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This is to certify that the

dissertation entitled

A Study of Quality, Importance, Provisions and
Effectiveness of Student Personnel Services at King
Faisal University, Saudi Arabia

presented by

Khalid A. AlHaider

has been accepted towards fulfillment
of the requirements for

 

 

 

 

Major professor

Date 2 ”VI/XL

 

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A STUDY 0? QUALITI, IIPORIAICB, PROVISIONS, AND
EFFECTIVENESS OF STUDENT PERSOIIBL SERVICES
A! KING FAISAL UNIVERSITY. SAUDI ARABIA

BY
Khalid Abdulrahman Alaaider

A DISSBRIAIION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

(Higher Education Administration)
Department of Educational Administration
College of Education

February 1986

 

ABSTRACT
A STUDY OF QUALITY, IHPORTANCE, PROVISIONS, AND
EFFECTIVENESS OF STUDENT PERSONNEL SERVICES
AT KING PAISAL UNIVERSITY, SAUDI ARABIA
BY
Khalid Abdulrahman Alaaider

The major purpose of this study was to investigate the
perceptions of students, student personnel staff, and
faculty regarding their views of the student personnel
services at King Faisal University, Saudi Arabia. The
minor purpose of this study was to evaluate the current
student personnel program and to determine any needed
changes and/or improvement.

The total sample of 298 respondents consisted of 243
students, 42 faculty and 13 student personnel staff. A
questionnaire prepared by the researcher was used to
collect the needed data. The survey instrument was
designed to obtain demographic data, perceptions of overall
quality, importance, provisions, and effectiveness of
student personnel services. Analysis of variance and
Tukey's test were used to examine the differences between
student subgroups means of overall quality, importance, and
effectiveness of student personnel services. Chi-square
test was used to examine the relationship between the
perceptions of provision and respondent's characteristics

for each of the studied services.

The study revealed that the overall quality of student
personnel services at King Faisal University was "fairly
good'. The ratings of overall importance of all services
were high among students, faculty members, and staff.
However, the overall effectiveness of the services was
rated as low. The results also indicated that the
students' ratings of overall quality, importance, and
effectiveness were significantly lower than those of the
faculty members and staff. As for the awareness of the
provisions of some selected student personnel services, the
results indicated that two-thirds of the services were
perceived as either not available or uncertain of their
provisions. This study also revealed that the status of
respondent and student's place of residence were in the
most influential factors compared to student's gender or
academic level in explaining the variability of perceptions
regarding student personnel services.

This study also revealed that among all services,
admission and registration, orientation, and food services
received the highest ratings of importance. Housing,
health and food services received relatively higher ratings
in effectiveness, while counseling and guidance services
received the lowest ratings. Female, on-campus, and senior
level students seemed to have more negative reactions
toward student personnel services than male, off-campus,

sophomore and junior level students.

DEDICATION

To the memory of my beloved mother (may Allah rest her
soul in peace under his mercy), Maryam Saleh, who
sacrificed her welfare to raising her children and who was,
after Allah, always a powerhouse of strength for me. Her
care, encouragement, strong support and prayers were the
light that guided me to the right path.

To the memory of my father (may Almighty Allah rest
his soul in peace), Abdulrahman Alaaider, whose wishes and
determination to educate me would have been fulfilled by

accomplishment of this study.

11

 

ACKNOWLEDGBHBNTS

The pursuit of a doctoral degree from its very outset
to the stage of reporting of research acceptable as a
doctoral dissertation involves a great deal of work, people
and time. This process can be cgnplgd with trials,
frustration, and joy. Many people contribute to the
ultimate completion of such a task.

I am grateful and indebted to many people who helped
make this study possible.

My special, deep gratitude and sincere thanks go to
Dr. Eldon R. Nonnamaker, Chairman of the doctoral guidance
committee, whose scholarly ideas; scientific counsel; and
genuine concern, advice and encouragement were an
invaluable asset for me to accomplish this study. Also, I
would like to extend my deep appreciation and gratitude to
the members of the doctoral guidance committee: Dr.
Richard Gardner, Dr. Louis F. Hekhuis, and Dr. Richard L.
Featherstone for their valuable suggestions, advice, and

support.

iii

 

I wish to express my thanks and greatful acknowledge-
ment to King Faisal University for their support and
assistance throughout my research and study.

