• Increasing students' participation by using cooperative learning in library and research course.

      Alhabeedi, Ezdehar (2015)
      The purpose of this study was to determine the impact of cooperative learning strategies on students' participation in a high school library and research course in Saudi Arabia. Increased student participation provides social, psychological and academic advantages to students. The review of the literature focuses on four primary frameworks. The first section addresses Vygotsky's theory of social constructivism. Second, previous studies completed in regards to cooperative learning are presented including definitions, benefits, potential drawbacks, elements and strategies, as well as the role of the teacher in cooperative learning. The third section focuses on student development while the last section focuses on curriculum of the library and research course. This research specifically targeted female first grade high school students who were 16 years old from an urban high school in Western Saudi Arabia during the fall semester of 2015. The experimental group was 15 students working in three cooperative groups while the other 15 students in the control group were taught in a traditional teacher centered method. Data was collected using quantitative techniques of participation tallies. The results showed students who were taught by the cooperative learning strategy increased their participation as compared to the students who were taught by a lecture approach. Therefore, the conclusion of this study is that cooperative learning had a positive impact on increasing students' participation in Saudi Arabia.
    • The perspective of students and faculty members regarding the use of technology in a constructivist learning environment

      Alharbi, Abeer (2015)
      The purpose of this study was to explore the different perspectives of students and faculty members of an all female, Saudi Arabian university art department regarding the use of technology in a constructivist-learning environment. This mixed method research study collected quantitative data from a survey of 70 faculty members and 70 students, and qualitative data from in-depth structured qualitative interviews of three faculty and three students. Results showed that both faculty and students had mostly positive attitudes towards using technology in the art curriculum, and were generally open towards receiving training and instructing into how to incorporate it into a constructivist learning environment, but did not feel that the technology used in Art classrooms was being utilized to its full potential. Respondents also stated that they wished that future training, guidelines and other supports be put in place to increase faculty and students knowledge of how to best use technology to enhance learning outcomes. The result of this study suggest that university faculty, administration, and researchers should consider technology-facilitated constructivist learning environments as a topic of future study and a great potential investment into the academic success and satisfaction of students.
    • Student choice in continuing to study high school science.

      Al Mutir, Arwa (2015)
      This study implemented a quantitative approach to examine the factors that affect whether students continue to study science at the high school level. Data was collected through closed-ended surveys to answer the research questions: 1) “What factors impact a female student’s choice to continue to study science at the high school level in Saudi Arabia?” This research took place in Najran City in Saudi Arabia. The sample for this research study consisted of 148 female high school students, aged 16 to 18. Stratified sampling was appropriate for the nature of the study because it aimed to include female survey respondents. The participants in this research study were 26% first-year students, 52% second-year students, and 22% third-year students. The research instrument that was utilized was the "ROSE (The Relevance of Science Education), which is a questionnaire mostly consisting of closed questions with Likert scales" (Schreiner & Sjøberg, 2004, p. 35). After data was gathered, the responses of each participant were analyzed and given a point value based on a scale from 1 to 5. The obtained data was translated into graphs and tables in order to provide a comprehensive and easy-to-understand presentation of the data for in-depth analysis. This study concluded that the main factors that contribute to the female students' desire to continue studying science in high school are interest, attitude, and motivation. Also, it can be seen clearly that effective factors influence students' learning. Lastly, the researcher suggests recommendations for future research.