عنوان

Academic difficulties related to literacy experienced by university students in Saudi Arabia :

شماره

TLets712582

عنوان اصلي

Academic difficulties related to literacy experienced by university students in Saudi Arabia :

نام عام مواد

[Thesis]

نام نخستين پديدآور

Bu Khamseen, Amani

عنوان اصلي به قلم نويسنده ديگر

developing a screening questionnaire and examining students' experiences

نام ساير پديدآوران

Lawson, Hazel ; Norwich, Brahm

نام ناشر، پخش کننده و غيره

University of Exeter

تاریخ نشرو بخش و غیره

2016

جزئيات پايان نامه و نوع درجه آن

Thesis (Ph.D.)

امتياز متن

2016

متن يادداشت

The purpose of this study was to develop a questionnaire to identify students who are at risk of developing academic difficulties related to literacy in higher education in Saudi Arabia. The study adopted a mixed methodological pragmatic approach with two phases. Data for Phase One was obtained from 341 female Saudi students through the Student Academic Difficulties at Risk (SADR) questionnaire, administered at the beginning of the academic year. After six months, three sets of data were gathered: Students' Self-Inventory (SSI) with 188 students, teacher reports on students' academic performance with five teachers reporting on 96 students, and students' academic Grade Point Average (GPA). In Phase Two, based on the findings of the SADR questionnaire, two students were purposively chosen from each of three different groups for case studies. The findings from Phase One suggested that some of the SADR subscales had high reliability and others showed poor reliability. The results also showed that the SADR questionnaire and GPA correlated and that the regression analysis showed a predictive value for the reading scale. However, case-level analysis showed that the SADR questionnaire could not be reliably used to predict GPA. Additional analysis showed that SSI had high reliability for all subscales and correlated with the SADR questionnaire as well as with GPA. The reading and writing subscales from the SADR questionnaire can predict continued academic difficulties that are related to reading and writing at university level. Phase Two involved case study investigations into true positive, false positive, and false negative predictions of the reliable scales in the SADR questionnaire. The findings of Phase Two showed that a variety of influences affected academic attainment, such as motivational, wellbeing-related, and socio-cultural reasons.

موضوع مستند نشده

Academic Difficulties Related to Literacy ; Screening Questionnaire ; Higher Education

مستند نام اشخاص تاييد نشده

Bu Khamseen, Amani

مستند نام اشخاص تاييد نشده

Lawson, Hazel ; Norwich, Brahm

مستند نام تنالگان تاييد نشده

University of Exeter

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y