Special thanks also go to those who participated and
completed the questionnaires for inclusion in this study.

My gratitude and sincere thanks to my friends, my
brothers and sister for their encouragement, concerns and
prayers.

Most importantly, I would like to express my greatest
thanks and my special debt and gratitude to my dear,
sincere wife Noor Gomaa whose patience, sacrifice and full
support and understanding made it possible for me to
accomplish this study. To my little angel Anwaar whose
sincere love, concern, and patience provided me with the
strength and encouragement. To my beloved sons Jamal,
Rafed, Abdulrahman, and Waleed for their concern and

patience.

iv

 

TABLE OF CONTENTS

LI ST OF TABLES C I O I U C C O U C O I I O I O O 0
LI ST OF P IGURES C O O O O O I O O C C C O O O O O C

arms

I. INTRODUCTION. . . . . . . .
Background. . . . .
Purpose of the Study. . .
Statement of the Problem.

Research Questions. . .
Research Hypotheses . .
Minor Hypotheses. . .
Significance of the Study
Definition of Terms . . .
Organization of the study .

II. BACKGROUND INFORMATION ON THE SETTING
OF THE STUDY. . . . .
Foundations and Historical Development of
Higher Education in Saudi Arabia. . . . .
King Faisal University. . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . .

III. REVIEW OF LITERATURE. . . . . . . . . .
Development of Student Personnel Services
Importance of student Personnel Services.
Importance of Evaluation for Student
Personnel Work. . . .
Use of Students, Faculty, and Student

I O O O l O O I I 0

Personnel Staff in Evaluating and Assessing

Student Personnel Work. . . . .

Pioneer Studies of Student Personnel Work
Studies that Used One of the Three
Variables and Studies that Used Two or
Three Variables . . . . . . . . . . . . .
Suma [Y I O O O O O O I I O O O O I O I 0

IV. PROCEDURES. . . . . .
Method of Research. .
Study Population. . .
The Sample. . . . .
Instrument Constructi

O O I O I
0 o O O C
O I o I a
O I I a o
O I I I I
o o O o o
O I O O D
C o I 0 I

on

V

vii
xiii

Data Collection Procedure .
Analysis of Data. . . . .
The Dependent Variables .
The Independent Variables
Hypotheses. . . . . . . .
Major Hypotheses. . .
Minor Hypotheses. . .
Summary . . . . . . . .

V. DATA ANALYSIS

Statistical Analysis. . . .

Results . . . . . . . . .
The Overall Quality . . .
The Overall Importance. .
The Overall Effectiveness
Admission and Registration
Counseling and Guidance .
Housing Services. . . .
Food Services . . . .
Health Services . . .
Student Activities. .
Orientation Program .
Special Services. . .
Financial Aid Services

Summary . . . . . . . .

O O O O O O O O O O O O O O O
O O O O O I O O O O O O O O O
O O O O O O O O O O O O O O O
O O O O O O O O O O O O O O O
O O O O O O O O O O O O O O O
O O O O O O O O O O O O O O O

VI. SUMMARI, CONCLUSIONS, AND RECOMMENDATIONS
Summary O O O O O O O O O O O O O O
Purpose . . . .
Research Questions. .
Methodology . . . . .
Findings. . . . . . .
Conclusions . . . . . .
General Conclusions .
Specific Conclusions.
Recommendations . . . .
Recommendations for Furthe
sumary O O O I O O O O O

e e r h

O O O
O O O
S a C
O O O

r R

vi

LIST OF TABLES

The Number of Questionnaire Forms Sent
and Returned According to Status of
Respondents. . . . . . . . . . . . . . . . . . 95

The Number of Questionnaire Forms Sent
and Returned According to Subgroups of
Students O O O O O O O O O O O O O O O O O O I 95

