Saudi Arabian University Students Research Articles

Thyroid Ultrasonography Screening of a Cohort of Male University Students

Objective: To assess thyroid ultrasonographic (US) findings from a male cohort of asymptomatic Saudi Arabian university students. Materials and Methods: Sixty-three university students were enrolled in a quantitative prospective study from February 2024 to April 2024. They were conveniently selected, excluding females. A MyLab40 US equipment system was used with a 7 MHz transducer. The thyroid was evaluated with US for size, echotexture, and abnormalities. The chi-square test, correlations, and descriptive statistics were applied for the data analysis. Results: The mean age of the participants was 21.5 ± 1.1 years, and the mean body mass index (BMI) was 27.03 ± 6.6. 95.2% of participants had normal findings; positive findings were found in 4.8 % of the participants. Of these, 1.6 % had multiple nodules, and 3.2 % had signs of thyroiditis. The statistical analysis revealed no significant association between right and left thyroid lobe lengths compared to BMI ( p = .7 right and left 0.3). Moreover, there was no association between the thyroid echo pattern and the BMI ( p = .4). Conclusion: This cohort study concluded that the thyroid US findings were very limited. There was no statistical correlation between the thyroid lobe length, thyroid echo pattern, compared to participants’ BMI.

Artificial intelligence powering education: ChatGPT's impact on students' academic performance through the lens of technology-to-performance chain theory

PurposeIn the context of rapid technological progress, this study investigates the factors that improve the academic performance of Saudi Arabian university students when they use ChatGPT. Using the technology-to-performance chain theory as a framework, this study identifies the variables that may affect the students' academic performance, thereby contributing to the discourse on the use of technology in education.Design/methodology/approachA survey is conducted on 257 respondents, and an online questionnaire is used to collect the data. Analysis of Moment Structures (AMOS) is employed to analyse the structural model to determine the direct connections between the different elements.FindingsFindings reveal that task characteristics, technology characteristics and individual characteristics can significantly impact task-technology fit. Furthermore, task-technology fit can influence the utilisation of ChatGPT and students' academic performance. In addition, utilisation can significantly impact students' academic performance. Students are likely to utilise ChatGPT efficiently and demonstrate improved academic performance when they believe that the technology is a good fit for their tasks.Research limitations/implicationsThis study’s shortcoming is its exclusive focus on a single public university in Saudi Arabia, which limits its generalisability. Comparative studies among multiple universities in Saudi Arabia and in other Gulf nations should be conducted to enhance the generalisability of the results. In addition, diversifying the participants by including students from various universities and exploring the moderating variables would deepen our understanding of the utilisation of ChatGPT by students.Practical implicationsThe practical implications of this study include the existence of a positive relationship between task characteristics and task-technology fit, which can guide organisations in aligning ChatGPT with specific activities for enhanced efficacy and workflow integration. In addition, understanding the association between technology characteristics and task-technology fit can help in selecting suitable technologies that will encourage user adoption and improve academic outcomes. Furthermore, the recognition of the impact of individual characteristics on task-technology fit and their utilisation can inform tailored support and training programmes to enhance user acceptance and utilisation of ChatGPT, particularly in educational settings such as those in Saudi Arabia, which will ultimately improve students’ academic performance.Originality/valueThis study’s focus on ChatGPT and how it affects the academic performance of Saudi Arabian university students distinguishes it from previous studies. This study provides insightful information on technology adoption in educational settings and contributes to our understanding of the factors that can impact academic performance through ChatGPT adoption by utilising technology-to-performance chain theory. Moreover, this study’s examination of task characteristics, technology characteristics and individual characteristics can significantly enrich discussions on optimal technology integration for educational objectives. This contribution is relevant in dynamic contexts, such as the rapidly evolving technological environment of Saudi Arabia.

A Survey on the Knowledge, Attitude, and Practice of Students at Jazan University Regarding Calorie Menu Labeling in Restaurants and a Literature Review.

