girls.
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Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.
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This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.Department of English
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ALYAMANI, HANADI. "Targeted Areas of School Improvement in Saudi Arabia." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481327990973813.
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Alturki, Ashraf. "Attitudes towards designed landscapes in two desert cities : Medina, Saudi Arabia and Tucson, Arizona." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/6046/.
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In the past, knowledge about desert was the most dominant knowledge among the public in Medina-Saudi Arabia. This knowledge was informed and inspired by a firm embrace of and commitment to religious rules, traditions, and advice. Medina historic landscapes (e.g. palm garden) were evidence of a sustainable natural-cultural relationship that developed over long history. Many designs have their roots in Quranic verses and/or Prophetic Hadith revealed or narrated 14 centuries ago. Meanwhile, the western culture that accompanied imported technology in Saudi Arabia has brought huge changes to most aspects of urban life. Western technology might has brought convenience to city life, but the paradoxical reliance on this technology has caused the historic natural-cultural relationship to decline. One of the most severely distorted aspect of this relationship is the societies cultural and aesthetical perception and preference of natural desert and traditional urban and suburban landscapes. Ironically Saudis became alienated from desert at a time the westerners living in dry environments, e.g. Arizona, abandoned their historically negative relationship with desert and began to create nature-like desert landscapes in cities, (e.g. Tucson-Arizona). This study utilised an ethnographic approach to research the first part of the study to unfold the history behind this phenomenal alteration in perception of desert landscape in the two different cultures, American and Saudi, at two different times in history, (before and after 1960). The second part of the study utilised a quantitative research methodology for the purpose of investigating the effect of factors, that were identified as important in the first part of the study (and in particular knowledge and familiarity), on perception of desert landscapes on both cultures. The results demonstrated clear trends among both cultures and their interpretation bear clear testimony to the strong contrasts between American and Saudi contemporary perception of desert landscapes. At the same time, the study demonstrates some rewarding opportunities in the suburban part of the city of Medina by which desert landscape can be re-established successfully.
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Aljaffary, Afnan. "Exploring public attitudes towards the health system of the Kingdom of Saudi Arabia (KSA)." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/21805/.
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This study explores public attitudes towards healthcare in the Eastern Province of KSA. It employs a sequential mixed-method design. Semi-structured focus group discussions (FGDs) were conducted with fifty-four participants in the Eastern Province. The qualitative arm of the study used a framework thematic analysis. A questionnaire was constructed from evidence-based items from four sources: an international performance assessment framework, literature review, systematic review, and the FGDs. The questionnaire was administered to 813 participants using on-site and online recruitment modes. Two qualitative validity assessments and quantitative construct validity and reliability tests were then carried out for the questionnaire. The FGDs indicate a public sense of pride in the Saudi health system. However, some concerns emerged from the FDGs-most notably, access barriers to the government health sector including the referral system from primary to secondary care and the necessity of personal connections, or 'wasta', to access timely care. Access barriers also emerged in the private health sector, namely the affordability of care and health insurance companies' delays in responding to medical claims. Participants also considered their inability to discuss treatment plans and to be involved in decision-making processes with their doctors as issues in both the public and private sectors. Participants were also concerned about the Ministry of Health (MOH) monitoring and regulating both sectors. This affected participant attitudes towards health service provisions. The questionnaire demonstrated qualitative validity and good psychometric properties in construct validity and internal reliability. Participants perceived doctor-patient communication as the most positive aspect of the Saudi health system while they perceived MOH monitoring of the private sector and affordability of care as the most negative aspects. Socio-demographic characteristics were considered as strong predictors of participants' attitudes towards the health system, and nationality and insurance status were identified as the most frequent predictors of satisfaction. Recommendations include implementing policies that monitor pricing in the private sector, fairer access to government healthcare, and patient involvement in decision-making processes. Future research should investigate the relationship between public attitudes towards the Saudi health system and health-related decisions to ensure better use of healthcare services in KSA.