Analysis of Variance Comparing the Perceptions

of students, Faculty, and Staff Regarding

the Overall Quality of Student Personnel

Services . . . . . . . . . . . . . . . . . . . 105

Analysis of Variance Comparing the Perceptions
of Overall Importance of Student Personnel
services O O O O O O I O O O I O O O O O I O O 107

The Means of Importance of Services Which are
Not Provided at KFU. . . . . . . . . . . . . . 108

Analysis of Variance for Comparing the
Perceptions of Overall Effectiveness of
Student Personnel Services . . . . . . . . . . 110

Analysis of Variance for Comparing the
Perceptions of the Importance of Admission
and Registration Services. . . . . . . . . . . 111

Analysis of Variance for Comparing the
Perceptions Effectiveness of Admissions and
Registration Services. . . . . . . . . . . . . 112

Statistical Comparisons of the Awareness of

Provisions of Student Personnel Services
Relating to Admission. . . . . . . . . . . . . 114

vii

10

11

12

13

14

15

16

17

18

19

20

21

22

statistical Comparisons of the Awareness of
Provisions of Student Personnel Services
Relating to Registration . . . . . . . . .

statistical Comparisons of the Awareness of
Provisions of Student Personnel Services
Relating to Physical Facilities During
Registration. . . . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of Contacts Between Advisors and
the Office During Registration. . . . . . .

Statistical Comparisons of the Awareness of
the Provisions of Admissions Counselors . .

Statistical Comparisons of the Awareness of
Students Regarding Records of their
Development . . . . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of Contacts with Representatives
of the University . . . . . . . . . . . . .

. 115

Analysis of Variance Comparing the Perceptions

of Importance of Counseling and Guidance
SeIVicesO O O O O O O O O O O O O O l O O O

Analysis of Variance for Comparing the

. 124

Perceptions of Effectiveness of Counseling and

Guidance Services . . . . . . . . . . . . .

Statistical Comparisons of the Knowledge of
Interviews Conducted with Students Desiring
to wi thd raw O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provisions of Counseling Help . . . . . . .

. 125

. 126

. 127

Analysis of Variance Comparing the Perceptions

of Importance of Housing Services . . . . .

. 128

Analysis of Variance Comparing the Perceptions

of Effectiveness of Housing Services. . . .

Statistical Comparisons of the Awareness of

Provisions of Housing for Unmarried Students.

viii

. 130

. 131

23

24

25

26

27

28

29

30

31

32

33

34

35

Statistical Comparisons of the Awareness of
Provisions of Apartments for Married Students

Statistical Comparisons of the Awareness of
Provisions of Administration of Student
Housing Units . . . . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of Quiet and Well-Maintained
Living Units. O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provisions of Educational, Social and
Recreational Programs Provided in the

Housing Units 0 O O O O O O O O O O O O O O I

Statistical Comparisons of the Awareness of
Provisions of Housing Unit Counseling Staff .

Statistical Comparisons of the Awareness of
Provisions of First Aid Equipment . . . . . .

Statistical Comparisons of the Awareness of
Provision of Fire Extinguishers in Student
Housing Units . . . . . . . . . . . . . . . .

Analysis of Variance Comparing Perceptions of
Importance of Food Services . . . . . . . . .

Analysis of Variance Comparing Perceptions of
Effectiveness of Food Services. . . . . . . .

Statistical Comparisons of Awareness of the
Availability of Well-Balanced Meals on
the University Campus . . . . . . . . . . . .

Statistical Comparisons of the Awareness
Regarding the Students' Comments and Sugges-
tions Being Sought Related to Food Services .

Statistical Comparisons of Awareness of
Students Regarding the Provision of Cafeteria
for Female Students . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Opportunities Being Provided for students

to Participate in the Administration of Food
Services. . . . . . . . . . . . . . . . . . .

ix

132

133

135

136

137

138

140

141

142

143

145

146

147

36

37

38

39

40

41

42

43

44

45

46

47

48

49

Analysis of Variance Comparing the Perceptions

of Importance of Health Services. . . . . .

Analysis of Variance for Comparing the Percep-

tions of Effectiveness of Health Services .

Statistical Comparisons of the Awareness of
the Provision of Physical Examinations. . .

Statistical Comparisons of the Awareness of

the Provision of Preventive Medical Services.

