Al-Imam Mohammad Ibn Saud Islamic Research Articles

The Impact of Vocabulary Clustering on Facilitating Vocabulary Development Among Saudi EFL Learners

The current study sought to investigate how organizing new vocabulary through semantic, ‎thematic, or unrelated sets could affect the learning process among Saudi EFL learners. The ‎majority of EFL teachers and materials writers seem to introduce and cluster new words according to a ‎particular type of semantic relationship (e.g., vegetables, body organs, car parts, or house parts) or a thematical relationship (e.g., a hotel room reservation, visiting a doctor's clinic, going to the post office, or at the train station). ‎Participants in the current research were 149 EFL students from the Preparatory Year Program (PYP) at Al-Imam Mohammad Ibn Saud Islamic University (IMISIU), Riyadh, Saudi Arabia. The design of this study was a pretest-treatment and posttest-delayed post-test. Two ‎types of clustering of new vocabulary were explored: semantically related sets and semantically ‎unrelated sets, which were constructed to identify how organizing new vocabulary could affect ‎the learning process among Saudi EFL learners. The findings of the study showed that both semantically ‎related (SR) and semantically unrelated (SU) sets ‎ seemed to help in learning new words. Nonetheless, ‎those new words behaved differently one week after the treatment. Moreover, the SR group scored significantly better on both delayed tests than ‎their ‎counterparts. Furthermore, the study's outcomes failed to indicate any interfering effect of ‎teaching and studying semantically relevant terms simultaneously in an actual classroom setting.‎ This study concluded with recommendations for teaching and learning programs to ‎develop ‎students' conceptual understanding of organizing new vocabulary that affects the learning ‎process among Saudi EFL learner’s context.‎

The Use of Vaping Among Male Health Sciences Students Compared to Other Male Students in Riyadh.

Background Vaping has become widely used by teenagers due to its accessibility, variety of flavors, peer influence, and the thought that it is a less harmful alternative to tobacco smoking. This study aimed to compare the prevalence of vaping among health sciences students compared to other college students in Riyadh and identify reasons for its usage. Methods A cross-sectional study was conducted in three major universities of Riyadh: King Saud bin Abdulaziz University, King Saud bin Abdulaziz University for Health Sciences, and Al-Imam Mohammad Ibn Saud Islamic University. A self-administered online questionnaire related to the use of e-cigarettes and conventional cigarettes was utilized. It included questions about the use of conventional cigarettes and e-cigarettes and the reasons for using them. Responses were compared between health sciences and non-health sciences students in Riyadh. Results An electronic survey was distributed online, and 442 students responded, but two of them did not agree to participate, so they were removed from the sample. Out of 440 students, 312 (71%) were health sciences students, and 128 (29%) were non-health sciences students. Smoking conventional cigarettes was found among 38 (12%) health sciences students, and 22 (17%) non-health college students smoked conventional cigarettes (p=0.16). Regarding vaping, 117 (38%) health sciences students smoked e-cigarettes. On the other hand, 47 (39%) non-health college students smoked e-cigarettes (p=0.99). Anxiety/stress relief (54%) and peer influence (46%) were the most common reasons for those who smoked conventional cigarettes. Regarding the most common reasons behind using e-cigarettes, the majority (55%) considered e-cigarettes less harmful than conventional cigarettes. The second most common reason was having no distinctive odor (36%). Conclusion The study found that there was a high prevalence of the self-reported use of e-cigarettes. It appears that the use of conventional cigarette smoking is not as common as e-cigarettes among university students. This study found that university students tend to use e-cigarettes more than conventional cigarettes due to the belief thate-cigarettes are less harmful than conventional cigarettes.

Challenges and social adaptation of international students in Saudi Arabia

Adapting to university life in Saudi Arabia can be difficult for international students. This qualitative research, based on the social adaption framework, explore in detail the problems that international students experience during their enrolment at Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), which is located in Riyadh, Saudi Arabia. Utilizing purposeful sampling, 20 students participated in the semi-structured interviews. The interviews contained 16 questions to elicit the students’ perceptions about the challenges they encountered faced during their residence in Saudi Arabia. Findings revealed that international students experienced language barriers, had to deal with issues regarding culture shock, and had episodes of depression, nostalgia, stress, loneliness, and homesickness. However, these international students retained positive attitudes about their social adaptation and were satisfied with the resources and facilities provided at IMSIU. It was strongly suggested that student affairs officers, academic professionals, and social work practitioners, who interact with overseas students, should strive to help international students overcome possible language, communication, lifestyle, and institutional barriers. The implication is that international students should utilize various counseling and professional guidance resources to assist them adapt to the new lifestyle in the host country. This study could be replicated using a mixed-methods approach for future investigators.

