Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Effectiveness of Blended Learning in Secondary Mathematics Education: Perspectives of Students, Teachers, and Parents in Saudi Arabia on the Madrasati Platform(The University of Dundee, 2025-06) Alharbi, Nader; McDermott, John; Topping, KeithMadrasati “My School” is an e-learning management system introduced by Saudi Arabia's Ministry of Education to enhance teaching and learning. This study evaluates the effectiveness of the Madrasati platform in facilitating blended mathematics learning among secondary school students in Qassim, Saudi Arabia. Employing a mixed-methods research design, the study analysed mathematics attainment results from 3,468 students across four secondary schools, comparing three instructional methods: face-to-face, fully online, and blended learning. Quantitative data were analysed using t-tests, ANOVA, and Structural Equation Modeling (SEM), while qualitative data from semi-structured interviews with twelve mathematics teachers were thematically analysed. Questionnaires based on the Technology Acceptance Model (TAM) were administered to students, teachers, and parents to assess their acceptance and engagement with the platform and explore perceptions of its effectiveness from different aspects. The questionnaires received responses from 210 students (25.5% response rate of 823), 204 teachers (32.5% response rate of 627), and 267 parents (32.4% response rate of 823). The findings indicate that both fully online and blended learning approaches resulted in higher average mathematics scores than traditional face-to-face instruction. However, face-to-face learning showed more consistent results in certain grade levels. Statistical analyses revealed that while teachers and parents perceived the platform's usefulness as the primary factor influencing their intention to use it, students were more influenced by its ease of use. Teachers found Madrasati particularly beneficial for teaching algebra and calculus, whereas students appreciated its support for exponential equations and measurement units. Despite acknowledging logistical challenges such as limited technological resources and increased workloads, participants generally preferred blended learning for its flexibility and resource availability. The study concludes that the Madrasati platform has significant potential to enhance student engagement and autonomy in mathematics learning. However, its success is contingent upon addressing technical challenges, providing adequate teacher training, reducing workload, and integrating it effectively with traditional teaching methods. The findings offer practical recommendations for the Ministry of Education to strengthen digital infrastructure and support educators as Madrasati becomes essential in advancing digital learning within Saudi Arabia's secondary education system.11 0Item Restricted DETERMINANTS OF SAUDI NURSING FACULTY'S CONTINUANCE INTENTION TO USE LEARNING MANAGEMENT SYSTEMS USING THE TECHNOLOGY ACCEPTANCE MODEL(Barry University, 2024) Aljouaid, Mohammad; Ferrona Beason , ARNPBackground: Information and Communication Technology is becoming increasingly critical in healthcare and education. Researchers have recently underlined the need to integrate these technologies into nursing education, recognizing their potential to elevate the quality of patient care. Even though Learning Management Systems are widely available to nursing educators, consistent usage has remained challenging, since not all faculty members continuously utilize these resources. Purpose: The purpose of this study was to examine constructs of Perceived Ease of Use and Perceived Usefulness within the Technology Acceptance Model as determinants of the nursing faculty's Continuance Intention towards Learning Management Systems in Saudi Arabian institutions of higher education. Theoretical Framework: The study tested select constructs (Perceived Ease of Use and Perceived Usefulness) of the Technology Acceptance Model. Methods: This study was conducted using a cross-sectional, correlational and predictive design, with data collected from a convenience sample of nursing faculty members in Saudi Arabia. The data was analyzed using descriptive statistics, Spearman Correlation, Mann-Whitney U, Kruskal- Wallis Tests, and multiple regression analysis. Results: A strong positive correlation was found between Saudi nursing faculty's Perceived Usefulness and their Continuance Intention to use Learning Management Systems (r = 0.62, p < 0.01). The analysis also showed a significant positive correlation between Saudi nursing faculty's Perceived Ease of Use and their Perceived Usefulness (r = 0.49, p < 0.01). The multiple regression analysis explained 46% of the variance in Continuance Intention (R2 = 0.46), with Perceived Usefulness being a strong predictor of Continuance Intention and Perceived Ease of Use showing a positive association with Continuance Intention (β = 0.178, t = 1.951, p = 0.054). The demographic factors age, gender, academic rank, faculty specialty, teaching experience did not show significant associations with Continuance Intention. Conclusions: The findings showed that both Perceived Usefulness and Perceived Ease of Use significantly influenced Saudi nursing faculty's continuance intention to use Learning Management Systems, with Perceived Usefulness emerging as the