The global rise in obesity and related health complications has cast a spotlight on the urgent need for initiatives that promote informed dietary decisions. This cross-sectional study investigates the knowledge, attitudes, and practices of university students at Jazan University, Saudi Arabia, regarding menu calorie labeling. The study examines how these variables may affect dietary decisions, body mass index (BMI), and support for proposed legislative measures requiring calorie disclosure on restaurant menus. The study included 581 Saudi university students who were 18 years of age or older as a convenience sample. A three-part questionnaire that asked about demographics, anthropometric measurements, and attitudes and behaviors related to calorie counting was completed by the participants. Using the Statistical Product and Service Solutions (SPSS, version 25.0; IBM SPSS Statistics for Windows, Armonk, NY) program, chi-square, t-tests, and ANOVA tests were used to evaluate the data. Both informed consent and ethical approval were obtained. The study finds that, even while more than half of the participants knew their recommended daily calorie intake and exhibited curiosity about calorie information on menus, this knowledge did not always result in healthy eating habits. Participants' opinions and behaviors regarding calorie labeling were significantly correlated with their BMI levels, indicating the importance of education in promoting nutritional awareness and healthy eating habits. New calorie labeling regulations received higher approval from people who regularly ate out. This study emphasizes the necessity of comprehensive nutritional education initiatives to raise calorie knowledge and encourage Saudi Arabian university students to make healthier eating choices. It also emphasizes the possible effects of legislative measures requiring calorie information on menus, particularly among regular diners. However, while evaluating the results, it is important to take into account the study's limitations, including self-reported data and convenience sample. To support menu calorie labeling legislation and inform targeted public health interventions for university students' eating behaviors, more research that takes cultural quirks and regional settings into account is necessary.

Using TikTok as a Tool for English Vocabulary Learning in the EFL Context

One of the most crucial components of studying a language is learning its vocabulary. Without sufficient vocabulary, communication becomes problematic. However, research shows that Saudi Arabian university students have a small English vocabulary size. Many technological tools exist in the literature for increasing students’ vocabulary size, including TikTok videos. TikTok has become one of the most popular social media platforms for producing and sharing videos. Because students’ perception of tools used in the classroom determine the tools’ success, investigating their perception of using TikTok videos for English vocabulary learning is essential. In this study, a quantitative research design was used to investigate students’ perception toward using TikTok as an English vocabulary learning tool in the EFL context. A descriptive quantitative methodology was adopted to analyze data from 115 female students at King Abdulaziz University. According to the findings, most students have a positive perception toward the use of TikTok videos as a vocabulary learning tool. These findings suggest that TikTok videos can be used to increase students’ English vocabulary size. The current study proposes an alternative pedagogical means for teaching English vocabulary to language teachers who want to help their students expand and develop their vocabulary.

Saudi Arabian University Students' Perspectives on Issues and Solutions in Academic Writing Learning

EFL students confront a host of obstacles and challenges when it comes to academic writing, most notably those generated by the distinction between spoken and written English. In this regard, it is worth noting that Arabic differs significantly from English when it comes to both spoken and written versions. A number of variables drive these differences, including: 1) differences in the letters; and 2) differences in writing methods, with Arabic featuring more figurative phrases and longer sentences than English. There are various ways of teaching writing in academia; some are beneficial, like computerized writing instruction, whereas others, such as the usage of distinctive writing styles, are detrimental. Native speakers can help ESL students recognize the skills required for academic writing, enabling them to improve their academic writing. The study's goal was to determine the obstacles that students at a specific Saudi university encounter when studying written academic English, as well as to differentiate across their educational needs and aims. During the academic year 2020-2021, the research's group comprised 50 postgraduate students from one Saudi university. The data analysis showed that English as an additional language (EFL) students face many obstacles and underscores in their academic work, such as difficulties distinguishing between written and spoken English, generating a framework before writing a first draft, determining the abilities necessary to succeed in writing, and preventing plague words and phrases.