Experience of undergraduate medical students of Al-Imam Mohammad ibn Saud Islamic University (IMSIU) about the international summer elective program (ISEP)

Background: An approach to a way of learning that is not considered as a necessary part of the medical curriculum credits is by having an additional medical course program referred to as ‘elective’, which is usually conducted in a period other than the yearly academic calendar. Electives are selected based on student interest, whether it be a research type or clinical rotations. Purpose: to understand the student’s perception about the experience of the International Summer Elective Program (ISEP) in year 2017 from 1st year to 4th year on the students selected and who traveled for this study. Methods: An online form questionnaire was sent to students during February 2019 from 1st year to 4th, with 21 items, to study their experience of the International Summer Elective Program (ISEP) Results: Twenty-one of the participants (47.7%) stated that their elective scientific research standards had met their expectations, while 9 out of the total participants (20.5%), stated the (ISEP) program was above their standards. Also, 18 students (40.9%) believe they had gained ‘good’ quality research skills throughout the International Summer Elective Program (ISEP). Conclusion: The International Summer Elective Program (ISEP) study on Al-Imam Muhammad Bin Saud Islamic University College of Medicine students provided a positive impact on multiple areas. We recommend Saudi medical colleges consider initiating international electives courses for their students for a broadly positive effect on multiple areas to maximize the full potential of their future physicians to serve the Kingdom of Saudi Arabia. Keywords: Elective summer program, medical students, extracurricular activities, Saudi Arabia

An Indirect Evaluation of Program Educational Objectives and Student Outcomes for Engineering Programs: A Case Study

Outcome and objective assessment is a method for determining whether students and graduates have learned, have retained, and can apply what they have been taught. Assessment plans have to include a statement of educational objectives, measurements of attainment of the objectives, and use of the assessment results for continuous improvement. In this paper, the experience of the Electrical Engineering program at Al-Imam Mohammad Ibn Saud Islamic University is used as an example of how an indirect assessment method is established and implemented. Many surveys have been used and contributed to the numerical analysis for the indirect assessment of the program outcomes and achievements. The indirect assessment results indicate that the target levels are achieved for all the seven program outcomes and the three objectives that have been considered.

Psychological Immunity and its Relationship with Achievement Motivation among the Students of Al-Imam Mohammad Ibn Saud Islamic University

Psychological Immunity and its Relationship with Achievement Motivation among the Students of Al-Imam Mohammad Ibn Saud Islamic University

A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University

This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.

Evaluation of Scientific Research Based on Key Performance Indicators (KPIs): A Case Study in Al-Imam Mohammad Ibn Saud Islamic University

Several years ago Key Performance Indicators (KPIs) becoming a best measurement practiced by the government sectors. The Ministry of Higher Education in Saudi Arabia opens up to new technology, opportunities, and improved ways to acquire and disseminate scientific teaching and research to bring quality at par with the international standards. KPIs provide quality assurance to the scientific research and higher education. The KPIs are variable and designed specifically for a particular entity such as education, research, finance, operation management etc. Scientific research in Saudi Arabia needs special attention from governing bodies and those who are already involved in scientific research. In case of Al-Imam Muhammad Ibn Saud Islamic University (IMAMU), performance indicators are implemented but with skepticism. In future research, the Ministry of Higher Education, Saudi Arabia should provide the best indicators to measure the performance of Saudi universities by putting some value added in implementation of KPIs. Furthermore, third parties such as government servant and stakeholders should togetherness in performing their jobs to make sure everybody is complying with KPIs sets by its agencies.

Association between anxiety and sociodemographic characteristics among medical students in Al-Imam Mohammad Ibn Saud Islamic University, Saudi Arabia

Background: Anxiety is a common medical issue in Saudi Arabia, particularly among medical students. Therefore, the present study aimed to assess the association between anxiety and sociodemographic characteristics among medical students in Saudi Arabia. Materials and Methods: In this descriptive cross-sectional study, 350 questionnaires were distributed among medical students to investigate the presence of anxiety disorders among them and the associated demographic factors. The study included medical students of different education years at the Faculty of Medicine, Al-Imam Mohammad Ibn Saud Islamic University. A questionnaire formed of 35 questions was distributed electronically among the students by the help of the leader of each educational year. The level of anxiety of each student was determined according to the score of questionnaire answers and the Beck Anxiety Inventory; where the score of 0–21 = no or low anxiety, score of 22–35 = moderate anxiety, score of 36 and above = severe or potentially concerning levels of anxiety. Results: Three hundred and sixteen medical students completed the questionnaire with a response rate 90%. Anxiety was identified in 201/316 (63.6%) students; 98/201 (48.7%) students were with moderate anxiety, and 103/201 (51.3%) with severe anxiety. Out of the 236 males, 136/236 (57.6%) were found to have anxiety, whereas, of the 80 females, 65/80 (81.3%) were found to have anxiety. About 51.3% of the females were found to have severe anxiety compared to only 26.3% of the males. Conclusion: Anxiety is a common problem among medical students of Al-Imam Mohammad Ibn Saud Islamic University, Saudi Arabia with more prevalence among female medical students compared to males. Furthermore, there was a significant association between satisfaction to study medicine and decreased anxiety development. However, there was no significant association between anxiety and the other studied sociodemographic factors.

