Saudi Cultural Missions Theses & Dissertations

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    Assessing Knowledge, Attitudes, and Practices: The Role of Caregivers in the Oral Health of Adults with Intellectual and Developmental Disabilities
    (University of Rochester, 2024-05-17) Alqahtani, Nahar; Planerova, Adela; Abdul Basir, Barmak; Planerova, Adela
    Objective: This study aims to investigate the influence of caregiver education on attitudes, beliefs, and knowledge regarding oral health care for individuals with intellectual and developmental disabilities (IDD). Methods: Employing a single-arm, prospective design, this research was conducted at the Eastman Institute for Oral Health, University of Rochester Medical Center, with 101 caregivers participating. Caregivers, fluent in English and involved in the oral care of adults with IDD for at least six months, completed a validated, self-administered questionnaire. The questionnaire assessed demographics, oral health knowledge, attitudes, and practices. Data analysis utilized SPSS ver. 21.0, applying the Chi-Square test, independent samples t-test, and ANOVA to explore correlations between caregiver demographics and oral health practices. Results: The study demographic comprised predominantly female caregivers (74.3%), with a significant portion having completed high school or less (67%). Key findings indicated a substantial association between caregivers' education levels and their oral health practices for individuals with IDD. Caregivers with a Bachelor's degree or higher demonstrated a higher likelihood of adhering to recommended oral health practices (p=0.018) and exhibited a deeper understanding of dental health factors. Barriers to effective oral care, including non-cooperative behavior from care recipients and limited resources, were identified, emphasizing the necessity of addressing these challenges through comprehensive strategies. Conclusion: Caregiver education is crucial in determining the quality of oral health care provided to individuals with IDD. This study underscores the need for targeted educational interventions and policy reforms to enhance caregivers' abilities and address existing care delivery challenges. By fostering an environment of informed, engaged caregiving, we can significantly improve oral health outcomes for adults with IDD, advocating for an interdisciplinary approach to achieve an inclusive healthcare ecosystem.
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    The Spread of English in Saudi Arabia: A Study of University Students’ Attitudes and Language Use
    (UNSW University, 2024-02-20) Alhtobaiti, Arwa Awadh T.; Hatoss, Aniko
    The growing status of English in many polities around the world has sparked heated debates revolving around the impact of the spread of English on language ecology and cultural patterns in the host communities. While imperialism theorists (e.g., Phillipson, 2008; Skutnabb-Kangas, 2000) view the spread of English as inimical to linguistic diversity and as an agent that triggers and perpetuates inequalities in power and resources, other scholars (e.g., Blommaert, 2006 Canagarajah, 2013) argue that English is not necessarily dehumanising or oppressive to indigenous languages and cultures as its speakers can appropriate it and use it to their advantage, while maintaining their indigenous languages and cultures. In the light of these debates, this study seeks to provide a holistic understanding of the spread of English in the Kingdom of Saudi Arabia (KSA) using both quantitative and qualitative methods of data collection and analysis. It attempts to explore the growing role of English in KSA and how it impacts the language ecology in the Kingdom of Saudi Arabia, particularly with regard to Modern Standard Arabic (MSA) and Colloquial Arabic (CA). The study also aims at uncovering the pervasive language ideologies and understanding how the neoliberal ideology, which casts English as an essential resource for KSA’s socio-economic development, contributes to the rapid spread of English, on the one hand, and a possible loss of MSA vitality, on the other. A total of 424 Saudi university students from the cities of Taif, Jeddah, and Riyadh participated in this study, which relied on three instruments: an online sociolinguistic survey, focus group discussions, and semi-structured interviews. The findings of the study indicate that English has a strong presence in almost all language use situations. Colloquial Arabic was also present in all facets of Saudi life, while Modern Standard Arabic was mostly limited to formal and religious domains. Translator/ greetingThe majority of the participants conveyed a strong desire to learn English, not only for instrumental and integrative purposes, but also because there was a sense that the individual they aspire to become in the future is someone who is fluent in English. That is, they did not see English as a communicative tool that was constrained by time and space, but as a resource that would be essential for higher social status and better career opportunities. The study sheds light on the cultural and linguistic impact of English on Saudi society. While many participants felt confident in their ability to preserve local values despite an increasing exposure to English, almost half of them believed that English could weaken Saudi identity, raising questions about the role of language in identity formation. The data also showed that while some participants believed that Arabic would remain important, most feared the negative impact of English on their Arabic proficiency, a concern shared by many about the state of Arabic in Saudi Arabia and its mastery among younger generations. This suggests a potential diglossic situation where English overshadows Arabic in prestigious domains. This study argues that the spread of English is likely to maintain its momentum in view of the rapid increase in EMI programs in KSA as well as the state’s efforts to internationalise its higher education system. This study suggests integrating CA into school curricula to help enhance students’ literacy in MSA, as well as developing an integrated language policy in which the use of English, MSA, and CA is encouraged in all key domains in society. This policy can be put into effect through the implementation of translanguaging pedagogy, therefore fostering the concurrent use and acquisition of English, MSA, and CA. This policy will likely mitigate the undesirable effects of the spread of English and ensure that the impact of the local and translocal factors on Saudis’ language uses and norms does not exacerbate the shifting language ecologies within Saudi society.