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Heyer, Klaus. "The Food Court in the Magic Kingdom: Globalization, Cuisine and Attitudes in Saudi Arabia." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1442.
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In the last twenty years, Saudi Arabia has been modernizing much faster and in a shorter period than in the majority of the world’s countries. This study seeks to examine factors that influence the diet of Saudi Arabians. Aside from language, one of the principal manifestations of culture is a country’s cuisine.
I sought to determine whether factors, such as exposure to other countries, an income increase, or simply the desire to diversify the palette have led to a change in diet.
This mixed-methods study employed 148 surveys looking at attitudes towards the United States and other countries, travel abroad, age, religiousness, and the influence of television and the Internet. These variables were correlated against where food is bought and dining preference. Fifteen in-depth interviews looked at longitudinal changes in traditional vegetable and meat markets since the arrival of the hypermarket.
Findings indicated that the recent introduction of a multitude of foreign restaurants and foods into Saudi Arabia is not a new story, but only a new chapter in a book written by Saudi merchants. The Gulf Arabs are known, and have been known for millennia, as traders. I put forward that Saudi businessmen are the agents of change not multinational corporations. The presence of these restaurants and hypermarkets is due largely to pull, not push factors. If their culture is dramatically changing, then it is at the behest of Saudi Arabians themselves.
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Al-Rajraji, Kholoud. "Family socioeconomic status and students' attainments in secondary education in Saudi Arabia." Thesis, University of Liverpool, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526819.
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Alfajahan, Ohood Abdulrahman Alfajahan. "Sleep Habits and Caffeine Consumption in Undergraduate Female Students in Saudi Arabia." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523480822743305.
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Alsulami, Bader. "PARENTS’ PERSPECTIVES ON INCLUSIVE SCHOOLS FOR STUDENTS WITH DISABILITIES IN SAUDI ARABIA." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/69.
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In recent decades, inclusion has gained increasing international currency. In the Gulf region, Saudi Arabia in particular has made a sustained commitment to leadership in the humane, equitable inclusion of individuals with disabilities in its communities and the provision of appropriate, free public education for students with disabilities. Despite these achievements, students with disabilities remain segregated from general education students in separate classrooms, regardless of degree of disability. This study examined the perspectives of parents of students with and without disabilities in Saudi Arabia on placing their children in general education classrooms that are comprised of children with and without disabilities. Prior to this study, there were no quantitative data to indicate to what extent parents of children with and without disabilities in Saudi Arabia are receptive to inclusion. In order to address the gap in the quantitative data, this study used a quantitative, cross-sectional survey designed to examine the perspectives of parents. Knowing parents’ perspectives about inclusive education provides vital information to the public, researchers, and key decision-makers that could lead to advances in inclusive education.
The study used a quantitative, cross-sectional survey to examine parents’ perspectives regarding inclusion in general and across four specific dimensions of inclusive practice, including impact on students with disabilities, impact on students without disabilities, impact on parents and families of students with disabilities, and impact on parents and families of students without disabilities. The study sought to answer questions about differences in parents’ perspectives based on five variables: whether the parent is the parent of a student with disabilities or the parent of a student without disabilities; severity of students’ disabilities; type of students’ disabilities; gender of the child; and academic level of the child. Additionally, the study sought to answer questions about differences in the respective impact of these variables and to determine which variables have the most significant role in shaping perspective toward inclusion. Although the methods of the study were quantitative, it also at times drew upon limited qualitative analysis of a single open-ended questionnaire item to supplement and explain aspects of the quantitative data.
The findings of the study show that parents in Saudi Arabia hold generally positive perspectives regarding inclusion, but that these perspectives are often dependent on the severity and type of disability, as well as the training and staffing of qualified teachers and accessible school environments. In general, perspectives among both parents of students with and without disabilities were supportive of inclusion, indicating broad support in terms of global perspective, perspective of potential positive impact on students with disabilities, perspective on potential positive impact on students without disabilities, perspective on potential positive impact on families of students with disabilities, and perspective on potential positive impact on families of students without disabilities. Although both parents with and parents without indicated generally supportive global views towards inclusion, parents of students with disabilities tended to agree more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supportive of inclusion. Both parents with and without expressed concerns regarding the preparation and provisioning of qualified teachers and paraprofessionals as a key factor in the success of inclusion. Respondents had concerns about the preparedness of teachers to instruct students with disabilities and students without disabilities in an inclusive general education classroom. Perspectives of the current study, however, placed greater and more strenuous emphasis upon concerns related to teacher preparedness, classroom accessibility, and classroom staffing.
