The Influence of Student-Perceived Factors on Foundational Knowledge for Problem-Solving: A TIMSS 2019 Comparison of the Kingdom of Saudi Arabia and Selected MENA Countries

Abstract

This study investigates the influence of student-perceived learning environment factors on foundational knowledge for problem-solving and academic performance, comparing the Kingdom of Saudi Arabia (KSA) with selected MENA countries using TIMSS 2019 data. A quantitative approach was employed, using confirmatory factor analysis (CFA) and structural equation modelling (SEM) to validate the constructs and examine their relationships with student achievement. The analysis focuses on factors such as classroom environment and instruction, well-being and attendance, belonging and safety, home resources and attitudes toward learning, exploring how these dimensions affect performance in mathematics and science. Comparative analysis highlights both similarities and differences across KSA, the United Arab Emirates, and Morocco, with consideration of contextual elements including cultural and socioeconomic influences. The results demonstrate that these constructs are significant predictors of student achievement in mathematics and science, which form the foundational knowledge for problem-solving, and student-perceived learning environment factors provide valuable insight into this relationship. The findings contribute evidence-based recommendations to improve educational policies and practices, supporting student engagement and achievement in the KSA and the wider MENA region.