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    Willingness of Residents in Riyadh to Live in Mixed Use Developments – A Quantitative Study
    (City University of London, 2023-09-01) Aldaood, Abdulaziz Nasir; Andrew, Mark
    The research project aimed to investigate the willingness of Riyadh residents to live in mixed- use developments. The literature review employed the Theory of Planned Behaviour and the hedonic pricing method. It also incorporated findings from previous studies that helped identify key variables affecting the willingness to reside in mixed-use developments. These variables include proximity to work, proximity to amenities, lifestyle preferences, cost-effectiveness, and privacy. These variables were subsequently utilized to formulate the research hypotheses. The study also examined how participant responses to these variables differed based on gender, income, age, and employment status. Surveys were administered to Riyadh residents using snowball sampling, resulting in a total of 253 responses. The research hypotheses were addressed using multiple regression analysis, independent sample t-tests, and Pearson's correlation. The study found that proximity to work, cost-effectiveness, and privacy are indeed relevant factors influencing the willingness of Riyadh residents to live in mixed-use developments. However, proximity to amenities and desire for a certain lifestyle did not show a significant impact. The analysis of the responses based on gender, age, and employment status through independent sample t-tests revealed no significant differences. The only variable that displayed a notable difference was income. This analysis showed that privacy emerged as the sole significant variable. Individuals earning between 100,000 and 200,000 SAR annually, as well as those earning 200,000 SAR or more per annum, exhibited greater concern for privacy in relation to living in mixed-use developments. They were also more inclined to consider such living arrangements favourably if privacy concerns were adequately
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    The knowledge, attitudes, and beliefs of registered nurses about end-of-life care in the Kingdom of Saudi Arabia
    (Saudi Digital Library, 2023-06-27) Alshammari, Fares; Lapkin, Sam
    Background: End-of-life care is currently not well integrated into health care services in the Kingdom of Saudi Arabia (KSA) (Aboshaiqah, 2019; Alshammaray et al., 2019). Patients frequently receive end-of-life care in non-specialist palliative care settings with care provided by generalist registered nurses (RNs) rather than specialist palliative care nurses (MOH, 2022). Evidence indicates that end-of-life care provided in specialist palliative care settings differs significantly from that offered in non-specialist palliative care settings (Achora & Labrague, 2019; Karbasi et al., 2018;). This has been attributed, in part, to the fact that generalist RNs may not be well prepared to provide effective end-of-life care due to inadequate knowledge and poor attitudes and beliefs about end-of-life care (Aboshaiqah, 2019; Abudari et al., 2014). Therefore, exploring and understanding knowledge, attitudes and beliefs about end-of-life care of RNs working in KSA Ministry of Health (MOH) hospitals is an important step to better inform policy and practice. Aims: This thesis sought to examine the knowledge, attitudes and beliefs about end-of-life care among RNs working in MOH hospitals in the KSA. The barriers and facilitators that influence the quality of end-of-life care provided to patients in MOH hospitals in the KSA has also been explored. Methods: A sequential explanatory, mixed-methods study was conducted. In the quantitative phase, an online cross‐sectional survey was distributed to 1,293 registered nurses working in five different hospitals in the KSA. The Palliative Care Quiz for Nursing (PCQN) was used to gather information about registered nurses’ knowledge of end-of-life care, the Frommelt Attitudes Toward Care of the Dying Scale (FATCOD) was used to assess nurses’ attitudes towards end-of-life care. Beliefs about end-of-life care were examined using the Care for Terminally Ill Patient (CTIP) tool. Following the survey, a subset of registered nurses participated in online individual semi-structured interviews. These interviews were audio- recorded and transcribed verbatim before being analysed using thematic analysis. The integration of the results was guided by the Theory of Reasoned Action (TRA) and used joint display tables to provide a comprehensive understanding of the factors that influence the knowledge, attitudes and beliefs about end-of-life care of RNs working in the KSA. Results: Out of the 1,293 registered nurses who were eligible to participate, 415 (34.90%) completed the entire online survey. The results showed that participants had poor knowledge about end-of-life care, with a mean score of 8.50 out of 20. Participants held mostly positive attitudes toward caring for dying patients and their families, but they also expressed some negative attitudes towards talking with patients about death, their relationship with patients’ families and controlling their emotions. More than half of the participants held the belief that a combination of curative and palliative care, provided by an interdisciplinary