Academic Challenges Facing Female Students Enrolled in the Masters Programs of the Faculty of Education at Al-Taif University.

Abstract

This study aimed to identify the academic problems facing master’s

female students at the Faculty of Education at Al-Taif University, and its

relationship with two variables, specialization and study level. The study

used the analytical descriptive methodology including statistical package

for social sciences (SPSS), arithmetic averages, one way variable analysis

(ANOVA) and Scheffe – test.

In order to collect the necessary information, a questionnaire was

developed by the researcher which consists of 43 items covering the problems

in six fields of study: time management, scientific supervision, faculty

members, study skills, curriculum and assessment. The questionnaire was

distributed on a sample which was formed from all master’s female students

at the Faculty Education at Al-Taif University, in the first semester of the

academic year 14341435/. The study revealed the following:

1. The total degree of academic problems facing master’s female students at

the faculty of education at Al-Taif University was great, with an average

of (3.87).

2. Severe problems were: curriculum and scientific supervision with great

degrees, (4.39), (4.35) respectively, followed by problems related to faculty

members, assessment and time management, “high” degree, averages:

(3.98), (3.91), (3.74), respectively. The last rank was occupied by the

problems of study skills with an average of (2.84), “medium” degree.

3. There were no statistically significant differences at the level (a ≤ 0.05)

due to the variable specialization.

4. There were significant differences at the statistical level of (a ≤ 0.05) due

to study level in favor of the first level.

The study recommended the following: holding workshops in time

management, providing a research guide showing community issues that

need scientific research, spreading the culture of collaboration among

researchers, and not to adopt curricula based on memorization.