Developing Female Sustainable Entrepreneurial Intentions through an Entrepreneurial Mindset and Motives

In this study, we investigated the effect of entrepreneurial competencies (ECs) on entrepreneurial mindset (EM), entrepreneurial intention (EI), and entrepreneurial motives (EMTs) among female Saudi Arabian university students. We applied a quantitative approach and collected the data through a survey questionnaire by using convenience sampling to trace the respondents. Finally, the results of this study were based on 388 samples. By using a structural equation model (SEM), the findings demonstrate that ECs have positive and significant effects on EM, EI, and EMTs. In addition, there are positive and significant relationships between EM and EI as well as between EMTs and EI. Finally, EM and EMTs mediate the connection between ECs and EI. The findings of this study could support policymakers at different levels in developing their financial models, plans, and suggestions for entrepreneurial development. In addition, the findings should inspire well motivated people to engage in entrepreneurial activities and to aspire to become entrepreneurs. Finally, the originality and value of this research contribute to the existing literature, by demonstrating among Saudi Arabian female university students, the effects of ECs on EM, EI, and EMTs.

Meeting the challenge in a crisis: Students perceptions of emergency on-line teaching in Saudi Arabia

This paper explores the perceptions of a group of female Saudi Arabian university students, during the Covid-19 pandemic, regarding emergency on-line learning (EOL). The study utilized a mixed methods approach comprising two surveys. The first, examining the mechanics and structure of the shift. The second, a qualitative design eliciting the students’ responses to EOL. While the students initially enjoyed the experience, as time progressed a sense of dissatisfaction developed which became worse the longer the lockdowns lasted. The results assist policy makers, social workers, and student advisors to prepare for future crises that may result in another prolonged lockdown.

Insights towards the environmental risk perceptions and built environmental behaviors: Guidelines for environmental governance and regulations

The present study explores Saudi Arabian university students’ insights into environmental risk perceptions (ERPs) and built environmental behaviors (BEBs). Based on the findings of previous studies such as Geng et al. (2015), Islam et al. (2019) and Alnaim et al. (2022) and the dire need for further exploration, the researchers developed the conceptual framework and model for confirmation in the context of Saudi Arabia. The researchers applied a quantitative approached and utilized 248 valid samples to infer the results. The findings of the study reveal a positive and significant effect of environmental protection (EP), knowledge of the environment (KoE) and environmental values (EVs) on BEBs. On the other hand, ERPs have a negative and insignificant effect on BEBs. Furthermore, ERPs mediate the relationship between EP, KoE, EVs and BEBs. The study findings would assist policymakers and environmental protection agencies in developing BEBs among all the country’s citizens. Besides, the results of a study would also support individuals in establishing BEBs regarding the recycling of restorative materials by avoiding the use of hazardous materials which is harmful to the environment and the healthy lives of human.

Prevalence of Internet Gaming Disorder among Saudi Arabian university students: relationship with psychological distress

Background and aimGiven the exponential growth of the gaming industry, Internet Gaming Disorder (IGD) merits further research. This study investigated the prevalence of IGD among Saudi Arabian university students and its relationship with the level of functioning, psychological distress, and potential for comorbid depression, as well as the effect of the COVID-19 lockdown on gaming behavior. Materials and methods306 participants were randomly selected from various Saudi Arabian universities and surveyed using the 20-item Internet Gaming Disorder Test (IGD-20 Test), the Patient Health Questionnaire (PHQ-9), and the 6-item Kessler Psychological Distress Scale (Kessler-6). ResultsThe estimated prevalence of IGD was 10.1%, and significantly higher risk was observed among IGD and respective at risk groups with psychological distress. Moreover, 67.4% of the participants reported an increase in playtime during the COVID-19 lockdown. Based on the Kesseler-6, psychological distress was observed in 19.9% of the participants. ConclusionsThis study suggests that IGD is a growing mental health risk associated with a dysfunctional impact and psychological distress.

