Abstract
The current study aimed to identify the degree of assessing the quality of academic programs at Najran University from students’ perspective. Descriptive and analytical approach was adopted. The study population consisted of all students of the Faculty of Education in Najran University in Saudi Arabia, numbered (1380) students. The participants (296) students randomly selected, the author used the questionnaire as the tool of the study. The results showed that means of the assessment of the domain of faculty members at Najran University from students’ perspective was high. There are no statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to gender. Furthermore, there are statistically significant differences of the assessment of academic programs’ quality at Najran University from students’ perspective due to academic year and Grade Point Average (GPA).
Highlights
The assessment of academic programs in any university is considered a method for providing optimal educational quality for students, and important component for developmental process, which contribute to achieving the Higher Education mission and objectives, handling the challenges and difficulties faced by these programs since the academic programs' quality is considered one of the most important goals that universities seek to achieve to secure academic services provided.The aims of assessing the quality of academic programs are represented in providing data, information, and evidences according to which clear frameworks, foundations, principles and procedures are being built; taking suitable administrative decisions to enhance the academic2017, Vol 5, No 1 programs which contribute to achieving the academic goals and fulfilling best educational practices
Table (4) indicates that the degree of assessing the quality of faculty members' domain was high, as the arithmetic mean was (3.81) with standard deviation (0.67), this domain's paragraphs achieve middle and high degree, as the arithmetic means ranging from (3.544.07), paragraph (8) comes in the first rank which indicates that "the faculty members accept the constructive criticism", by a arithmetic means (4.07), standard deviation (0.93), and a high Assessment degree, paragraph (11) at the last rank, which indicates that " Faculty members connect the course with experiments and students' personal experience", by a arithmetic means (3.54), standard deviation (1.27), and medium degree
The results of the arithmetic means show that the degree of the assessment of faculty members' domain was high, as paragraph (8) which indicates that "the faculty members accept the constructive criticism", in the first rank, and this is because the students believe that the faculty members open the way in front of them to say their suggestions and multiple opinions, and accept the constructive criticism that services the educational process
Summary
The assessment of academic programs in any university is considered a method for providing optimal educational quality for students, and important component for developmental process, which contribute to achieving the Higher Education mission and objectives, handling the challenges and difficulties faced by these programs since the academic programs' quality is considered one of the most important goals that universities seek to achieve to secure academic services provided.The aims of assessing the quality of academic programs are represented in providing data, information, and evidences according to which clear frameworks, foundations, principles and procedures are being built; taking suitable administrative decisions to enhance the academic2017, Vol 5, No 1 programs which contribute to achieving the academic goals and fulfilling best educational practices. Cordray, Pion, Brandt, Molefe and Toby (2013) have indicated that the assessment of the quality of academic programs can be evaluated in the universities through identifying strengths and weaknesses in their academic performance, which give them the ability to make the modification, reformation, change, and development which based on accurate information, that can be collected from students' perspective about their satisfaction of the academic programs which are provided by the universities, including elements and dimension importantly the faculty members, the scientific curricula, and the associated services for programs in addition to the used educational methods, attachments, infrastructure, the extent of the use of the modern technological means, etc. The assessment of the quality of academic programs plays a vital role in providing the faculty members with modern educational methods, which could help the educational process to achieve its goals; as the assessment of the quality of academic programs makes a link between the students' real results of evaluation and their perspective in the academic programs in addition to the future possible goals for the programs, as the goals of most academic programs are represented in providing students with knowledge and skills in various fields academically or professionally (University of New Mexico, 2015)
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