Statistical Comparisons of the Awareness of
Provision of Regular Medical Services . . .

Analysis of Variance for Comparing the Percep-

tions of Importance of Student Activities .

Analysis of Variance for Comparing the
Perceptions of Effectiveness of Student
ACtiVitiesO O I O O O O O O O O O I O O O O

Statistical Comparisons of the Awareness of
Provision of Student Activities . . . . . .

Statistical Comparisons of the Awareness of
Provision of Cultural Events and Lectures .

Statistical Comparisons of the Awareness of
Provision of a Religious Program. . . . . .

Statistical Comparisons of the Awareness of
Provision of Centrally Scheduled Student
Activities. O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provisions for Student Organizations. . . .

Statistical Comparisons of the Awareness of
Provision for the Involvement of Faculty
in Student Associations . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of Student Personnel Services for
Social Development. . . . . . . . . . . . .

RAGE

150

151

152

153

155

156

157

158

160

161

162

163

164

50

51

52

53

54

55

56

57

58

59

60

61

62

Statistical Comparisons of the Awareness of
Provision of a Student Center for Males
During the Daytime. . . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provision of a Student Center for Females
During the Daytime. . . . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provision of Student Decisions of Student
Activity Policies and Leaders . . . . . . . . .

Statistical Comparisons of the Awareness of
Provision for Participation in Intercollegiate
Sports O O O O O O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness
of Provision of a Variety of Intramural
sports. O O O O O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provision of Athletic Facilities. . . . . . . .

Analysis of Variance for Comparing the
Perceptions of Importance of the Orientation
Program O O O O O O O O O O O O O O O O O O O O

Analysis of Variance for Comparing the
Perceptions of Effectiveness of the Orientation
Program O O O O O O O O I O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provision of an Orientation Program . . . . . .

statistical Comparisons of the Awareness of
Provisions of Orientation Days. . . . . . . . .

Statistical Comparisons of the Awareness of
Provision for Upper Classmen to Assist in
orientation O O O I O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provision of Printed Materials During
orientation O O O O O O O O O O O O O O O O O O
Analysis of Variance for Comparing the
Perceptions of Importance of Special Services .

xi

167

169

170

171

173

174

175

177

178

179

181

182

63

64

65

66

67

68

69

70

71

72

73

74

75

Analysis of Variance for Comparing the Percep-
tions of Effectiveness of Special Services. . .

Statistical Comparisons of the Awareness of
Provision of a Bookstore. . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions for Non-Saudi Students . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of Information on Campus Traffic
and Parking Regulations . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provisions of a Mosque. . . . . . . . . . . . .

Statistical Comparisons of the Awareness of
Provision of Transportation Information . . . .

Statistical Comparisons of the Awareness of
Provision of Cooperation with Religious
Groups O O O O O O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provision of Opportunities for Students to
Publish their Own Newsletters . . . . . . . . .

Analysis of Variance Comparing the Perceptions
of Importance of Financial Aid Services . . . .

Analysis of Variance for Comparing the
Perceptions of Effectiveness of Financial
Aid servicesO O O O O O O O O O O O O O O O O O

Statistical Comparisons of the Awareness of
Provision of Student Employment . . . . . . . .

Statistical Comparisons of the Awareness of
Provision of Financial Aid. . . . . . . . . . .

Statistical Comparisons of the Awareness of

Provision of Counseling for Financial Problems
and ConcernSO O O O O O O O O O O O O O O O O O

xii

RAGE

183

185

186

187

189

190

191

192

194

195

196

197

198

 

LIST OF FIGURES

stratifying Variables. . .

xiii

CHAPTER I
INTRODUCTION

Educators generally agree that a student personnel
program in higher education can be an invaluable asset for
any institution of higher learning. The undisputed
contribution it renders to the development of the students
in colleges and universities makes it a necessary component
in the educational process and in the experience of college
education. Lloyd-Jones and Smith caution that:

The personnel program should not be thought of as

a 'fifth wheel' of education. It is an integral

part of higher education, bringing to bear the

findings of psychology, biology, and sociology to
help higher education actually realize its
objectives by adapting them to the needs,
capacities, abilities, and potentialities of each

student (Lloyd-Jones and Smith, p. 14).