stronger predictor. The lack of significant associations between demographic factors (age, gender, academic rank, faculty specialty, and teaching experience) and Continuance Intention indicated that these factors did not impact faculty’s Continuance Intention to use Learning Management Systems. The findings' implications were essential for developing strategies to encourage the adoption and effective use of LMS in nursing education.11 0Item Restricted SECONDARY SCHOOL GIFTED STUDENTS’ ATTITUDE TOWARD THE CLASSERA LEARNING MANAGEMENT SYSTEM IN SAUDI ARABIA(Northern Illinois University, 2022) Alamri, Mansour; Hsu, Pi-SuiThe present study examined secondary students’ attitude toward the Classera learning management system (LMS) within the context of gifted education in Saudi Arabia. The theoretical framework that guided this study was the technology acceptance model (TAM). Data were collected using the TAM survey, which consisted three subscales: perceived usefulness, perceived ease of use, and attitude. The data were collected from 306 gifted students in a secondary school in Saudi Arabia. Results indicated that gifted students’ attitude toward the Classera LMS is positive and showed that perceived usefulness and perceived ease of use were statistically significant predictors of gifted students’ attitude toward Classera LMS, while qualitative data results highlighted several benefits of using the Classera LMS among gifted students and demonstrated several challenges. The results showed that Classera LMS is an easy tool to use and useful for learning among gifted students. This study suggests constant development of the Classera LMS. Yet, Classera appears ready to be used in gifted students’ schools at the secondary level.16 0Item Restricted MEASURING THE USE OF LEARNING MANAGEMENT SYSTEM (LMS) IN TEACHING ENGLISH LANGUAGE AMONG TEACHERS IN SAUDI ARABIAN PUBLIC UNIVERSITIES(Saudi Digital Library, 2022-06-08) Alsaaid, Adeem; Abd Razak, Norizan; Wahi, WahizaNumerous studies have shown the necessity for learning management systems (LMS) for teachers in various locations around the world in recent times. Instructors dominate the learning process in the Saudi education system, and students look to them as their primary source of information. Thus, in order to have a profound understanding, this study used two approaches: the quantitative approach used the unified theory of acceptance and use of technology (UTAUT), to examine the major factors (Performance Expectancy; Effort Expectancy; Social Influence; and Facilitating Condition) affecting the adoption of e-learning systems and the differences in gender roles among university instructors. Also, this study applied the qualitative approach in order to triangulate and verify the findings. In terms of the data collection, in the quantitative approach, a self-administered questionnaire was used, and data were obtained from 190 English instructors from 28 Saudi Arabian public colleges. For the qualitative section of the study, an interview based on semi structure was conducted. The interview was guided by interview protocol (interview guide), thus 14 informants were interviewed. Structural Equation Modeling (SEM) (quantitative) and thematic analysis (qualitative) were used to evaluate the proposed research. So, the results of this study showed that performance expectancy and social influence are significant predictors in influencing instructors’ behavioural intention (BI) to use a blackboard system (BBS), whereas effort expectancy facilitating conditions showed insignificant results with behavioural intention (BI). Subsequently, behavioural intention (BI) was significantly related to actual user behaviour. This study also examined gender as a moderator in the relation of behavioural intention (BI) to use the blackboard system (BBS) and actual usage behaviour of (BBS). Therefore, the results revealed that the interaction effect of ‘Gender’ was significantly moderate to the relationship between (BI) to use (BBS) and actual usage behaviour of blackboard system (BBS), which was stronger for females compared to males. In addition, from the qualitative data, the study further concluded that the best practice of teaching foreign languages such as English in Saudi Arabia lies in the three modes of teaching. These modes of teaching include; the traditional method (face-to-face), the online method, and the group discussion. As shown in the qualitative analysis that for better teaching and learning for the student, teachers should adopt the online mode available to them. Concerning technology in teaching foreign languages, it is concluded that most teachers in Saudi prefer to use the old method than the new method (online). This is due to its technical problem, high cost, and lack of adaptation by the teachers. The study further concluded that only through the use of technology in education gender segregation can be minimised in a country such as Saudi. Therefore, technology can play a vital role in minimising gender segregation in education. Thus, the model of this study has provided theoretical contributions by filling in gaps and offering accurate information followed up by conclusive evidence. This technique can also be used by universities to boost job performance, maintain instructors with high potential and talent in Saudi Arabia, and strengthen instructors' perceptions of (LMS).29 0