team, was the most effective approach for end-of-life patients. The majority of participants also believed that discussing end-of-life care with patients or families leads to feelings of hopelessness. Notably, RNs' knowledge, attitudes and beliefs were significantly associated with their age, religion, ward type, level of education, and frequency of providing end-of-life care. Sixteen participants were interviewed. The individual interview data identified the barriers and facilitators that registered nurses experience when providing end-of-life care. Barriers included a lack of communication skills, family, cultural and religious resistance to end-of-life care, and the dynamic of truth-telling. In addition, RNs also identified a lack of knowledge in pain management, the cultural and religious needs of patients, as well as psychological, psychosocial, and emotional needs. The factors that facilitated the provision of quality end-of-life care included gaining support from colleagues and patients’ families. Other facilitators included prior experience and education in end-of-life care, willingness to provide culturally and religiously appropriate care, and the involvement of a multidisciplinary team. The integration highlighted that RNs’ past experiences, prior education, age, gender, religion, culture, and workplace settings impact on their knowledge, attitudes and beliefs towards end-of-life care. The integration also revealed that RNs’ knowledge, and the subjective norms of patients, families, and their colleagues can influence an RN’s attitudes and beliefs, and thus their behaviours toward providing end-of-life care. Conclusion: This project has generated new knowledge about RNs’ knowledge, attitudes and beliefs about end-of-life care. RNs require additional education and training to provide high-quality end-of-life care for patients in general hospital settings. To achieve this, RNs should be supported through the development of protocols and policies about end-of-life care decision-making and training to enhance communication skills. A multidisciplinary approach to coordinating and providing end-of life care should be funded and implemented. Education providers and leaders in healthcare settings should consider developing programs for undergraduate nurses and nurses in clinical practice to enable RNs to provide high-quality and effective end-of-life care to patients in generalist and specialist end-of-life care settings.
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    Investigating the Perceptions and Attitudes of EFL Teachers Towards Using Task-based Language Teaching in Saudi Higher Education
    (Saudi Digital Library, 2023-12-01) Alfaiz, Aljazi Abdulaziz S; Norrington-Davies, Danny
    This study aims to investigate EFL teachers' perceptions and attitudes towards TBLT in Saudi higher education. The data was collected through mixed-method approach utilizing a questionnaire and interviews. The participants were 38 teachers from different universities, colleges, and an academy. The findings were analyzed quantitatively and qualitatively. The overall results show that the teachers have very good perceptions of TBLT concepts. In addition, all participants displayed a very positive attitude towards the implementation of TBLT, and showed that contextual concerns such as the institution, the learners and the context may negatively affect their attitude when implementing TBLT.
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    MENTAL HEALTH HELP-SEEKING IN SAUDI ARABIA: A SYSTEMATIC REVIEW.
    (Saudi Digital Library, 2023-08-15) Albukhari, Wed; Racin, Limore
    Background: Mental illness is common among people in Saudi Arabia. However, most individuals have negative attitudes and perceptions towards mental health illness and do not seek appropriate support. Aim: The purpose of this systematic review is to provide a critical analysis and a synthesis of the literature on the attitudes, perceptions, barriers and facilitators associated with mental health help-seeking practices among people in Saudi Arabia. Methods: The search was conducted in the PubMed, Web of Science, PsychInfo, and Scopus databases according to predefined keywords. A total of 11 studies met the eligibility criteria, and the results were presented using a flow diagram. The Joanna Briggs Institute Critical Appraisal Checklist was used to evaluate quality, and the data were extracted into predefined tables, and analysed using narrative synthesis. Results: According to the studies, people in Saudi Arabia have unfavourable attitudes and perceptions towards mental health help-seeking. Five main barriers were identified: stigma; culture and public perception; intrapersonal negative attitudes; service quality and cost; and religious and traditional beliefs. Four factors were identified that encourage help-seeking: perceived need and personal determination; supportive social networks and public awareness; service availability and provider competency; and increased mental health literacy. Conclusion: Self-stigma was the most prominent barrier to the utilisation of mental health services in Saudi Arabia, whereas perceived need was the most prominent facilitator. As a result of this review, various approaches and interventions should be implemented to promote psychological health help-seeking in Saudi Arabia.
