Saudi Cultural Missions Theses & Dissertations

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Generating Complex Questions from Domain Ontologies
(University of Liverpool, 2025) Alkhuzaey, Samah; Payne, Terry; Tamma, Valentina; Grasso, Floriana
Designing and constructing pedagogical tests that equitably measure various skills across different students is a challenging task. The quality and validity of assessments are heavily reliant on the quality of the questions included. Traditional test development methods rely on manual effort, which can be time-consuming, labour-intensive and inconsistent, leading to variability in question quality. This challenge is further compounded by the advent of online learning platforms that require a large and diverse pool of questions, making manual creation and review impractical. Furthermore, for effective assessments, questions must be calibrated with difficulty levels before being incorporated into exams. However, difficulty calibration is another challenge that complicates questions development. In recent years, Automatic Question Generation (AQG) has emerged as a powerful tool for effortlessly generating assessment questions in massive numbers with a minimal level of human intervention. Ontologies have been used as a semantic knowledge source to generate questions automatically. However, most questions that have previously been generated from the use of ontologies have been criticised for their simplicity and lack of cognitive engagement. Furthermore, many existing question generation frameworks primarily focus on the technical aspects, but they lack a strong theoretical foundation. This highlights the need to enrich existing question types by generating more complex questions that cover both a broader and deeper understanding of the associated knowledge and that require more complex reasoning skills than that which is necessary for recalling simple facts. In this thesis, we present a novel ontology-based question generation approach designed to facilitate the creation of complex educational questions, which require larger knowledge coverage and higher cognitive processes. Our method leverages the concept of Query Graphs, a graph-like structure capable of representing natural language queries through appropriate mappings. We propose the use of Query Graphs as a formalism for representing templates that incorporate multiple ontology-based constraints to elevate the level of reasoning required to answer the questions. We demonstrate that this approach is indeed effective and aligns with the assessment of educational experts. To further support the plausibility of our computational framework, we shed light on its consistency with theories from education and cognitive psychology. This provides a solid theoretical foundation that ensures that questions are generated according to principled methods that are grounded in the theory of learning and cognition. The proposed approach is agnostic to the choice of different subject areas or knowledge domains, and independent of the question format. Therefore, the approach proposed is highly general and applicable to a variety of contexts. Being the primary source of knowledge, ontologies have an impact on the effectiveness of the quality of the questions generated. Therefore, we examine how different ontologies perform when applied to the same question generating task. An expert-based study was conducted, leading to the identification of ontology evaluation metrics designed to assess the suitability of domain ontologies for successful use in AQG. These metrics facilitate the reuse of existing ontologies and reduces the need to develop new ones from scratch, thereby lowering the cost of implementing AQG models.
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The effectiveness of simulation-based learning in nursing education
(University of Glasgow, 2024) Alharbi, Ali; Miller, William
Background: Simulation-based learning (SBL) has emerged as a valuable pedagogical approach in nursing education, allowing students a safe and controlled environment to practice clinical skills with varying levels of fidelity. Furthermore, SBL has become an increasingly popular teaching strategy in nursing education; however, few studies have investigated the effectiveness of SBL in Saudi Arabia. Research shows that simulations can enhance student satisfaction and self-confidence. Moreover, evidence suggests that student satisfaction can contribute to building self-confidence, which may help students develop skills and knowledge. This thesis evaluates the impact of SBL on nursing students' knowledge and skill acquisition and retention. Further, assessed their perception of satisfaction and self-confidence following the simulation experience. Methods: This thesis consists of two studies. First, a systematic review was conducted from 2017 to 2023 to identify relevant studies. A total of 33 studies were evaluated using the Joanna Briggs critical appraisal tools. A narrative synthesis was used to extract and report data. Second, a quasi-experimental study employed a repetitive test design with 100 nursing students exposed to a simulation protocol during the internship year. Benner’s model and Kolb’s theory were the conceptual frameworks underpinning this work. Descriptive statistics, paired t-tests, and ANOVA were used to analyse the data. Results: The systematic review showed that most studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other lifesupport skills, with the remaining studies examining critical care skills or clinical decision-making skills. Consistent and significant improvements in knowledge and skills were highlighted. The quasi-experimental study indicated that SBL significantly improved nursing student knowledge and skills, regardless of individual characteristics. Furthermore, the study found that students had a high level of satisfaction with the simulation experience. Most students also reported increased self-confidence in their skills. Conclusion: This thesis provides evidence supporting SBL as an effective teaching strategy within nursing education in enhancing knowledge and skill acquisition and retention, as well as student satisfaction and confidence. These findings have important implications for nursing education, particularly in Saudi Arabia, and provide valuable insights for nursing educators and policymakers on the benefits of SBL for enhancing student learning outcomes.