The impact of virtual learning on students’ educational behavior and pervasiveness of depression among university students due to the COVID-19 pandemic

BackgroundOne of the worst pandemics of recent memory, COVID-19, severely impacted the public. In particular, students were physically and mentally affected by the lockdown and the shift from physical person-to-person classrooms to virtual learning (online classes). This increased the prevalence of psychological stress, anxiety, and depression among university students. In this study, we investigated the depression levels in Saudi Arabian university students who were learning virtually because of the COVID-19 pandemic and examined its impact on their educational proficiency.MethodsThe study focused on two points: first, examining the depression levels among undergraduate students in Saudi Arabia, by adapting the Zung (Self-Rating Depression Scale) questionnaire. Second, whether there is an association between the levels of depression and various distress factors associated with virtual (online) learning resulting from the COVID-19 pandemic and its impact on students’ educational behaviors. The questionnaire was prepared using a monkey survey and shared online, via email, and on WhatsApp groups, with participants in two universities, a public and private university in the largest city of Saudi Arabia. A total of 157 complete responses were received. Data were analyzed using SPSS-24, the chi-square test, descriptive statistics, and multilinear regression.ResultsThe results indicated that three-fourths of the university students suffered from different depressive symptoms, half of which had moderate to extreme levels of depression. Our study confirmed that a boring virtual (online) learning method, stress, fear of examinations, and decreased productivity were significantly associated with increased depression. In addition, 75% and 79% of the students suffered from stress and fear of examinations, respectively. About half of the students were associated with increased depression. The outcome also indicated that female students experienced extreme depression, stress, and fear of examinations more than males.ConclusionThese findings can inform government agencies and representatives of the importance of making swift, effective decisions to address students’ depression levels. It is essential to provide training for students to change their educational experience mindset, which might help decrease "depression and stress-related growth." There is also a need to search for a better virtual teaching delivery method to lessen students' stress and fear of examinations.

COVID-19 and stress: An evaluation using Beck's depression and anxiety inventory among college students and faculty members of Jouf University.

Individuals might suffer emotional, psychological, and even bodily challenges as a result of any pandemic. The impact of the COVID-19 outbreak on Saudi Arabian University students and faculty members has received little attention. To assess stress during the COVID-19 pandemic among university college students and faculty members of Jouf University, KSA and evaluate the impact of socio- demographic factors on anxiety and depression levels. Two hundred and seventeen participants from Jouf University completed an anonymous web-based survey that includes questionnaires about anxiety and depression symptoms. Beck's anxiety inventory (BAI) was used to assess the anxiety levels, and Beck's depression inventory (BDI) was used to determine the depression levels due to COVID 19 pandemic. The research was carried out between April 1, 2020, and June 30, 2020. An ordinal logistic regression analysis was performed to explain the odds of observing anxiety and depression. For "moderate anxiety" (22-35), the most frequently observed category of age, nationality, gender, duration spent in lockdown and profession was 20-30 years (n = 15, 65%), Saudis (n = 14, 61%), female (n = 15, 65%),>3 months (n = 17, 74%), and students (n = 15, 65%) respectively. For "moderate depression" (21-30), the most frequently observed category of age, nationality, gender, duration spent in lockdown and profession was 20-30 years (n = 10, 50%), Saudi (n = 15, 65%), female (n = 26, 65%).>3 months (n = 13, 65%), and both students and faculty members, each with an observed frequency of 10 (50%) respectively. Ordinal logistic regression analysis suggested that the observed effects of nationality, gender, and duration spent in lockdown period influenced the anxiety levels among participants. The impact of the lockdown duration was more significant in students than in faculty members and females than in males. Authors recommend the critical need for intervention and prevention strategies to address college students' mental health.

Factors affecting online learning, stress and anxiety during the COVID-19 pandemic in Saudi Arabia

