Saudi Arabian School Research Articles

The use of MALL EFL students at school level perceptions and challenges

With the ubiquity of technology, the demand to utilize technological tools in education has increased, particularly in learning and teaching English as a foreign language. This study aimed to explore the attitudes and difficulties associated with mobile-assisted language learning (MALL) among English as a foreign language (EFL) students in Saudi Arabian schools. The research follows the quantitative method and employs the technology acceptance model with suggested external factors as the framework of the study. The questionnaire, comprising 29 items in the Likert scale style, serves as the study's main tool. 31 third-grade high school students, from Al Madinah Al Munawwarah educational directorate, recruited in the study. For analysis, the proposal model is analyzed using the structural equation modeling (SEM) method. As a result, the study found largely positive attitudes toward using MALL for learning English. Moreover, the mean score analysis revealed a high percentage of mobile device ownership, potentially leading to significant time spent on these devices. However, the study found some challenges for the students that prevent them from using MALL effectively, such as the lack of school support and the high cost of some EFL learning applications. Future studies should expand the sample size and consider additional variables that could influence students' MALL utilization.

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

The Role of School Administration in Increasing the Awareness of Using Social Media Safely in Learning from the Teachers’ Point of View

This study investigated the role of school administrations in Saudi Arabia in raising awareness of students using social media from the perspectives of teachers at the secondary level. The study followed the descriptive survey, for which a questionnaire of 41 paragraphs was developed and administered to 500 teachers. The findings revealed the degree of responses of male and female secondary school teachers regarding the role of school administrations in Saudi Arabia in confronting the dangers of social media, which had a medium level. The findings demonstrated that the academic qualification variable for this dimension was associated with statistically significant differences, with the disparities favoring holders of bachelor's degrees. Finally, the results showed differences between the participants' opinions on the role of school administrations in Saudi Arabian schools in confronting the risks of social media because of years of experience variable.

Analysis of Competencies Required for Teachers According to the Kingdom's Vision 2030

This study examines digital technology integration in Saudi Arabian schools from the viewpoints of teachers and administrators. The research employed a mixed-methods approach, involving surveys for 346 teachers and 155 administrators, as well as in-depth interviews with a subgroup of 12 teachers and 12 administrators. The findings reveal that both teachers and administrators acknowledge the significance of digital technology in education, with most indicating access to and utilization of digital tools. Challenges identified encompass technical issues, inadequate training, and bureaucratic obstacles. Qualitative insights delve into subjects like digital skills, infrastructure needs, integration's prospects and hurdles, and the influence of Vision 2030 on tech adoption. The study emphasizes advancements in digital integration while recognizing areas for enhancement, including more teacher training, addressing bureaucratic impediments, and harnessing digital technology to align with Vision 2030's educational objectives.

ENHANCING EARLY CHILDHOOD EDUCATION IN SAUDI ARABIA: UTILIZING GAMIFICATION FOR ENGAGING AND EFFECTIVE LEARNING

Gamification, integration of game elements and principles into non-game contexts, has emerged as a promising educational strategy worldwide. In context of Saudi Arabian schools, known for commitment to innovation and excellence, potential of gamification to transform traditional teaching methods into engaging learning experiences is of particular interest. This comprehensive study, conducted within positivist research paradigm, and employed cross-sectional research design and quantitative survey research method. It collect data from representative sample of 565 early childhood teachers & utilized statistical analyses, including ANOVA, correlation analysis, multiple regression analysis, & MANOVA, to examine impact of gamification. Results revealed that gamification strategies could be effectively integrated, but teacher training and resource support were central. The gamification positively influenced student engagement and motivation, with variations across grade levels and types of early childhood education schools. The study underlines standing of localized research & offers recommendations to enhance the successful implementation of gamification in Saudi Arabian early childhood education schools, contributing to improved educational outcomes and experiences.

The reality and obstacles of teaching Saudi Arabian Sign Language (SASL) to hearing students in regular schools: Alshams Private School as a model

IntroductionThis study delves into the reality and challenges associated with teaching Saudi Arabian Sign Language (SASL) to hearing students within the context of regular schools.MethodsA descriptive survey methodology was employed, utilizing a researcher-developed questionnaire. The sample comprised 148 participants, including 94 male and 54 female fifth- and sixth-grade students from Alshams Private School in Riyadh, Saudi Arabia.ResultsThe investigation unveiled various obstacles in SASL instruction, encompassing the absence of Deaf sign language teachers, limited availability of diverse levels or courses for sign language education, occasional student embarrassment, and challenges related to the learning environment and resources. Gender-based differences were observed, with female students exhibiting a more positive outlook on the feasibility of SASL instruction. However, no gender-based distinctions were evident concerning perceived obstacles or overall questionnaire responses. Additionally, no significant differences emerged between fifth- and sixth-grade students in their perceptions of obstacles or questionnaire responses.DiscussionThe findings offer valuable insights into the challenges and student perceptions associated with SASL instruction in Saudi Arabian schools. Notably, the study provides a foundation for further research and potential improvements in sign language education.