Impulsive Buying Behavior and Its Relation to the Emotional Balance

The current study aims at introducing the relation between the impulsive buying behavior and emotional balance among the students of the Accounting Department in Petra University and Al-Imam Mohammad Ibn Saud Islamic University according to Nationality, Gender and Economic Level, through a sample consisting of (438) persons; (192) from the Accounting Department in Petra University and (246) from the Accounting Department at Al-Imam Mohammad Ibn Saud Islamic University. In order to achieve study objectives, researcher used: the impulsive buying behavior scale developed by Verplanken and Herabadi and translated by Al-Far, in addition to the emotional balance scale prepared by Dicks and translated by Al-Asmari. Study indicated negative correlation of statistical denotation between the impulsive buying behavior and the emotional balance among the students of the Accounting Department; while suggesting no differences of statistical denotation in the level of buying behavior among students depending on the variables of gender or economic level. Outcomes also concluded having differences of statistical indication in the level of emotional balance depending on nationality for the students of the Accounting Department at Al-Imam Mohammad Ibn Saud Islamic University, while not having differences of statistical denotation in the level of emotional balance in all its dimensions among students depending on the variable of gender. Study also indicated differences in the level of emotional balance among students depending on the variable of economic level between those of high economic level and those of low economic level for the benefit of those of high economic level.

Explicit Teaching and Incidental Learning of Vocabulary: Where Is the Pendulum Swinging to?

The research at hand compared two conditions of L2 vocabulary exposures, i.e. incidental exposure and a mixture of incidental and explicit exposures to words. Forty-five female participants, majoring in English at Al-Imam Mohammad Ibn-Saud Islamic University, Saudi Arabia participated in this research. They were divided into two groups: Reading Only (RO) and Reading Extra (RE). In the RO group, the target words were exposed only through a reading passage that they read twice, while the same target words for the RE group were inserted in the same reading passage, then explained directly by the teacher. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed. The results showed that both conditions cater for vocabulary learning, however the RE group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level.

Knowledge and Attitudes Towards First Aid Measures Among Medical Students at Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia

Objectives: This study aimed to evaluate knowledge and attitudes towards first aid (FA) measures among medical students at the Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Methods: This cross-sectional study was conducted between September and December 2016 among 600 medical students in different academic years at Al-Imam Mohammad Ibn Saud Islamic University. Knowledge and attitudes towards FA measures were evaluated using a modified version of a previously validated questionnaire. Data were compared between students with previous FA training and those without previous FA training. Results: A total of 259 medical students were included (response rate: 43%). Of these, 43% had previously received FA training and 63% had witnessed an emergency first-hand. Mean theoretical (5.93 ± 2.50 versus 4.49 ± 2.08; P <0.001) and practical (4.29 ± 2.62 versus 2.90 ± 2.17; P <0.001) knowledge scores were significantly higher among students with previous FA training compared to those without training; however, there was no significant difference in mean attitude score (5.60 ± 1.66 versus 5.39 ± 1.66; P = 0.329). Conclusion: The medical students, particularly those without previous FA training, demonstrated weak levels of FA knowledge. Such findings necessitate the inclusion of FA training in medical curricula in Saudi Arabia.Keywords: First Aid; Emergency Treatment; Medical Education; Knowledge; Attitudes; Saudi Arabia.

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

BackgroundProblem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario.ObjectivesTo assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.Materials and methodsWe conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year.ResultsOut of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences (P=0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups (P=0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups (P=0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference.ConclusionThis study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration.