Echelberry wrote in an "Editorial Comment" in the
Win as early as 1949. "There is no
need in these days to argue that the provision of a good
student personnel program is one of the primary obligations
of the college" (Echelberry, 1949:106).

Of primary concern to the student personnel program is
the furnishing of a collegiate environment that assists
students' behavioral development, whether in groups or
individually. The college's job is not just the training

of the mind, with experience left for the real world

outside the university, nor are student personnel services

2

only intended to deliver the students to the classroom in
optimum condition for learning and to facilitate the work
of instructors with students in the classroom to
effectively train the students' intellectual capacity.
Rather, "College is an experience both individual and
social, it is intellectual, physical, and emotional,
spiritual. It is a time for the maturation of personality"
(Wriston, 1946:183-193). The student personnel program's
interest is in the growth of the "whole personality" of
every student.

In the past, college education, especially that which
embraces the German university tradition, was concerned
with the development of intellectual aspects alone. Today,
the objectives of higher education institutions have
broadened greatly. According to Mueller (1961), "the
objectives include the development of the whole person--
socially, emotionally, spiritually, physically, as well as
intellectually" (Mueller, 1961:60). This extended range of
objectives makes it difficult for faculty members to carry
out all the needed educational activities exemplified by
both academic and outside-of—classroom activities.
Therefore, the provision of certain student personnel
services on campuses has become an obligation of higher
education institutions. The creation and importance of the

student personnel program for college student education is

3

justified on the grounds that education does not occur
only in the classroom (Johnson, 1970:7). A well organized
student personnel program, based on a sound and well
understood philosophy and objectives regarding students in
higher education, is an indispensable step in successfully
meeting the students' varied needs, interests, desires, and
facilitating their full, well rounded, and balanced
personal development.

The American Council on Education published the first
formal statement of the philosophy of student personnel
administration in 1937, which has come to be known as the
Wigs. This philosophy adapted
the whole person concept in educating the student—-
"including social relationships, physical, intellectual
capacity, emotional condition, vocational aptitudes and
skills, economic resources, moral and religious values and
aesthetic appreciations" (Owens, 1982). A revised version
of this statement was issued in 1949 with four
philosophical assumptions underpinning the council's
attitude:

(1) the individual student must be considered as a
whole,

(2) the student is a unique person and should be
treated as such (differences exist among
individuals),

(3) the total environment of the student is
educational and must be used to achieve his or
her full development, and

4
(4) the major responsibility for a student's personal
and social development rests with the student and
his or her personal resources. (Ibid)

The commitment of the student personnel profession to
the spirit of this point of view has resulted in the
initiation of varied services and activities which are
dedicated to helping the ever growing body of American
college students. The great explosion of college
enrollments since the 19608, the heterogeneity of the
student population, economic growth, the knowledge
expansion which had led to greater specialization, and the
complexity of changing life styles in the United States,
are but a few trends that have contributed to the expansion
of and the significant position student personnel divisions
hold (Johnson, 1970:7). In almost all higher education
institutions, fundamental efforts on the part of student
personnel administrators and other members of the campus
community are undertaken to assist students collectively
and individually to get the maximum benefit from the
educational opportunities available in their colleges. A
well trained staff, a sufficient number of services, and a
systematic assessment of existing student personnel
programs are essential ingredients in providing students
with effective, up-to-date, and relevant programs. student
affairs workers and professionals in the U.S. colleges and

universities have profound responsibility for promoting

5
well-rounded student development. The same responsibility
exists to a more limited degree, in the higher education

institutions in Saudi Arabia.

W

The Saudi Arabian colleges and universities are
experiencing the circumstances now that American colleges
and universities went through in the 19608. Although the
concept of higher education in Saudi Arabia is a relatively
new phenomenon, the number and scope of colleges and
universities has grown rapidly since the first modern
university was established in 1957. Now there are seven
universities, nine women's colleges, a number of junior
colleges, and other colleges designated for military—
related purposes (WWW:
WW. Issue:5). During the
last decade, institutions of higher education in Saudi
Arabia have witnessed enrollment growth that increased
college enrollments from 6,442 students in 1969/70 to
47,990 in 1980, about a seven-fold increase in ten years
(WW3. p- 31).