According to parents’ perspectives and comments in this study, the Saudi Arabia Ministry of Education must ensure that inclusive classrooms are staffed with qualified paraprofessionals, teaching assistants, and special education teachers for inclusion to be successful. Additionally, the successful implementation of inclusion would require adequate professional development and pedagogical training for classroom teachers, as well as adequate resources and support staff. Given the results of this survey, perhaps the first step in moving educational practices forward in Saudi Arabia will involve an open conversation between the Ministry of Education and parents of students with and without disabilities regarding what they want for their children. Educational policy and curriculum in Saudi Arabia are currently designed from a top-down model. The results of this study, however, show that there are grounds for a partnership between parents and the Ministry that advances educational goals for all students. In addition to continuing to expand opportunities for integration in public schools, experimental inclusive classrooms could be trailed in key regions to gather data and insights into what policies, teaching and instructional models, and models of parent-school collaboration and partnership could best advance classrooms and schools that effectively and humanely include all their members in the academic and social life of Saudi Arabia schools.
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Alreshidi, Mahdi M. "Contemporary Learning Tool for Academic Practices in Saudi Arabia." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616076210484403.
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Alotaibi, Turki. "An investigation of the attitudes, perceptions, knowledge, and understandings of school counselors in Saudi Arabia." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55325/.
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INTRODUCTION: The Saudi Arabian Ministry of Education established the 'General Directorate of Guidance and Counseling' in the Kingdom of Saudi Arabia (Saudi Arabia) in 1981. In 2003 approximately 4,000 school-based counsellors were working in schools in Saudi Arabia. Student counselling programmes in Saudi schools cover the areas of preventative, educational, vocational, and religious and moral counselling. Although school-based counselling is well established in Saudi Arabia there are very few studies researching school-based counselling in Saudi schools that have been identified in the literature. There is evidence to show that school-based counsellors face numerous problems in practice. RESEARCH QUESTION: The main research question for the research study is 'What are the attitudes, perceptions, knowledge, and understandings of school counsellors in schools in Saudi Arabia?' OBJECTIVES: The objectives of the study were: (1) to investigate the personal views and opinions of school counsellors working in boys' secondary schools in the research city; (2) to investigate the level of knowledge as well as the understandings of school counselling which school counsellors have; (3) to investigate the attitudes and perceptions that school counsellors bring to/have developed through their work; and (4) to investigate any cultural impacts and influences on school counsellors in Saudi Arabia. METHODS: Four qualitative research methods were employed for the research study. These were: (1) a qualitative review of the literature; (2) a qualitative autobiography; (3) keeping a qualitative research journal; and (4) qualitative semi-structured interviews. The semi-structured interviews were undertaken with twenty-four (n=24) male school-based counsellors working in secondary boys' schools located in the research city. The interview transcripts were coded and qualitative Thematic Content Analysis (TCA) was carried out in order to identify themes from the qualitative data. RESULTS: The TCA drew out six themes from the data obtained that related to stakeholders (i.e. students, parents, teachers, head teachers) within the school environment. These were: (1) negative stakeholder behavioural attitudes towards school counsellors; (2) negative stakeholder perceptions towards school counsellors; (3) a general lack of knowledge of modern school counselling practices demonstrated by the school-based counsellors; (4) dissension between school-based counsellors and other stakeholders regarding their role; (5) cultural and religious influences on Western models of school counselling; and (6) a general lack of support within and beyond the school community. CONCLUSION: A broad range of significant problems for school-based counsellors were identified in the study. These problems significantly limit the ability of school-based counsellors to deliver effective and useful school counselling services. There exists a clear and pressing need to address these problems and deficiencies in order for school-based counsellors to be able to carry out their role within the school environment.
