EXAMINING THE RELATIONSHIP OF STUDENT CHARACTERISTICS ON ENGAGEMENT TO PREDICT ACADEMIC GAINS OF SAUDI FEMALE INTERNATIONAL STUDENTS IN THE UNITED STATES OF AMERICA
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Abstract
This study examined the relationship between student engagement and demographic variables to predict academic gains among Saudi female international students. This study used quantitative correlation research design using The International Student Academic Engagement Experience Survey (ISAEES). The instrument was posted on social media to Saudi students’ groups who are studying in the United States. The dependent variables for this study included academic challenges, student-faculty interactions, academic gains and supportive campus environment. The
independent variables included age group, educational level, marital status, financial support, length of residency and GPA. The sample included 216 Saudi female international students who were studying in the United States.
Key findings of the study indicate that there was a statistically significant difference among the three ISAEES subscales in the degree to which they are perceived by Saudi female international students. Results revealed that none of the demographic variables were predictors of the level of Academic Challenges, Academic Gains
and Supportive Campus Environment. However, findings revealed that Saudi female international students who are seeking a particular degree and of a certain age group were significant predictors of Student-Faculty Interaction. Specifically, Saudi female international students who are ages 26 to 30, 31 to 35 years, 36 or older relative to those 25 or younger perceived Student-Faculty Interaction were favorably. The results also suggested that the perceptions of Saudi female international students seeking a bachelor’s degree relative to those seeking a doctorate degree perceived Student-Faculty
Interaction more favorably. Conversely, marital status, length of residency, GPA and financial support were not predictors of Student-Faculty Interaction for Saudi female international students.
Most importantly, Academic Gains was significantly and most effectively predicted by Student-Faculty Interaction and Supportive Campus Environment, and to a smaller effect by level of Academic Challenges. The results suggested that Academic Gains increases for Saudi female international students as Student-Faculty Interaction, Supportive Campus Environment, and level of Academic Challenges increases.