Evidence-based practices: using the touch points strategy to teach single-digit addition to students with ASD

An ever-growing number of students are being diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabian schools, creating a need for highly effective, research-based strategies for teaching mathematics. However, current research on such strategies is limited. Nevertheless, several studies, including those by Wisniewski and Smith (2002) and Scott (1993), have found the touch-point strategy effective in developing and retaining single-digit addition and mathematical problem-solving skills in students with disabilities, as well as in retaining addition skills among students with ASD. The researchers conducted single-subject research using a reversal design (A-B-A-B) to determine the intervention’s effect on three students with ASD as the main data source. Additionally, an interview with the math teacher of these participants was conducted to gather more in-depth data, which helped explore the effectiveness and challenges of using the touch-point strategy in teaching math addition facts to Saudi students with ASD. Significant improvements in computation and acquisition rate were noted among all participants when the strategy was used to solve single-digit addition problems. Two major themes emerged from the analysis of the interview data: the need for resources to teach the strategy and challenges in implementing the touch-point strategy across the whole class, given the individual needs of each student.

The Role of Institutional Practice in Promoting Inclusive Education for Deaf and Hard of Hearing Students: A Critical Analysis

This study conducted a critical analysis of the role of institutional practice in promoting inclusive education for deaf and hard of hearing (DHH) students in Saudi Arabian schools. Considering disabilities based on multiple models and theories enhances understanding and helps develop accessible educational settings. To successfully implement inclusive education, this study conducted a rigorous qualitative analysis with a focus group with eleven participants, including teachers of DHH students, general education teachers, principals, supervisors, and parents of DHH students. Content analysis of participants’ responses was conducted to identify major themes and subthemes. The results revealed providing appropriate educational environment as the major theme, and comprehensive environmental, support services, individualized education programs, general education teachers, and role of parents as sub-themes. Moreover, the findings emphasized the role of inclusive education regulations through interpretations of existing laws and expansion of prevention policy and practice.

Quality of life among schoolchildren with type 1 diabetes mellitus and the satisfaction of their guardians towards school health care in Saudi Arabia

AimsThis study aimed to assess the quality of life of schoolchildren with type 1 diabetes mellitus (T1DM) and determine their guardians’ satisfaction of diabetes health care in Saudi Arabian schools. MethodsA cross-section multicenter study was conducted from February to July 2022 among Schoolchildren with T1DM in Saudi Arabia. The study included T1DM school children aged 6–18 years. The patients’ health-related quality of life (HRQoL) data were collected and determined using a modified version of the PedsQL 3.0 Diabetes Module. ResultsThe grand total median PedQL-DM score among the included participants (N = 283) was 64.7, while items related to diabetes symptoms and diabetes management were 61.1 and 68.7, respectively. Schoolchildren who have lower HbA1c levels and take care of regular monitoring of their blood glucose showed significantly better quality of life concerning diabetes symptoms. A significant number of guardians claimed they were not satisfied with the current status of diabetes management at schools. ConclusionsThe overall HRQoL among schoolchildren with T1DM was average and acceptable to some extent. The PedsQL-DM median score was higher among those who received health care during school time. The guardians’ satisfaction of diabetes health care was low, emphasizing the role of health clinics in schools.

Flipped classroom approach in EFL context: Implementing self-regulated learning to improve students’ performance in use of grammar

The Flipped Classroom has gained popularity in various fields, including the field of English as a Foreign Language (EFL) learning, offering new possibilities for improving students' grammar skills. This study aimed to investigate the implementation of self-regulated learning (SRL) strategies within the Flipped Classroom to enhance students' performance in the use of grammar. The sample comprised 50 high school students in a Saudi Arabian school. Using the quantitative research paradigm, the study employed a pretest and posttest control group design within the domain of quasi-experimental research. The experimental group was given instruction using multiple SRL strategies while the control group was given instruction without SRL strategies in a Flipped Classroom. The results indicated a significant difference in the post-test scores between the experimental (which utilized SRL strategies) and the control group (which was taught without SRL strategies). The findings suggest that SRL strategies in Flipped Classroom positively impacted students' grammar skills. Additionally, the study categorized students into different proficiency levels and found significant differences in grammar skills based on proficiency levels. The study also aligned with the social cognitive model of SRL, which emphasizes the importance of performance control, and self-reflection phases in the learning process. The study recommends the integration of SRL strategies in Flipped Classrooms to enhance students' grammar skills and calls for further research to explore the impact of SRL strategies on other language skills in EFL contexts. Overall, the study contributes to the understanding of how SRL strategies can be used to improve language learning outcomes within the Flipped Classroom Approach.

