Evaluation Methods of General Requirements Courses and their Role in Improving Academic Performance and Graduate Attributes Among Taif University Students: Implications for Achieving SDG 4

Abstract

Objectives: This study aims to investigate the impact of different evaluation methods on academic performance and graduate attributes among Taif University students. Theoretical Framework: The research aligns with the strategic goal of Taif University, represented by the Deanship of Ancillary Studies, to equip graduates with competitive attributes that meet labor market demands through enhanced academic performance. Method: Employing an analytical descriptive approach, the study utilized the Graduate Attribute Scale and analyzed the academic results of a randomly selected sample of 459 students. The participants’ performance in various general requirement courses was assessed across Levels One, Three, Five, Two, Four, and Six during the first semester. Results and Discussion: The findings indicated a significant improvement in students’ academic performance at Level Five compared to Levels One and Three. This improvement was attributed to the diversity in evaluation methods applied. Additionally, graduate attributes demonstrated notable enhancement at Level Six compared to Levels Two and Four, correlating with the varied evaluation strategies implemented in general requirements courses. The study suggests that diversifying assessment approaches can positively influence both academic performance and the development of graduate attributes. Research Implications: These results underscore the importance of implementing varied evaluation methods in university curricula to boost student capabilities and prepare them effectively for professional challenges. Originality/Value: The study contributes to the academic field by providing empirical evidence on the positive role of diverse evaluation methods in enhancing student performance and graduate attributes, offering insights for curriculum designers and policymakers at higher education institutions. This aligns with the Sustainable Development Goal (SDG) 4, which promotes quality education and lifelong learning opportunities for all.