Strategies the Overall Achievement of Primary Students of Saudi Arabia

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Table of Contents

Introduction
Literature Review
Problem Statement
Aim of the Study
Methodology
Significance of the Study
References

Introduction

According to Cumming (2009), education enables an individual to view the world from an abstract perspective. With such a mentality, individuals tend to come up with solutions and alternatives that enhance the overall quality of life (Black, 2008). Thus, to ensure that individuals acquire the required knowledge, governments in conjunction with educational institutions all around the world have developed curricula that aim at educating individuals from a young age. Saudi Arabia, for example, has developed a comprehensive curriculum that ensures the gradual cognitive and mental development of students (Abd-El-Khalick, 2004). However, this study will lay a particular focus on the factors that enhance the overall performance of year three students in primary schools in science within Saudi Arabia.

Literature Review

Cognitive and constructivist theories have modified the view that scholars have about the process of knowledge acquisition and retention (Raskin and Bridges, 2004). Hidi (2011) considered a learning process that is reflective, constructive, and self-regulated as being effective and efficient. However, for students to experience such a form of learning, they need to get support from teachers. Based on this fact, Bandura (2009) asserted that the strategy used by a teacher and the experience that he/she possesses is key in determining the overall success of students. Consequently, the assessment theories and strategies have evolved with time due to the shift of education goals and objectives (Hidi, 2011; Andrade, 2005). Traditionally, the teaching curriculum covered was wide, and hence difficult to teachers to cover the entire syllabus. At the present moment, however, the teaching curriculum has been geared towards realizing specific objectives to organize information to reflect specific purposes (Ainley et al., 2012). As such, assessment strategies have to be modified to reflect these demands of the information age.

From research and practice, performance-based assessment has always been the most effective teaching strategy that teachers have been using to enhance the overall performance of students in all subjects including science (Parker and Gerber, 2012). The SOLO taxonomy, for instance, is considered an effective teaching strategy since it supports and measures the level of cognitive learning outcomes (Lawson, 2011). This hierarchical model ensures that a given curriculum has an objective criterion that has been designed in a manner that supports learning in ascending complexity. This is essential since it encourages gradual cognitive development in students.

In Saudi Arabia, for instance, continuous assessment practices have been implemented since 1999 to replace the traditional assessment practices as a means of enhancing the overall performance of students (Myers, 2002; Koballa, 2008). This development resulted in the implementation of a new teaching strategy by the Higher Committee of Education Policy in Saudi Arabia (Abdaljoad, 2004). During its early years of implementation, this strategy was only applied to year 3 primary students. Despite the success that this transformation had in enhancing the overall achievement of students especially in science, this strategy was only implemented in a few schools hence it was difficult for researchers to determine whether it could be implemented by all schools in Saudi Arabia (Al-Sadan, 2010). At the same time, teachers were not exclusively utilizing the assessment techniques that were supported by the system. Instead, teachers were still using traditional tests and checklists especially in the assessment and evaluation of science. As such, students only retain the education that they have gathered in their science class for examination purposes only.

By critically analyzing this phenomenon, it is evident that such students will not be able to apply the basic knowledge and skills gathered in science classes to solve real-world problems in the future. To realize this goal, Saudi’s assessment criteria need to utilize Bloom’s taxonomy to ensure that the responses that students give in various assessments reflect the questions asked hence ensuring that they not only met the assessment needs but are also in a position to apply the knowledge and skills acquired in real-life situations.

Problem Statement

In Saudi Arabia, only a limited number of studies that focus on improving the teaching and assessment strategies as a means of enhancing achievement in science in primary schools have been conducted. Consequently, the current curriculum only supports summative and not formative methods of assessment. This fact has prompted a great proportion of Saudi parents to request the government to amend the changes in the education policy that were enacted in 1999 (Elshout-Mohr et al., 2012). Therefore, it is evident that several factors need to be put into consideration to improve the current teaching and assessment practices in Saudi Arabia to enhance the level of achievement of Saudi primary school students in science.

Aim of the Study

This study aims to determine the primary school factors that raise year 3 primary school students’ level of achievement in science in Saudi Arabia. To realize this aim, this study will be guided by the following research questions:

Is teaching strategy and experience necessary to enhance the performance of primary students in science?
Do parent involvement and support enhance the level of achievement of primary school students in science?
What form of curriculum changes should be put in place to enhance the overall learning process in Saudi Arabia?
What factors can be used by both teachers and parents to increase their levels of motivation and engagement in science?

Methodology

This study will take a mixture of qualitative and quantitative research approaches. The study will comprise a sample of 30 schools (15 boys schools and 15 girl schools). 10 students and two years 3 science students from each school will be included in the study. Random sampling will be conducted to collect data from teachers and parents. At the same time, the performance of students, as well as the design of the curriculum, will be monitored to determine the effects that they have on the level of achievement in science. The data that will be collected will be analyzed using SPSS software and inferences used to answer the research questions.

Significance of the Study

As it has been asserted previously in this paper, performance-based assessment is considered to be an effective teaching approach since it results in the development of an integrated and successful education system. Given the current challenges that the education system in Saudi Arabia is facing, this teaching and assessment approach will increase high ordered thinking among students, enhance the overall teaching skills hence resulting in curriculum reforms. Thus, this study will critically analyze whether the performance-based assessment can be used as a tool for improving elementary science by instilling basic skills such as observation, experimentation, and analysis that will act as fundamentals that will not only improve the achievement of the students in science but also act as basic skills that they will use to solve real-world problems.

References

Abd-El-Khalick, F. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419.

Abdaljoad, N. (2004). Primary education (in Arabic). In A. Al-Senbl, M. Khatib, M.

Metwalli & N. Abdaljoad (Eds.), Educational system in the Kingdom of Saudi Arabia. Riyadh: Dar Alkhuraiji.

Ainley, M., Hidi, S., & Berndorff, D. (2012). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.

Al-Sadan, I. A. (2010). Educational assessment in Saudi Arabian schools. Assessment in Education: Principles, Policy & Practice, 7(1), 143-155.

Andrade, H. G. (2005). Teaching with rubrics. College Teaching, 53(1), 27-30.

Bandura, A. (2009). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Black, P. (2008). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-75.

Cumming, J. (2009). Contextualising authentic assessment. Assessment in Education: Principles, Policy & Practice, 6(2), 177-190.

Elshout-Mohr, M., Oostdam, R., & Overmaat, M. (2012). Student assessment within the context of constructivist educational settings. Studies in Educational Evaluation, 28(2), 369-390.

Hidi, S. (2011). Interest, reading, and learning: theoretical and practical considerations. Educational Psychology Review, 13(3), 191-209.

Koballa, T. R.(2008). Attitude and related concepts in science education. Science Education, 72(2), 115-126.

Lawson, A. E. (2011). Using the learning cycle to teach biology concepts and reasoning patterns. Journal of Biological Education, 35(4), 165-169.

Myers, R. (2002). A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science Teaching, 29(9), 929-937.

Parker, V. A., & Gerber, B. L. (2012). Performance-based assessment, science festival exhibit presentations, and elementary science achievement. Journal of Elementary Science Education, 14(1), 59-67.

Raskin, J. D., & Bridges, S. K. (2004). Studies in meaning 2: Bridging the personal and social in constructivist psychology. New York: Pace University Press.

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