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The impact of educational tourism on Saudi students' life and social skills.
(Middlesex University, 2024) Almasoud, Matar; Thickett, Anthony
Educational tourism plays a crucial role in enhancing skills and fostering cross-cultural understanding, significantly impacting welfare, quality of life, and economic progress. In Saudi Arabia, the Ministry of Education has been criticized for failing to prioritize curricular improvement, highlighting the importance of experiential learning in improving student experiences. Further, the study examines the impact of experiential learning on social skills, environmental awareness, and cultural knowledge, as well as the challenges faced by educational institutions in integrating it. The results highlight the importance of experiential learning in the Saudi curriculum's goal of improving student experiences. To fully understand the long-term impacts of educational tourism and experiential learning on instructors and students, a longitudinal strategy is recommended. Overall, the success of educational tourism depends on institutional support and the involvement of teachers in experiential learning. This study explores the impact of educational tourism on the experiential learning of Saudi students and also explores the challenges faced by Saudi education system in the adoption of experiential learning. This research heavily draws from Kolb’s experiential learning theory and Ritchie’s segmentation model; and highlights how educational tourism caters to cultural understanding, social skills, and to a lesser extent, environmental awareness. The study aptly demonstrated that educational tourism improves student’s personal and professional development, through a quantitative survey of 138 students and teachers from Saudi Arabia. A strong positive correlation was witnessed between educational tourism and cultural awareness and interpersonal skills of students. However, the research also showcased a weak correlation between environmental awareness and educational tourism, suggesting a growing need to include sustainability into educational programs. Moreover, the study also examined the role led by educational institutes in enhancing teachers’ job satisfaction through experiential learning environments, withstanding that organisational backing is detrimental for the success of such programs. The regression analysis demonstrated that teacher’s job satisfaction is enhanced when there is strong institutional support for experiential learning. However, the study highlights the need for further curriculum development in environmental education, along with institutional frameworks to support both teachers and students in educational tourism initiatives. It is recommended to conduct further research on this scope of work to expand it across different regions and to explore the long-term effects of educational tourism on student development.
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Enhancing the quality and standard of research in Saudi Arabian universities: Selection and use of research methods at doctoral level: An investigative study on the use of research into statistical methods
(University of glasgow, 2024) Abohiamid, Manal; McMahon, Margery
his study investigated the selection and use of research methodologies at doctoral level, with particular emphasis on the use of statistical practices in research and with a focus on the Saudi Arabian context. There are misapplications in certain studies when analysing the statistical data, and some of these inaccuracies come from using improper management and suitable statistical methods at the analysis stage, contributing to misleading research conclusions. A key question was ‘How do academics and PhD students from Education departments in a selected university in Saudi Arabia and a university in Scotland/United Kingdom, from different educational backgrounds, view their readiness, selection, and utilization of statistical methods in PhD research?’. The accurate use of Statistics is critical in academic research, Statistics provide a methodical and objective approach to data analysis and interpretation, allowing researchers to make meaningful conclusions and uncover noteworthy patterns. Thus, a study acquires credibility and assures the validity of its findings by using accurate statistics, allowing policymakers and stakeholders to make educated decisions and perform targeted adjustments that enhance every aspect of society. This study examined PhD students' perceptions of their preparedness for statistical analysis, as well as their statistical and mathematical skills. Currently in Saudi Arabia, a programme of development: Vision 2030, is being implemented and so an aim of this study was to show why reforms are needed in Saudi Arabia's education system and why future university students should have sufficient Mathematical understanding to maintain the PhD researcher's basic knowledge base (Mathematics and Statistics). This was accomplished by sending a questionnaire to PhD students in SA and UK and conducting interviews with Statistics lecturers for postgraduate students in Saudi Arabia. The study found there is data analysis problems, such as inaccurate statistical technique application, a lack of pre-existing Mathematical expertise, wrong data processing, and incorrect result analysis. To increase the accuracy of statistical methods employed in PhD research, the study recommends that qualified statisticians, Statistics centres, and quality Mathematics and Statistics material be developed in the KSA. Furthermore, the research showed the significance of developing educational cadres in Statistics, developing the literacy pathway in schools in Mathematics, and making advanced Statistics courses necessary for postgraduate students in order to improve the quality and credibility of research undertaken, and the significance of students having a mathematical foundation in the Kingdom of Saudi Arabia