Enrollment was projected to reach 69,000 by mid-1985,
but exceeded 75,000 during the first part of 1984
(Alzlililih: 1984:28). One of the youngest Saudi
universities, King Faisal University (KFU), was opened in

1975, in Alahsa, with a branch campus at Dammam City in

6

Eastern province of Saudi Arabia. Like the other
institutions of higher education in Saudi Arabia, KFU has
witnessed fast growth in student enrollments, and in
curricular offerings. Its first enrollment class in 1975
comprised 170 students. By January 1985, its student body
included 3,209 students (according to registration rosters
for 1985). This increasing number of students at KFU has
brought more heterogeneity in the student population
(12.16% are foreign students). Students from different
socioeconomic and cultural backgrounds have brought with
them diversified needs, interests, problems, and various
characteristics (anng§1_§gn§u§_3gpgrt, 1982). Thus, the
student's life has become complex and a myriad of demands
and pressures have accumulated on the shoulders of the
student affairs staff. The growth, along with the task of
achieving two of KFU's goals (training youths in suitable
fields of study to provide well-prepared manpower for
national development, and developing individuals for good
and useful citizenship) justify the need for effective and
sound student personnel services at King Faisal University
(Ibid, p. 13). It is no longer sufficient, as Jackson puts
it:

To educate for scholarship or train for a

career. Education must seek to enhance personal

development and a life philosophy that provides

an understanding of and appreciation for as well

as competence in, the shaping of the physical and
social world we inhabit. . . . it follows that

7
the role of the student affairs in colleges and
universities is to systematically influence the
campus environment in ways which promote human
growth. (Jackson, 1977:11)

Student development is intended to help students in
examining their lives, to become more in command of life
and to progress toward self-direction (Ibid, p. 11).
According to Prince and Miller, self—determination and
self-direction best result when both cognitive and
affective development are considered essential to the
educational missions of post-secondary education (Prince
and Miller, 1974).

In the last few years, administrators and the deans of
student affairs in the Saudi universities--including KFU--
have come to recognize the vital importance of student
personnel services in their institutions. They have
endorsed six symposia in which they have discussed various
aspects of existing student personnel programs in the seven
universities and other separate colleges. While these
officials have recommended reforms for the development and
improvement of existing programs, various student personnel
services are still needed in order to satisfy the needs and
demands of all students. These needs differ from
institution to institution, and, thus, a comprehensive,
local assessment is necessary in order to answer the
questions posed by diverse circumstances. Until a thorough

and systematic evaluation and assessment of the present

8

programs and a study of the actual needs is made, these
services will not be as effective or adequate as they
should be (Rackham, 1951:692). Robinson in (1962) stated
that "evaluation of present programs provides the only
sound basis for the program modification which probably
will become necessary as student enrollments increase. At
any rate, evaluation must lay the groundwork for future
planning" (Robinson, 1962:21). Rackham, (1951) urged,
"Student personnel workers should recognize the fact that
any student personnel services program should be subjected
periodically to a thorough inventory so that needed
adjustments can be identified and attended to" (Rackham,
1951i691).

One way to achieve a meaningful evaluation is through
measuring the attitudes of the college community toward the
existing program (American Council on Education, p. 22) or
specifically, "after a careful study of the opinions of the
administrators, students, and faculty" (Glennen, 1965:14).
An extensive survey of the literature related to student
personnel services at KFU by the investigator revealed that
there has never been a comprehensive investigation of
student affairs services on the KFU campus. Hence, it is
the intention of this researcher to assess and evaluate the
present student services at KFU in Saudi Arabia and to

identify any personnel modifications or additional services

9
needed. This was done through obtaining the perceptions of
student personnel services held by students, faculty
members, and student affairs staff at King Faisal
University during the first term of the academic year

1984-1985.