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Alsaleh, Adel Ahmed A. "Attitudes of teachers at the Institute of Public Administration in Saudi Arabia toward teacher evaluation /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941208.
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Masoud, Khalid S. (Khalid Saad). "Perceived Responsibility, Authority, and Delegation of Department Chairpersons Compared to Perceptions of Faculty in Saudi Arabian Universities." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc935749/.
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This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.
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Majed, Alharbi. "Male Students’ Experiences in Urban High School Physical Education in Makkah, Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31483.
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This study explores male students’ experiences in physical education in an urban secondary high school in Makkah, Saudi Arabia. Drawing on Pierre Bourdieu’s concepts of body habitus, social, and physical capital, the purpose of this qualitative case study is to develop a better understanding of Saudi youth body dispositions that influence their experiences in physical education. The paper reports upon data generated by semi-structured interviews with 27 male students between the ages of 15 and 20, all of whom attended one public secondary school in Makkah during the fall of 2012. The PE teacher and the school director were also interviewed. The study emphasizes that the early childhood experiences in particular the socialization process within the family and among neighbourhood friends is important in shaping their body habitus. The study reveals that students coming to the PE class embodied different social practices and attitudes that reflect their family’s social and material conditions. In addition, family and peers influences on students’ PE participation intersected with other conditions such as institutional barriers (i.e. lack of funding, PE equipment, changing and showering rooms) and the PE teacher’s pedagogical approach. The study indicates that the more initial support students receive from their social networks in physical activity, the more they actively participate in the PE class. Students with high physical body skills have a high level of participation in PE while those with low physical body skills have a low level of participation, some then being marginalized. Hygiene is another issue that concerns some students in ways that prevents them from participation in PE. Surprisingly, the Saudi adult masculine identity associated with traditional clothing (thawb) is also a condition that influences student PE participation.
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Alqefari, Abdullah. "A study of programmes for gifted students in the Kingdom of Saudi Arabia." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4618.
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The study reported in this thesis explores the nature of provision for gifted and talented students in the Kingdom of Saudi Arabia, which is considered to be an under-developed country. The specific aims of the study are to explore the effectiveness and any possible weaknesses of gifted programmes in Saudi Arabia, from the perspectives of all parties involved, to draw conclusions about the Saudi programmes and to make recommendations. The study used mixed methods for collecting information. The researcher obtained data with the aid of questionnaires, interviews and documentation. Non-random samples were chosen from the population of gifted students studying in schools under the authority of the Ministry of Education. They were given questionnaires that explored their demographics, social life, academic achievements and self -reflection regarding their giftedness. Professionals dealing with gifted students also responded to a questionnaire which explored their respective institutions‟ strategies in dealing with the gifted students. They were also interviewed regarding their views on the Ministry of Education‟s systems and strategies with regard to gifted education. The conclusions and recommendations arising from the study can be viewed under four parts comprising identification, provision, policy and information. The predominant method of identification has been that of intelligence tests and other tests associated with overall academic performance. The membership of the gifted cohorts seems to encourage students from well-educated and affluent families. The educational provision for gifted students seems to be patchy; both strategy and curriculum modification have been found to be somewhat inadequate. The organisation of the gifted strand of policy seem well intentioned, but unevenly targeted at different geographical areas and the role of Care Centres – each being assigned a specified list of schools - could become dynamic with substantial educational improvements resulting in schools being served. It was also found that the flow of information - such as documents emanating from the Ministry - needs to be clear, consistent, illuminating and carefully read by recipients. Due to the special features of the social and cultural environment of Saudi Arabia, an assessment of the impact of the gifted education initiative there has the potential to make an important contribution to other countries considering similar initiatives – especially in many other Arab countries where there are no gifted education policies in existence. The study also makes an international contribution to the history of gifted education and its development.