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The Quality of Education in Saudi Arabia and the Social and Economic Implications
(University College London, 2024-09-01) Shaker, Linah Thamer; Kaddwal, Laila
This study critically examines the quality of education in Saudi Arabia, focusing on its implications for the country's socio-economic development. Utilizing a pragmatic approach, the research integrates both qualitative and quantitative data through an extensive literature review and secondary data analysis. The study analyses key dimensions of the Saudi educational system, including curriculum relevance, teacher quality, student outcomes, equity and inclusion, and the learning environment. Data from sources such as the OECD, TIMSS, and PISA assessments, alongside national reports, reveal persistent challenges in the alignment of the Saudi curriculum with the demands of a modern economy. The study also highlights significant disparities in educational quality between urban and rural areas, with rural students consistently underperforming in international assessments. The research further explores the implications of these educational shortcomings through the lenses of the Capability Approach and Dependency Theory, showing centralization, governance, and displaced ideologies within the educational system that influence long-term educational outcomes. The findings reveal significant gaps in educational quality, with implications for workforce readiness and socio-economic equity. These insights suggest a critical need for policy reforms that address the disparities and inefficiencies within the Saudi education system, with a view to enhancing its alignment with global educational standards and the evolving demands of the labour market. The study concludes that without significant reforms in curriculum design, teacher training, and resource allocation, the Saudi education system may continue to fall short in preparing students for the demands of a globalized economy. These insights highlight the need for a more flexible, localized, and contextually relevant educational policy that can address the diverse needs of Saudi students and support economic and social development.
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The Role of Education on The Association Between Ethnicity and Tooth Loss
(King's College London, 2024-08) Alfraih, Jood; Delgado Angulo, Elsa
Abstract Aim: The study aimed to explore the association between tooth loss and ethnicity and to assess the mediating role of education in this relationship. Methods: A secondary analysis was conducted on cross-sectional data from adults aged 16 and over who participated in the Health Survey for England in 1999, 2000, 2001, 2002, and 2005. Logistic regression models were employed to examine the association between ethnicity and tooth loss, with the adjustment for sociodemographic variables. The role of education as a mediator in this relationship was also assessed. Results: The findings revealed significant ethnic differences in the prevalence of edentulism. Black Caribbean and White British participants exhibited the highest prevalence rates of edentulism, whereas Bangladeshi individuals had significantly lower odds of experiencing tooth loss. Education emerged as a critical determinant, with higher educational attainment associated with lower odds of edentulism. The mediation analysis highlighted that Black Caribbean individuals with no education had significantly higher odds of edentulism. Conclusion: The study underscores the complex interplay between ethnicity, education, and tooth loss. It highlights the need for public health interventions that target oral health education and improve access to care, particularly for ethnic minorities and lower socioeconomic groups.
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High-Fidelity Simulation (HFS) Intervention to Increase Advanced Cardiac Life Support (ACLS) Knowledge, Skills Performance and Self- Efficacy (SE) Acquisition and Retention for Saudi Nursing Students: A Feasibility Explanatory Sequential Mixed Method Study
(The University of Edinburgh, 2024-08-09) Alshehri, Abdullah Ali; Holloway, Aisha
Background As medical technologies advance and patient needs become more complex, care delivery models are undergoing transformation. An essential element for improving the learning experience is the shift from informative to transformative learning. While some countries have incorporated high-fidelity simulation (HFS) into nursing education as a contemporary teaching method, the majority of Saudi nursing schools still adhere to traditional teaching approaches. Aim Using the Medical Research Council (MRC) framework, this study sought to identify and develop a HFS advanced cardiac life support (ACLS)-focused intervention that was piloted among final-year undergraduate Saudi nursing students to investigate the acquisition and retention of ACLS knowledge and skills performance, as well as self-efficacy (SE) gains through HFS compared to traditional teaching methods. Methods This project utilised a sequential explanatory mixed-method design. A two-phased pilot randomised controlled trial (RCT) with embedded qualitative evaluation was conducted. Phase I involved the intervention development and pilot RCT (n= 28), with participants randomly assigned to intervention or control groups. Phase II comprised an embedded qualitative component of semi-structured interviews with a sub-sample of those from the trial (n= 10). The intervention group participants had access to HFS training, whereas the control group learned through traditional teaching methods, such as PowerPoint presentations and demonstrations on a static manikin. The educational content focused on ACLS algorithms. The knowledge variable was measured at three different time points: before the simulation, immediately after, and three months later. Skills performance was assessed twice; the first simulation was conducted at the beginning of the experiment and the second simulation session was three months later. The SE variable scores were obtained at the start of