The Three-Semester System and its Impact on Learning Outcomes from the Perspective of Faculty Members at Jazan University: A Case Study

Document Type : Original Article

Author

Department of Educational Science College of Arts and Humanities, Jazan University Kingdom of Saudi Arabia

Abstract

The study aimed to examine the impact of the three-semester system on learning outcomes from the perspective of faculty members at Jazan University in the three areas of knowledge, skills, and values. It also explored differences in the responses based on variables of gender, specialization, years of experience, and academic rank. To achieve these objectives, descriptive research was used. The Sample consisted of 284 faculty members from the university, and the tool was a questionnaire. Data were analyzed using SPSS. The study found that the impact of the three-semester system on learning outcomes in the three areas, was very high, with an overall percentage of 81.5% and a mean of 4.26. Furthermore, no statistically significant differences were found on the impact of the three-semester system on learning outcomes in the three areas and the total score based on the gender variable, as the p-value was .270, which is greater than the 0.05 significance level. However, statistically significant differences were found in the participants' views regarding the areas of knowledge and skills, as well as the total score, based on the specialization variable, with a preference for faculty members from the practical colleges. The p-values for these areas were .026, .025, and .033, respectively. In the values area, no statistically significant differences were found, as the p-value for the T-test was .116, which is not significant at the 0.05 level. Additionally, statistically significant differences were found based on academic rank: Assistant Professor, Associate Professor, and Professor. Several recommendations were given.

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References

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