2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia
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| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
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| country | Malaysia |
| date | 2024-03-11 |
| format | General Document |
| id | 15987 |
| institution | UniSZA |
| originalfilename | STUDEN~1.PDF |
| person | Hamzah Barakat Najadat |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15987 |
| sourcemedia | Server storage Scanned document |
| spelling | 15987 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15987 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 288 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 3.0.10; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 STUDEN~1.PDF 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia Hamzah Barakat Najadat 2024-03-11 Reading comprehension—Study and teaching—Saudi Arabia Student-centered learning approach Active learning in reading comprehension EFL students’ reading perceptions It is expected that undergraduate students have a high level of performance in terms of reading comprehension skill. However, most of students at Northern Border University in Saudi Arabia suffer from weaknesses in attainment of reading comprehension skills. Among the important things that must be taken into account in finding a solution to these weaknesses is by addressing the teaching approaches used in teaching this skill. This study seeks to investigate the students’ perceptions, preferences and beliefs with regard to reading comprehension through student-centered and teacher-centered approaches. Also, to spot out if there are significant differences between students’ gender in their perceptions, preferences and beliefs. In addition, this study aims to investigate if there are significant correlations between students among the mentioned variables. The factors responsible for students’ perceptions preferences, and beliefs are identified. This study employs a Sequential Explanatory mixed-methods research design. The participants of the study for questionnaires were 322 EFL undergraduate students comprising 180 males and 142 females. For the interviews, 40 students participated selected using systematic cluster sampling random technique. All of them were enrolled in four paths at the Deanship of Preparatory Year and Supportive Studies: Health path, Scientific path, Humanities Path and Engineering path at Northern Border University in Saudi Arabia. The quantitative data were obtained through closed-ended questions (Questionnaire) while the qualitative data is obtained through focus group interviews. The quantitative data were analyzed using SPSS descriptive statistics and Mann-Whitney U test while the qualitative data were analyzed by using thematic content analysis. The findings revealed that the participants generally displayed distinctly favorable attitudes towards student-centered learning approach. Exposure to the values based on student-centered approach has a positive impact on the students. The students believe that learning based on learners had helped them to engage in making decisions about what, how and when to learn. However, there is no significant difference, and weak correlation between males and females' perceptions preferences, and beliefs. The study also found that student-centered approach is effective in enhancing the students' level of reading comprehension and consequently positively reflected on their academic performance. In addition, both male and female students preferred the student-centered approach and had more individual autonomy and self regulated learning. The main factors that influence students’ preferences of learning style in English reading comprehension were reported. The study suggests that student centered approach can be used to tackle reading comprehension difficulties. It explains the balance of power in EFL classroom, which includes the roles of the teacher and students, and classroom activities in line with student-centered approach. Also, teachers receive appropriate training, providing them with various effective teaching methods and strategies for accurately treating students during the educational process. Dissertations, Academic Thesis |
| spellingShingle | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| state | Terengganu |
| subject | Reading comprehension—Study and teaching—Saudi Arabia Dissertations, Academic |
| summary | It is expected that undergraduate students have a high level of performance in terms of reading comprehension skill. However, most of students at Northern Border University in Saudi Arabia suffer from weaknesses in attainment of reading comprehension skills. Among the important things that must be taken into account in finding a solution to these weaknesses is by addressing the teaching approaches used in teaching this skill. This study seeks to investigate the students’ perceptions, preferences and beliefs with regard to reading comprehension through student-centered and teacher-centered approaches. Also, to spot out if there are significant differences between students’ gender in their perceptions, preferences and beliefs. In addition, this study aims to investigate if there are significant correlations between students among the mentioned variables. The factors responsible for students’ perceptions preferences, and beliefs are identified. This study employs a Sequential Explanatory mixed-methods research design. The participants of the study for questionnaires were 322 EFL undergraduate students comprising 180 males and 142 females. For the interviews, 40 students participated selected using systematic cluster sampling random technique. All of them were enrolled in four paths at the Deanship of Preparatory Year and Supportive Studies: Health path, Scientific path, Humanities Path and Engineering path at Northern Border University in Saudi Arabia. The quantitative data were obtained through closed-ended questions (Questionnaire) while the qualitative data is obtained through focus group interviews. The quantitative data were analyzed using SPSS descriptive statistics and Mann-Whitney U test while the qualitative data were analyzed by using thematic content analysis. The findings revealed that the participants generally displayed distinctly favorable attitudes towards student-centered learning approach. Exposure to the values based on student-centered approach has a positive impact on the students. The students believe that learning based on learners had helped them to engage in making decisions about what, how and when to learn. However, there is no significant difference, and weak correlation between males and females' perceptions preferences, and beliefs. The study also found that student-centered approach is effective in enhancing the students' level of reading comprehension and consequently positively reflected on their academic performance. In addition, both male and female students preferred the student-centered approach and had more individual autonomy and self regulated learning. The main factors that influence students’ preferences of learning style in English reading comprehension were reported. The study suggests that student centered approach can be used to tackle reading comprehension difficulties. It explains the balance of power in EFL classroom, which includes the roles of the teacher and students, and classroom activities in line with student-centered approach. Also, teachers receive appropriate training, providing them with various effective teaching methods and strategies for accurately treating students during the educational process. |
| title | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| title_full | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| title_fullStr | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| title_full_unstemmed | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| title_short | 2024_Students’ Preferences, Beliefs and Perceptions of the Student-Centered Approach on Learning Reading Comprehension: A Case Study at Northern Border University, Saudi Arabia |
| title_sort | 2024_students’ preferences, beliefs and perceptions of the student-centered approach on learning reading comprehension: a case study at northern border university, saudi arabia |