the study and at the end of the quantitative phase after the second simulation session. In the qualitative phase, semi-structured interviews were conducted to ascertain the perceptions of the intervention and control group participants towards the received styles of learning methods at the end of the study. The research was influenced by the effects of the coronavirus disease 2019 (COVID-19). This, in turn, affected the study's sample size due to government restrictions, guidelines, and the personal decisions of the participants. Results The study’s quantitative pilot RCT results showed that the ACLS knowledge exam total scores showed promising increases from baseline to acquisition (p < 0.001) and from baseline to retention (p < 0.004); however, this increase was not evident three months from acquisition for the intervention group (p = 1.000). With regard to skills performance, the intervention group’s ACLS skills acquisition mean score was trending higher (p < 0.001) than that of the control group. After three months, the mean ACLS skills retention score for the intervention group remained higher (p = 0.000) than for the control group. SE scores for the intervention group were moderately higher than for the control group (p < 0.001), showing initial evidence of a positive effect. The SE displayed a strong positive correlation with skills acquisition and a moderate positive correlation with knowledge. In the qualitative phase, students conveyed that HFS offered a more authentic and enjoyable experience, facilitating the application of theoretical knowledge to advanced cases compared to the traditional method, which is more suited to basic skills. The students perceived HFS as a valuable teaching approach that effectively addresses the sensitivity of a mixed-gender working environment and the associated cultural norms in the Kingdom of Saudi Arabia (KSA) context. They confirmed that HFS enhanced their non-technical skills, as well as their SE in handling complex cases upon graduation. The strength of the students’ interest in integrating the HFS into the curriculum further supports the acceptability of the study. Feasibility was confirmed, as the invited students demonstrated a willingness to participate within the nursing school, there was effective communication with the heads of departments in both the nursing school and Simulation and Medical Training Centre, and the setting was prepared to accommodate a substantial number of students for a forthcoming definitive RCT. The availability of diverse materials in the simulation centre and positive perceptions of nursing students regarding the HFS intervention further support the feasibility of the study. Conclusions The HFS intervention was well accepted and feasible with promising results regarding the final year undergraduate Saudi nursing students’ ACLS skills performance and SE. The recruitment methods and data collection procedures used in this study demonstrated feasibility for implementation in a larger, confirmatory RCT in a future definitive RCT. A sample size calculation was conducted to inform a future follow-up definitive RCT, evaluating the HFS intervention over the longer term. A major strength of the study was its adherence to the MRC framework, as well as using the Template for Intervention Description and Replication (TIDieR) checklist to guide detailed reporting of the intervention. A key limitation was the small sample size, constrained by COVID-19 impacts on subject availability and the power to make reliable inferences. More research is required to definitively determine the lasting impacts of high-fidelity ACLS simulation training on nursing education outcomes. Large-scale RCTs with larger samples, longitudinal examinations of skill translation into clinical environments, and multi-site tracking of trained nursing cohorts are recommended to further strengthen the evidence supporting wider curricular integration of simulations.
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Exploring the relationship between parenting style and academic excellence in Saudi Arabia.
(Bangor University, 2024) Mubarak, Abdulrahman Mater; Williams, Margiad
The early socialisation process led by parents plays a fundamental role in shaping a child's personality and their understanding of themselves and the world around them. This has spurred numerous studies exploring parenting styles and their implications on child development. Hence, this study aimed to explore the relationship between parenting styles and academic excellence among secondary school students in Saudi Arabia. This study recruited 111 male secondary school students from three different state schools in Alkhobar city to answer the questionnaire. It involves questioning students about their parents' parenting styles, covering both the father's and mother's approaches. The questionnaire comprises 32 items divided into four sections. The findings of this study indicated a positive relationship between a father's neglectful parenting style and a child's academic achievement. Furthermore, a mother's authoritarian parenting style positively affected a child's academic achievement. Additionally, despite authoritative parenting being the most commonly used style, there was no discernible difference based on academic achievement. This study underscored the importance of parents understanding the significant impact of their parenting styles on their children's academic success. Additionally, educators and policymakers should consider the influence of parenting styles when designing educational interventions and support systems, aiming to foster positive academic outcomes for all students. The results of this study may inform the creation of educational initiatives focused on enhancing parental engagement and support for students' academic pursuits, thereby enhancing their prospects for the future. Furthermore, these findings can guide school administrators and policymakers in crafting initiatives to foster positive parenting approaches conducive to academic achievement.
