SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted An Evaluation of the Validity of English Placement Tests at Imam Abdurrahman Bin Faisal University: A Critical Analysis(Salem State University, 2024-06) Alqahtani, Amal; Perez , Heidi; Minett, Amy JoThis study examines the validity and reliability of English placement exams at Imam Abdulrahman Bin Faisal University and their ability to forecast academic success in English foundation courses. Using a quantitative correlational approach, the research analyzed data from 300 students to assess the relationship between placement test scores and subsequent course grades. Findings indicate that test scores moderately predict course performance, explaining about 38.4% and 36.2% of the variance in grades for two core courses. However, significant variability in test effectiveness across different academic disciplines suggests that the exams may not consistently capture diverse academic needs and language proficiencies. The study recommends targeted refinements in the exam structure and scoring to enhance fairness and accuracy in student placements, addressing specific disparities found across disciplines. These adjustments are crucial for better aligning placement procedures with the educational demands and language competencies at the university.62 0Item Restricted Universal design for learning in saudi context: assessing faculty readiness(Saudi Digital Library, 2023-11-28) Alghamdi, Abdulaziz; McMahon, DonThe absence of an inclusive learning environment raises concerns about the equitable educational outcomes for all learners. This study aims to assist educators in providing additional support to learners with disabilities attending public schools and accessing the standard curriculum. Consequently, the research shed light on potential factors contributing to this deficiency within the context of Saudi Arabia. Assessing instructors' readiness to implement the Universal Design for Learning (UDL) framework may provide valuable insights into the state of educational institutions and their adoption of inclusive learning environments in higher education. The study's participants are faculty members from education colleges, drawn from 28 universities in Saudi Arabia. A survey conducted involving 162 faculty members to collect data for analysis. This research design incorporates descriptive statistics, which enables the researcher to summarize data regarding instructors' familiarity with and use of the UDL framework in their classrooms. These statistics provide a quantitative description of the study's items. The online survey is the chosen research method for collecting data, well-suited for descriptive research. The results also indicated that more than half of the faculty members lack experience in teaching students with disabilities or have limited knowledge of UDL and creating accessible learning environments. There are calls for building redesigns to support disability accommodations and to enhance communication between faculty, students, and access centers. The study's findings underscore the significance of training in promoting more inclusive teaching practices, emphasizing the need for ongoing professional development. Many faculty members have limited experience in teaching students with disabilities, although some have had positive teaching experiences. Challenges include resource limitations, insufficient training, and inadequate infrastructure. Based on the study's findings, this research suggests implications for policy and practice, along with recommendations for improving UDL implementation involve training, accessible resources, and administrative support, and guiding future research.51 0Item Restricted MASSIFICATION OF HIGHER EDUCATION IN SAUDI ARABIA IN THE CONTEXT OF SAUDI VISION 2030: CHALLENGES AND RESPONSES(OhioLINK, 2023-08-16) Owidah, Sohair; Seeberg, VilmaThis study explored the massification of Saudi higher education by utilizing contemporary Chinese higher education expansion as a framework to identify the drivers of expansion, challenges encountered, and diversification within the massification process. This study employed a qualitative approach of policy analysis of background literature, documents, and semi-structured interviews. Scholarly consensus regarding the aims of massification focus on the expansion of access, diversification of educational opportunities, meeting individuals’ aspirations, and demands for national development. Massification of Saudi higher education has been rapid yet has suffered from lagging policy development. The Saudi Ministry of Education and public universities were found to devise measures and regulations that challenge the principles of meritocracy and equitable access in terms of family background, regional disparities, and gender. Other issues associated with the expansion of higher education were found to be a decline and lower levels of quality, insufficient financial resources, and limitations in the diversification of types of institutions. These trends increased access for some populations, while also contributing to inequality of educational opportunity. To address the multifaceted issues associated with massification and to invest in the higher education sector the means to realize its role in attaining the ambitious goals of Vision 2030, reforms in higher education suggested by this study are imperative.31 0