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    ATTITUDES, CHALLENGES AND FACTORS THAT AFFECT TEACHERS TEACHING WRITING IN PHYSICAL CLASSROOM AFTER THE PANDEMIC
    (Saudi Digital Library, 2023-01-20) Almsawe, Raghad; Danarajan, Sharon Sharmini Victor
    Writing is one of the four language components that EFL students should master, and it is particularly important for young students as they are required to write assignments and tasks. Also, the influence of teachers’ attitudes and factors that affected teachers' teaching writing as well as the challenges they faced can significantly influence students’ learning experiences. However, not much research has looked into teachers’ attitudes, factors and challenges teachers faced while teaching writing during and after the pandemic. Thus, the study aimed to explore and highlight attitudes, challenges, and factors that affected EFL female teachers teaching writing during online teaching and after the pandemic. This study adopts a quantitative approach and 76 EFL secondary school teachers from rural areas in Saudi Arabia were recruited for this study. An online questionnaire was the instrument in this study. The questionnaire is adapted from Ahmad (2016) focusing on teachers’ attitudes, factors and challenges toward teaching writing in both online and physical classrooms. The data were analysed thematically and using SPSS. The finding revealed that female teachers have negative attitudes toward teaching writing during online teaching. Teaching approach, time management and expectations are some of the factors that affected EFL teachers' teaching writing during the pandemic. Moreover, classroom assessment, home environment, and the role of the learners are other factors that affected teachers teaching writing in physical classrooms. Teachers in rural areas of Saudi Arabia faced serious challenges during teaching writing in both phases. Internet connections and lack of technological knowledge were the main challenges faced by EFL teachers teaching during the pandemic. Besides, the absence of family support and first language interference were found to be challenging in teaching writing in physical classrooms. Furthermore, the result of this study is expected to aid EFL teachers’ professional development in rural areas. This study hopes to provide new sights into teachers’ attitudes and challenges as well as the factors that affected teachers' teaching writing.
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    Teachers’ Attitudes Towards Blended Learning in EFL Classrooms: Post-Pandemic Tertiary Education in Saudi Arabia
    (Saudi Digital Library, 2023-02-09) Alamri, Nada; Sitter, Jane
    This study aimed to determine whether or not the COVID-19 pandemic has had an effect on the perceptions of blended learning held by EFL teachers working in higher education in the Kingdom of Saudi Arabia. This study also looked at how teachers' attitudes differed based on their gender, age, level of education, level of training, and number of years teaching. In addition, 58 male and female EFL teachers participated in a survey questionnaire to provide the necessary data for this study. The results indicated that the attitudes of EFL teachers toward blended learning shifted in a positive direction after the pandemic. Before and after the pandemic, there were no clear differences in how male and female EFL teachers viewed blended learning based on their gender. Also, there was no statistically significant difference between the teachers' opinions and their demographic variables. The results showed that most EFL teachers liked blended learning and thought it made teaching and learning more convenient. Finally, the answers to the open-ended questions about the problems and challenges of blended learning showed that the delivery of these courses was hampered by a lack of training and technical knowledge.
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    Teacher Attitudes, Self-Efficacy Beliefs and the Utilisation of Evidence-Based Strategies in Classroom and Behaviour Management for Students with Learning Disabilities in Inclusive Primary Classrooms in Saudi Arabia
    (Saudi Digital Librery, 2023) Aljabr, Moneerh; Johnston, Christine
    Today, inclusive education is becoming an increasingly common and important educational practice in Saudi Arabia and elsewhere. Therefore, it is necessary to understand how teachers work with students with learning disabilities in order to provide better inclusion experiences for them. This study investigated the perceptions of general education teachers (GETs) and special education teachers (SETs) regarding inclusion, and their assessment of their self-efficacy when teaching Saudi Arabian students with a learning disability (LD). In addition, the study examined GETs’ and SETs’ perceptions of their use of classroom and behaviour management (CBM) practices while working with students with LD. Lastly, the study evaluated how gender impacted on the beliefs of GETs and SETs with regard to the inclusion of students with LD, their aptitude for teaching and managing these students’ behaviour, and how they implement various CBM practices when teaching them. To meet the study objectives, an explanatory two-stage sequential mixed-methods design was established. In the first stage, a questionnaire was answered by 286 male and female primary school GETs and SETs, with 250 participants going on to answer the open-ended questions at the end of the questionnaire. The second stage consisted of semi-structured interviews involving 12 female primary school teachers, equally divided between SETs and GETs. Overall, the findings indicated that even though GETs and SETs held similar positive attitudes regarding inclusion, they had different levels of self-efficacy and different approaches to the use of CBM practices when teaching students with LD. Moreover, the finding indicated that gender had a statistically significant influence on the attitudes of GETs and SETs towards inclusion and on CBM strategies used by GETs; however, no impact was found for the self-efficacy levels of GETs and SETs regarding teaching students with LD in inclusive classrooms.
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