Saudi Cultural Missions Theses & Dissertations
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Item Restricted Generative AI Technologies Use Among Higher Education Students in Saudi Arabia: Benefits and Concerns(University of Southampton, 2024) AlKhunayfir, Sarah; Zarifis, AlexThis study investigates the use of generative AI technologies among higher education students in Saudi Arabia, focusing on perceived benefits and concerns. As these technologies rapidly integrate into academic environments, understanding their impact becomes crucial for effective implementation and policy development. The research aims to identify specific benefits in terms of time savings, unique insights, and personalised feedback, while also examining concerns regarding overreliance, data privacy, and information accuracy. Employing a quantitative approach, the study utilised a closed-questions survey distributed to 150 higher education students in Saudi Arabia. The survey gathered data on students' perceptions and usage patterns of generative AI technologies, which were then analysed using descriptive and inferential statistical methods. Findings reveal a nuanced landscape of student attitudes. Students perceive significant benefits from generative AI, with time savings emerging as the most appreciated advantage, followed by gaining unique insights and receiving personalised feedback. Concurrently, moderate levels of concern were identified, primarily regarding the accuracy of AI-generated content and potential overreliance on these technologies. Interestingly, data privacy concerns were less pronounced than anticipated. The study concludes that while students recognise the transformative potential of generative AI in enhancing learning experiences, they remain cautious about its limitations. These findings contribute to the understanding of AI integration in Saudi higher education and offer valuable insights for developing balanced, ethical, and effective AI integration strategies. The research underscores the need for ongoing dialogue, policy development, and further investigation to ensure that the integration of generative AI aligns with educational goals and societal values in Saudi Arabia.22 0Item Restricted Teachers’ Perspectives on the Implementation of Continuous Assessment (CA) in English as a Foreign Language (EFL) Classes in Saudi Elementary School: A Qualitative Case Study(Saudi Digital Library, 2023-12-26) Alqahtani, Maram; Bloom, FennemaStarting from 2021/2022 academic year, the Saudi national government introduced English classes from the first grade of elementary school to improve the English proficiency levels of Saudi students. Notably, elementary school teachers rely on continuous assessment (CA) methods to evaluate their students’ learning. However, very few studies have looked at how elementary teachers employ CA in their English Classrooms to inform best practices. As such, the purpose of this study was to collect data on how Saudi elementary teachers used CA in their English classes to promote their students’ learning progress. This qualitative case study, involving 3 Saudi English teachers from different elementary schools, used 17 open-ended questions to collect data on CA practices, challenges, benefits, training, and construed beliefs in the Saudi context. The findings show that Saudi elementary teachers believed that using CA promoted their students’ learning progress and used a variety of CA methods to assess their students’ writing, speaking, listening, and reading skills. However, they faced a lot of challenges that impended their use of CA, including a high workload, lack of training, low motivation among students to learn English, inadequate resources, and the national English curriculum focus on paper assessments. These findings suggest that more needs to be done to support Saudi teachers in using CA in their classrooms. Therefore, it is recommended that more support be given to teachers in order to support their effort such as: providing in-service training, online courses and resources, and opportunities for teachers to discuss best practices with their experienced colleagues from other schools to improve their CA competency. بدءًا من العام الدراسي 2021/2022، قدمت الحكومة الوطنية السعودية دروس اللغة الإنجليزية من الصف الأول الابتدائي لتحسين مستويات إتقان اللغة الإنجليزية للطلاب السعوديين. والجدير بالذكر أن معلمي المدارس الابتدائية يعتمدون على أساليب التقييم المستمر (CA) لتقييم تعلم طلابهم. ومع ذلك، فقد بحث عدد قليل جدًا من الدراسات في كيفية توظيف معلمي المرحلة الابتدائية CA في فصول اللغة الإنجليزية الخاصة بهم لتوجيه أفضل الممارسات. على هذا النحو، كان الغرض من هذه الدراسة هو جمع بيانات حول كيفية استخدام المعلمين السعوديين للمرحلة الابتدائية CA في فصول اللغة الإنجليزية لتعزيز تقدم تعلم طلابهم. استخدمت دراسة الحالة النوعية هذه، التي شارك فيها 3 مدرسين سعوديين للغة الإنجليزية من مدارس ابتدائية مختلفة، 17 سؤالًا مفتوحًا لجمع بيانات حول ممارسات CA والتحديات والفوائد والتدريب والمعتقدات المفسرة في السياق السعودي. تظهر النتائج أن معلمي المرحلة الابتدائية السعوديين يعتقدون أن استخدام CA يعزز تقدم تعلم طلابهم ويستخدمون مجموعة متنوعة من أساليب CA لتقييم مهارات الكتابة والتحدث والاستماع والقراءة لدى طلابهم. ومع ذلك، فقد واجهوا الكثير من التحديات التي أعاقت استخدام CA، بما في ذلك عبء العمل الكبير، ونقص التدريب، وانخفاض الدافع بين الطلاب لتعلم اللغة الإنجليزية، وعدم كفاية الموارد، وتركيز مناهج اللغة الإنجليزية الوطنية على التقييمات الورقية. تشير هذه النتائج إلى أنه لا بد من بذل المزيد من الجهود لدعم المعلمين السعوديين في استخدام CA في فصولهم الدراسية. ولذلك، يوصى بتقديم المزيد من الدعم للمعلمين من أجل دعم جهودهم مثل: توفير التدريب أثناء الخدمة، والدورات والموارد عبر الإنترنت، وفرص المعلمين لمناقشة أفضل الممارسات مع زملائهم ذوي الخبرة من المدارس الأخرى لتحسين مهاراتهم.71 0Item Restricted To What Extent Do Employee Benefits, Salary, and Bonus Impact Employee Satisfaction, Motivation and Retention(Saudi Digital Library, 2023-11-14) Alluhayb, Abdullah Mohammed; Greening, LeanneThis research presented a comprehensive analytical overview of job benefits, salary, and bonuses and their varying impact on job satisfaction, motivation, and retention with argument and opposing arguments. The financial job benefits are non-cash elements included in a reward package that businesses provide to their employees in addition to their regular salary or income. These benefits, which are intended to enhance normal income or earnings, may incur financial costs for businesses. As with group insurance Employer-provided health, dental, life, and other forms of insurance coverage, pension schemes, 401(k) programmes and vacations Paid vacation. Salary structure refers to the process that firms use to set and administer compensation based on job functions, responsibilities, and market conditions. Bonuses are incentives that are used to recognise and reward employees for their achievements and efforts. Bonuses are extra payments offered to employees above and above their base salary, usually in reaction to individual or collective performance. Typical bonus types include performance-based incentives, profit-sharing bonuses, and discretionary bonuses. This research was based on social exchange theory as well as Maslow's hierarchy. Using quantitative primary research, the research concluded that there is a positive effect of job benefits, salary, and rewards on the satisfaction, motivation, and retention of employees working in the Kingdom of Saudi Arabia. The results were uneven in terms of impact. Salary had the greatest impact, followed by employee benefits and then the bonus. This research presented its recommendations to employers as well as to the human resources department. This research also touched on the limits of research and future research to expand the vision and perceptions of future researchers.32 0