PurposeThis study investigated the factors affecting online learning (OL) and stress and anxiety (SaA) during the COVID-19 pandemic in Saudi Arabia.Design/methodology/approachThis study used a quantitative study and a survey questionnaire to collect the cross-sectional data. The authors sent 500 survey questionnaires to the respondents of which 262 samples were returned. This represented a 52% response rate. Finally, this study used 260 valid samples to derive this study’s findings.FindingsThrough structure equation modelling analysis, this study’s findings demonstrate that lack of time and support, technical problems and lack of technical skills negatively affect OL. In addition, this study’s findings show that cost and access to internet has a significant effect on OL. Finally, this study’s findings show that among Saudi Arabian university students OL is the significant predictor of SaA.Practical implicationsThis study’s findings offer university authorities meaningful ways to identify replacements for the usage of harmful devices to lessen psychological problems during the COVID-19 pandemic. By pointing out students’ significant challenges and barriers during OL, this study’s findings support the smooth and parallel running of OL. Such challenges cause deprivation and frustration among the students. Therefore, to some extent, it may be a violation of their human rights. In this way, this study’s findings demonstrate how to overcome these violations.Originality/valueBy exploring the significant challenges faced by Saudi Arabian university students, this study’s findings offer an original and empirical contribution to the literature.

Perceptions of E-Assessment Among Saudi Arabian Students of Higher Education

The aim of the current research paper is to examine Saudi Arabian university students’ perceptions of electronic assessment (e-assessment) and what variables affected these perceptions. The study followed a descriptive design in which an online questionnaire instrument was used to collect data from the participants, 196 undergraduate students. The results show that most of the students have high positive perceptions of e-assessment. Furthermore, the results show that the participants’ gender, level of study, major, and GPA may influence their perceptions of e-assessment. Based on the results, a set of recommendations is presented. Keywords: Electronic assessment, Perceptions, Saudia Arabia, University students DOI: 10.7176/JEP/13-12-10 Publication date: April 30 th 2022

Prevalence of intimate partner violence among Saudi Arabian international students and their spouses

ABSTRACT This study investigated the experience of IPV amongst married Saudi Arabian international students and their partners in Australia. The research explored the prevalence of IPV, the types of IPV, and gender differences in IPV experienced. A sample of 508 adult Saudi Arabian university students report of their own IPV experiences. The findings suggested gender differences in the context of IPV. The study can inform culturally appropriate interventions to support victims and increase perpetrator accountability.

Students’ Motivation to Learn English as a Foreign Language in the Context of Saudi Arabian Learners

Motivation is the major contributor to the students’ learning English as a second language. However, varying reasons have been suggested by different researchers and theorists to explain the reasons and dimensions of this motivation. Therefore, the study aimed to evaluate the motivation to learn English as a foreign language (EFL) among 157 Saudi Arabian university students. The instrument used for the analysis was a modified version of the motivation scale developed by Wen (1997), which measures motivation based on six subscales: integrative, instrumental, effort, valence, expectation, and ability. In addition, students’ motivation was compared among students with different English language levels using multivariate analysis of variance (MANOVA) on six motivation subscales. The results of the MANOVA revealed that there was no significant difference among students of different levels of English knowledge when each level was compared separately. Nevertheless, when comparing a merged group of students with English level knowledge of 1st to 3rd with the group of 4th level, the motivation of the latter group was statistically significantly higher. Furthermore, the difference in mean values was significant for integrative, effort, valence, and ability subscales. Thus, the findings of this research depicted that instrumental and integrative motivations could be the main contributor to students’ motivation to learn English as a foreign language.

Assessment of the levels of caffeine consumption among Saudi Arabian university students

This study aimed to assess the caffeine consumption of Saudi Arabian undergraduate students and to determine if the average amount consumed is within healthful parameters. Caffeine consumption in Saudi Arabia is a major cultural and social feature. Consumption of excessive amounts of caffeine can be deleterious to the health of university students. This is a cross-sectional study. A total of 145 male undergraduate nursing students were surveyed using the Caffeine Consumption Questionnaire to assess their caffeine intake on a typical day. Among this group, 34.5% of students exceeded the 400mg daily safe levels for caffeine consumption. The average consumption of the total group, those consuming below 400mg and those exceeding 400mg were 325.1, 201.2, and 570.1 mg, respectively. Tea and coffee were the major contributors to total caffeine intake ranging from 0-8 (240ml) servings per day. Health promotion aimed at illuminating health risks of caffeine consumption exceeding safe limits may assist in modification of intake to more healthful levels.