Saudi EFL University Instructors’ Barriers to Teaching the Speaking Skills: Causes and Solutions

The aim of this study was to investigate the causes and the solutions of Saudi EFL university instructors’ barriers to teaching the speaking skill. The sample of the study consisted of 132 randomly-selected EFL preparatory year instructors at Al-Imam Mohammad Ibn Saud Islamic University, Princess Nourah Bint Abdulrahman University, and King Saud University in Riyadh city. Three instruments were utilized to collect data for the study: the first one was a questionnaire, the second was semi-structured interviews, and the third one was lectures observations. The researcher designed a five-point Likert scale questionnaire to collect the data of the study which was validated by a panel of raters consisting of ten university professors and instructors. To ensure reliability, Cronbach Alpha formula was calculated. Besides, The findings of the study revealed that the causes of Saudi EFL university instructors’ barriers to teaching the speaking skill in the preparatory year were as follows: students’ use of L1 during group work or pair work, lack of vocabulary, fear of making mistakes, lack of self-confidence, and lack of motivation. Furthermore, the study results advocated the following solutions to Saudi EFL university instructors’ barriers to teaching the speaking skill: enhancing students’ self-confidence to speak without fear, correcting students’ mistakes kindly, meeting students’ needs in speaking textbooks, and adopting recent motivating techniques, increasing the motivating speaking activities in textbooks, and testing the speaking skill. Finally, the study concluded that teacher training and preparation programs should help EFL instructors overcome and avoid such teaching barriers in teaching the speaking skills.

Self-Regulated Learning Level among Female Graduate Students at Al-Imam Mohammad Ibn Saud Islamic University and its Relation to Student's Achievement, Major and Academic Level

This study aimed to identify the level of self- regulated learning among graduate female students at the College of Social Sciences at Al-Imam Mohammad Ibn Saud Islamic University and its relation to student's achievement, major and academic level. The study sample consisted of (206) female students. To achieve the objectives of the study, the researcher followed the descriptive survey method and adopted the scale prepared by Purdie for self- regulated learning skills. The results of the study showed that the level of self- regulated learning among the students reached 3.7 out of 4.0. Moreover, there were statistically significant differences attributed to achievement level and major or department. On the other hand, there were no statistically significant differences attributed to the academic level (Master and PhD). In the light of these results, the study recommended introducing training activities to the courses in order to equip students with the skills and practices of self-regulated learning. It is also recommended that more research should be done on self- regulated learning in other colleges of the university.
 Keywords: Self-regulated learning, Female graduate students, Academic achievement.

مستوى التعلم المنظم ذاتيًا لدى طالبات الدراسات العليا في جامعة الإمام محمد بن سعود الإسلامية وعلاقته بالتحصيل والتخصص والمستوى الأكاديمي

مستوى التعلم المنظم ذاتيًا لدى طالبات الدراسات العليا في جامعة الإمام محمد بن سعود الإسلامية وعلاقته بالتحصيل والتخصص والمستوى الأكاديمي

Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions

This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The sample of the study consisted of 15 reading and writing classes taught by EFL instructors. Furthermore, all of the questions in the textbook (Unlock, Reading and Writing 1) were classified according to the Revised Bloom’s taxonomy (Anderson et al., 2001). Descriptive and inferential analysis was used to analyze the data. Furthermore, Chi χ2 cross tabulation was used to show the differences among the levels of thinking in the two textbooks. The findings showed that the majority of the first year teachers' questions are lower-cognitive levels (knowledge, comprehension and application). Furthermore, the results of the textbook analysis also showed that there was a tendency towards lower-level cognitive skills in the two textbooks under the study.

Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

Identifying College Students’ Multiple Intelligences to Enhance Motivation and Language Proficiency

<p>While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to examine the impact of students’ multiple intelligences profiles on their motivation and language proficiency. The quantitative data was collected from the students of the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The researchers prepared a Likert scale questionnaire to identify students’ multiple intelligences. The participants formed two groups from male and female students who studied English courses at level 3. The first group studied English in a traditional classroom where they relied on memorizing grammatical rules while the second group studied English after identifying their multiple intelligences profiles. Using the Statistical Package for the Social Sciences software (SPSS), data analysis results indicated that ineffective teaching strategies that depended on encouraging learners memorizing language rules hindered students from boosting their language proficiency. The analysis of the data also showed that when students became aware of their multiple intelligences profiles, they managed to enhance their motivation, which helped them improve their language skills. The recommendations of the current research provide creative ideas for using multiple intelligences at higher education, including a model for integrating multiple intelligences for teaching English. The current research is also a contribution in teaching English to college students since it is among only a few studies that have applied Gardner’s theory at higher education.</p>

Application of Tanh Method to Complex Coupled Nonlinear Evolution Equations

M.A. Abdelkawy, A.H. Bhrawy, E. Zerrad and A. Biswas Department of Mathematics and Statistics, College of Science, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh-11566, Saudi Arabia Department of Mathematics, Faculty of Science, Beni-Suef University, Beni-Suef, Egypt Department of Physics and Engineering, Delaware State University, Dover, DE 19901-2277, USA Department of Mathematical Sciences, Delaware State University, Dover, DE 19901-2277, USA Department of Mathematics, Faculty of Science, King Abdulaziz University, Jeddah-21589, Saudi Arabia