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A Qualitative Secondary Research on Accessibility and Continuity of Physical Activities for Fundamental Motor Skill Development in Young Children With Autism Spectrum Disorder
(Trinity College Dublin, 2024-07-01) Almadan, Hussain; Shevlin, Michael
The purpose of this study is to find evidence-based strategies for parents to pursue in supporting Fundamental Motor Skills (FMS) development for their young children with autism spectrum disorder (ASD). Specifically, this project sought strategies that focus on motor skills development and maintenance so that young (preschool aged) children with ASD will not lose motor skills or muscle tone over time. My hypothesis is that to be optimally effective, motor skills development interventions for children with ASD must include these two crucial pillars: first, parents must be able to readily access the materials or facilities used and second, parents must commit to continuity of the plan. Parents are the first and foremost advocates for their children, and the partnership between parents and teachers/caregivers in promoting Fundamental Motor Skills development for young ASD children is a crucial one. There is compelling evidence indicating that children with ASD are susceptible to the risk of losing acquired skills. This underscores the necessity for a long-term approach in teaching and intervention. The principle guiding educators and caregivers is that children with ASD should be part of a sustained, comprehensive plan. Without such continuity, there is a heightened risk of these children regressing and losing the valuable skills they have previously acquired. Long-term maintenance of motor skills is an extremely important goal for fundamental motor skills interventions (Busti Ceccarelli et al., 2020; Kaplanova et al.,2023). Therefore, fostering a continuous and structured approach is paramount for the ongoing development and retention of skills in children with autism.
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Implementation of the SDLMI in Inclusive Settings and its Impact on Self-Determination and Academic Outcomes
(University of Kansas, 2024-07-02) Alsaeed, Abdualziz H.; Shogren, Karrie A.
This dissertation has five chapters that focus on examining the impact of the implementation of self-determination interventions on academic outcomes in inclusive classrooms for all students, including students with disabilities. Chapter 1 provides an overview of the importance of promoting self-determination, the theoretical framework that guides this work, and briefly introduces an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) as well as the dataset used in this dissertation. It also describes the role of goal setting and attainment in enhancing self-determination and academic learning for all students in inclusive settings and provides the research questions addressed in subsequent chapters of this dissertation. Chapter 2 presents a review and meta-analysis of the impact of self-determination interventions on academic outcomes for students with learning disabilities. The results of this study showed that self-determination interventions significantly enhanced academic outcomes for students with learning disabilities. It also highlights the critical need to advance the implementation of self-determination interventions designed to promote academic outcomes in inclusive classrooms. This includes the need for (a) more studies that implement self-determination interventions in inclusive settings, (b) expanding the populations of students who have access to these interventions, (c) infusion of self-directed goal setting skills in self-determination interventions, and (d) common measures that can be used to fully understand the impact of self-determination on academic outcomes. Chapter 3 presents a study that aimed to explore academic learning goals set by students with and without disabilities who used the SDLMI in mathematics general education classes. In addition to examining changes in student academic goal attainment outcomes across two academic semesters, Chapter 3 also explored factors that are associated with academic goal attainment, including the types of academic goals set by students, the quality of goal statements that students set using the SMART goal framework, and the quality of Goal Attainment Scaling (GAS) rubrics established by students. Findings from Chapter 3 suggest that students who used the SDLMI across two semesters in mathematics classes set academic learning goals that focused both on academic strategies and outcomes. Their goal statements had high overall quality as did GAS rubrics. Chapter 3 also highlights the usability of GAS as a common measure for academic goal attainment. Chapter 4 examined the growth trajectory of student self-determination over an academic year within the context of teachers’ implementation of the SDLMI in secondary general education classes. It also explored the relationship between self-determination and goal attainment outcomes over an academic semester. The results suggest substantial variability in the growth trajectory of student self-determination over an academic year. The results also showed that academic goal attainment was positively associated with end of semester student self-determination. Chapter 5 provides a final discussion of overall results and directions for ongoing research and practice to advance self-determination and academic learning outcomes.
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Saudi Cultural Missions Theses & Dissertations

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