The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program

English plays a crucial role in determining a student’s academic success and career path in Saudi Arabia. This is one of the reasons why all Saudi Arabian universities offer mandatory foundation year programs to university entrants. The assumption is that if a student has high proficiency levels in the English language, the student will be able to meet the challenges and demands of other science courses that are taught in the English language in the first-year program as well as the subsequent bachelor's programs. In order to prepare students for academic success, the trend at Saudi Arabian universities is to use US or UK publishers to provide the resources for its curriculum which is based on the Common European Framework of Reference (CEFR). This study investigates the relationship between Saudi Arabian university students’ English language levels and their performance in science courses in a foundation year program. Using Oxford University’s Q: Skills Placement Test, quantitative data is used to establish the students’ language levels according to the internationally accepted CEFR scales. The scores were then correlated with students’ overall averages in the science courses. Data was gathered over a period of five academic years and statistical analyses were conducted using Pearson’s Correlation Coefficient formula and scatter plots. The findings and conclusions have serious implications for curriculum designers at Saudi Arabian universities as well as institutions of higher learning in the Middle East and the Arab world.

Association Between Sleep Quality and Physical Activity in Saudi Arabian University Students.

BackgroundMany studies have documented a strong association between poor sleep quality and physical inactivity. This study evaluates the association between poor sleep quality and physical inactivity among Jazan University students in Saudi Arabia.MethodsAn observational cross-sectional study was conducted among undergraduate students at Jazan University. Cluster random sampling was used to select 440 students. The Pittsburgh Sleep Quality Index (PSQI), International Physical Activity Questionnaire (IPAQ), and Depression Anxiety Stress Scales (DASS) were utilized for data collection.ResultsAccording to the PSQI results, the majority of respondents (63.9%; n = 281) reported having poor sleep quality. The majority of students (62.7%; n = 276) were also physically inactive. Based on DASS-21 criteria, the majority of students (53.4%) were stressed. Sleep quality differed significantly according to participants’ physical activity status (p = 0.0090). Among physically active participants, 43.9% reported having good sleep quality. Sleep duration, daytime dysfunctions, and global PSQI differed significantly according to levels of physical activity (p < 0.05 for all). Univariate analysis revealed that being physically active was significantly associated with good sleep quality (OR = 1.70, 95% CI 1.14–2.54, p < 0.001). Multivariate logistic regression models also demonstrated a significant association between physical activity and good sleep quality (OR = 1.72, 95% CI 1.15–2.56, p = 0.008).ConclusionThe majority of Jazan University students had poor sleep quality and were physically inactive. Evidence-based prevention and therapeutic strategies are needed to promote physical activity among university students.

PLS Model Performance for Factors Influencing Student Acceptance of E-Learning Analytics Recommender

The aim of this article is to present the multivariate analyses results of the factors that influence students' acceptance and the continuance usage intention of e-learning analytics recommender systems in higher education institutions in Saudi Arabia. Data was collected from 353 Saudi Arabian university students via an online survey questionnaire. The research model was then used to examine the hypothesised relationships between user experiences of an e-learning analytics recommender system and their intentions for long-term adoption of the system. The research model was primarily based on the Technology Acceptance Model (TAM) developed by Davis (1989) – the variables ‘perceived usefulness,' ‘perceived ease of use,' and ‘acceptance,' particularly – with ‘continuance usage intention' added as an endogenous construct, and with ‘service quality' and ‘user experience' added as external variables.

Saudi Arabian university students’ perceptions of health risk behaviours

Purpose The purpose of this paper is to investigate how and why Saudi Arabian students engage in specific health risk behaviours (HRBs), and if there are gender differences. Design/methodology/approach In order to find out the situation regarding university students in Saudi Arabia, quantitative data were collected by administering questionnaires to 722 respondents, and qualitative data were collected using a series of interviews with 17 students. Findings The findings of this mixed methods sequential explanatory study suggest that lifestyle and personal factors, as well as economic, social, policy and other aspects of the environment played a significant role in influencing students’ HRBs. Recommendations for mitigating HRBs among these students and other youth in the Saudi Arabian context are provided. Originality/value This paper addresses an important gap in the research on HRBs among university students from the perspectives of students.