EFFECT OF RESTRICTING SWEETENED CARBONATED BEVERAGES AND PROMOTING VEGETABLE CONSUMPTION IN PUBLIC SCHOOLS ON CALORIC INTAKE AND OBESITY RATE AMONG STUDENTS

Consumption of high-caloric sugar-sweetened beverages can promote childhood obesity and limit consumption of healthy foods. The Texas Public School Nutrition Policy is a mandate promoting healthy school environments by prohibiting sales of sweetened beverages and restricting portion sizes of high-fat foods. This study examined the possible effects of applying the Texas Public School Nutrition Policy in Saudi Arabian schools on students caloric intake and obesity rates. The average weekly sweetened carbonated beverage, caloric, and vegetable consumption of 162,147 Saudi public school students were determined based on the literature. Thereafter, according to prior pre-/post-studies, the effect of the Texas Public School Nutrition Policy on students food selection was estimated. This study found that the policy would decrease students consumption of sweetened carbonated beverages during school days from 5.3 to 3.9 servings/week, increase vegetable intake from 4.25 to 4.7 servings/week, and decrease total average caloric intake from 1,871 to 1,792 kcal/week. Although the reduction in caloric consumption is small (79 kcal/week/student), this policy can be a general strategy for increasing physical activity, improving nutrition, and managing obesity and overweight among Saudi students.

Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities

BackgroundTeachers’ attitudes and perceptions are of significance to the inclusion of students with disabilities in the general education classroom with their typical peers. AimsThis study quantitatively investigated the perceptions of private elementary school teachers regarding the inclusion of students with disabilities in the general education classroom. Methods and procedureThe study sample comprised 213 teachers working in private elementary schools in Riyadh, Saudi Arabia that offer inclusive special education programming alongside a general education curriculum. The Opinions Relative to the Integration of Students with Disabilities (ORI) survey, was utilized to adapt the survey instrument for this study. Results and outcomesWe concluded that private school teachers have a slightly negative attitude toward the inclusion of students with disabilities. Although the results did not reveal a relationship between teachers’ attitudes and their age or education level, a relationship was found between their perceptions toward inclusion of students with disabilities and the type of disability, the individual teacher’s gender, the role of the teacher (general vs. special education), and the individual’s training in inclusive education. Conclusions and implicationsThe implications of the results to Saudi and beyond and suggestions for further research including outside of the urban context are discussed.

The Efficacy of Virtual Positive Behavior Support in a Special School for Students with ASD.

In response to the demand for adopting a social justice system to manage students’ challenging behaviors, many countries are implementing positive behavior support (PBS) programs at the school level. However, the use of PBS in Saudi Arabian schools is still a goal rather than reality. It is strongly evident that school-wide PBS can be applicable to different educational contexts. Therefore, the purpose of this study was to evaluate the efficacy of a virtual school-wide positive behavior support program for students with autism spectrum disorder (ASD) in Saudi Arabia. Teaching and reinforcement procedures were implemented to help the students replace interfering classroom behaviors with alternative, appropriate behaviors. Observations were conducted to collect data on the students’ classroom behaviors. The results of the study showed that there was an immediate and major improvement in the students’ behaviors upon the introduction of the program. The results support the conclusion that school-wide positive behavior support can be successfully applied to different educational settings and suggest several implications for special and general education schools.

The impact of using book clubs among female teachers in their professional development in Saudi Arabia

Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD has promoted self-directed and small group opportunities that provide teachers with interactive and discussion-based social learning. For this reason, this research explores the effect of book clubs as a form of PD for teachers in Saudi Arabia. To do this, the researcher used qualitative design through narrative approach. Presenting the narratives of thirteen female teachers who joined a book club to share their experiences and exchange knowledge, this study demonstrates the value of using book clubs as an alternative learning tool for professional improvement. This research demonstrates that using a casual, inviting platform, book clubs successfully create learning communities by providing support and guidance and validating shared experiences. The research concludes with implications for using book clubs among teachers in Saudi Arabian schools, such as learning as a social act.

Factors to Consider while Teaching English to Arab Students

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

Patterns of lifestyle risk behaviors among Saudi Arabian school students

Background: Lifestyle risk behaviours initiated at a young age tend to remain in adulthood. Clustering of lifestyle risk behaviours has negative cumulative effects on health. The aim of this study was to examine patterns of clustering lifestyle risk behaviours (smoking, physical inactivity, high sugars intake, low fruits and vegetables intake, and infrequent tooth brushing) among younger and older Saudi male adolescents.Methods: A stratified cluster random sample of 1213 Saudi Arabian male school students living in Riyadh city answered adapted WHO health behaviour in school-aged children (HBSC) questionnaire on health-related behaviours. The patterns of clustering lifestyle risk behaviours were assessed using an observed to expected ratio (O/E) method.Results: The results showed that 10 (in older adolescents) and 09 (in younger adolescents) out of 27 combinations of lifestyle risk behaviors clustered. The combination of three risk behaviors (smoking, physical inactivity and high sugars intake) clustered with the highest O/E ratio of 3.16 among younger adolescents, while the combination of (smoking, high sugars intake and low fruits/vegetables intake) was among older adolescents with O/E: of 1.67.Conclusions: The current study identifies patterns of clustering lifestyle risk behaviours among younger and older Saudi male adolescents. Identification of these patterns is important for health promotion interventions.

An Analysis of the Linguistic Errors Made by Students in Saudi Arabian Schools in the Acquisition of the Auxiliary “Do”: A Comparison Between Boys’ and Girls’ Performances

Recently there has been an upsurge in research into why students of foreign languages make mistakes. There have been many reasons given including interference of the mother tongue and over-generalisation of the rules of the language being studied. This research is concerned with the reasons for mistakes but will concentrate on a particular focus, i.e. the mistakes made by English language students regarding the auxiliary verb “do”. This is seen as a particularly difficult area for many foreign students of English language as this linguistic term does not feature in many other languages and is, therefore, a problem for some language students to grasp.It is hoped that reasons for the many mistakes (i.e. omissions, incorrect verb tense, etc.) can be identified and that from this identification, methods can be found to teach this term in a way that will allow students to grasp the concept and retain it throughout their language- learning careers.This dissertation is based on an error analysis of English written performances by students in the Third Grade (equivalent to Ninth Grade elsewhere) of the Intermediate Boys and Girls’ schools in the Kingdom of Saudi Arabia. It focuses on the examination and analysis of the students’ performances in a translation test. This should reveal information about some of the students’ errors in the acquisition of the auxiliary “do”, and other factors which might affect their English language learning. Furthermore, this dissertation seeks to find out whether there are any disparities in the responses of each of the two groups to the translation test which may be attributable to gender.

Usability Perceptions of the Madrasati Platform by Teachers in Saudi Arabian Schools

As a result of the COVID-19 pandemic, the Saudi Ministry of Education launched the Madrasati Platform for distant teaching and learning for schools. Therefore, recognizing the design and the usability challenges that are linked to this new platform is significant. This paper reports the results of a study that examines the usability level of the Madrasati Platform from the perspectives of the schoolteachers in Saudi Arabia. It also investigates the usability issues that teachers faced when using the platform. A total of 759 teachers responded to the Computer System Usability Questionnaire (CSUQ). Semi-structured interviews were also conducted with ten teachers. The findings of the study indicated that the usability of the Madrasati Platform for the schoolteachers is inadequate and needs to be improved further. Navigation issues were the most reported issues by the participants. Finally, the paper presents some recommendations for improving the usability and experience with the Madrasati Platform.

Reconseptulaize Physical Activity Policy in Saudi Arabia Educational Curricula

This paper explains the current implementations of physical activity (PA) policies in Saudi Arabian schools beginning in early childhood and childcare settings. The paper explores the reasons for the new policy adopted by the Saudi Ministry of Education and the perspective of the Saudi society. Both the effectiveness of physical activity (PA) in preventing childhood obesity and its impact on children’s health, development, and academic performance. An analysis of the recent steps taken by the Ministry of Education was conducted in this analysis paper. The Ministry of Education agreed on the change of the physical curriculum and the need to have a specific physical education/activity policy to accommodate every level of development, health, and the positive impact that children/students will have. The Saudi Ministry of Education shows promises in working toward the development. The Saudi society is also ready to change, and the Ministry of Education will continue to work to enhance the educational system as a part of the Saudi Vision 2030 initiative. The Ministry is still working on this approach and policy of physical education, and more research is needed in the area. Keywords: physical education (PE), physical activity (PA), Saudi school, curriculum, policy, ministry of education. DOI: 10.7176/JEP/12-3-18 Publication date: January 31 st 2021

An Analysis of the Inclusion of Mathematical Discourse Components in Arabic Mathematical Textbooks: The Case of Saudi Arabia.

This study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their inclusion of mathematical discourse components. The mathematics textbooks and workbooks were used in a Saudi Arabian school, where students are transitioning from secondary education to university. The results revealed that Saudi Arabian school textbooks and workbooks did not appropriately include discourse components or discourse skills to help facilitate mathematical learning among students. Furthermore, these textbooks did not exceed level two of the four levels of inclusion. As a result, the inclusion was insufficient in helping students meaningfully understand mathematical concepts, become active students, and develop successful community leadership. This implies that mathematics textbooks and workbooks should be revised to include mathematical discourse so that this inclusion is more student directed than teacher directed.