u tud
The primary purpose in conducting this investigation
is to assess the perceptions of students, student affairs
staff, and faculty members in regard to student personnel
services at KFU. A subsidiary aim is to utilize the data
derived from these three groups to evaluate the current
student personnel programs and to determine any needed

changes and/or improvements.

t en rob e

The problem of this study was to identify, analyze,
and compare the perceptions of KFU students, faculty and
student affairs staff regarding student personnel services
in order to assess and evaluate the present student affairs
program at King Faisal University. After a considered (1)
examination of literature related to the field of student
personnel services (Chapter Two); (2) an extensive review
of various formal publications pertaining to the student
affairs program at KFU, such as the student Affairs

Deanship Directory and Admissions and Registration

10
Directory; and (3) a survey of related studies and
instruments, the following student personnel services were
selected for study: Admissions, Records and Registration;
Orientation Services; Housing Services; Counseling
Services; Food Services; Financial Aid Services; Placement
Services; International Student Services; Transportation;
Parking and Traffic Services; Student Conduct Services;
Special Services; and Student Activities, which encompass
social, cultural, artistic, leisure and sports activities;
Health Services; and academic advising. Specifically, the

study is designed to answer the following questions.

We

1. What is the overall quality of student services
at KFU as perceived by students, faculty, and
student affairs staff?

2. To what extent are student personnel services
perceived as important for college student
education at KFU by students, faculty, and
student affairs staff, by male and female
students, by on-campus and off-campus students,
and by sophomores, juniors and seniors?

3. To what extent are student personnel services
performed at KFU perceived as effective by
students, faculty, and student personnel staff?

4. What differences are there in the perceptions
regarding the provision of the student personnel
services by students, faculty, and student
affairs staff? by male and female students? by
on-campus and off—campus students? and by
sophomores, juniors, and seniors?

In order to compare and analyze the perceptions

of the three groups of people at KFU, namely students,

11
student personnel staff, and faculty regarding the quality,
importance, provisions, and effectiveness of the student
personnel program at KFU, four major hypotheses and nine

minor hypotheses were formulated.

B§§£§££h_3229§h£§§§

H01 There will be no significant differences between
the perceptions of students, student personnel
staff, and faculty members regarding the
importance of the student personnel services at
KFU.

302 There will be no significant differences between

.the perceptions of students, student personnel

administrators, and faculty members regarding

the level of effectiveness of student personnel
services provided at KFU.

803 There will be no significant differences between
the type of the respondent (students or student
personnel staff or faculty member) and their
perceived awareness of the provisions of student
personnel services at KFU in Saudi Arabia.

H 4 There will be no significant differences between
the perceptions of students, student personnel
staff, and faculty members concerning the overall
quality of student personnel services at KFU.

The researcher also expected variations in the
perceptions of the student subgroups according to the
students' gender, academic level, and place of residence,
in regard to the importance, provisions, and effectiveness
of student personnel services on this campus. Male
students do not have common experiences with female
students at KFU. Hence, their perceptions are likely to

differ. Students residing on-campus are affected more by

 

12

the student personnel services than the students staying
off-campus; a factor which is likely to have an influence
on their perceptions. It may also be interesting to
investigate the effect of the academic level of the
students on their perceptions regarding importance,
provisions, and effectiveness of student personnel services
at KFU.

To investigate the perceptions of these student
subgroups and determine whether their perceptions differ
when compared on the basis of these classifications, the
investigator considered the following nine subhypotheses:

c t s

805 There will be no significant differences in
perceptions of the importance of the student
services at KFU between male and female students.

HOG There will be no significant differences in the
perceptions of effectiveness of the student
personnel services at KFU between male and female
students.

807 There will be no significant differences between
the type of respondent (as being a male student
or a female student) and their perceptions of the
provision of student personnel services at KFU.

808 There will be no significant differences in the
perceptions of the importance of student
personnel services at KFU and students living
off campus.

809 There will be no significant differences in the
perceptions of the effectiveness of the student
personnel services at KFU between students living
on campus and students living off campus.

H010 There will be no significant differences between
those students living on campus and those

 

13
students living off-campus in their perceptions
of the provision of student personnel services at
KFU.

Roll There will be no significant differences in
perceptions of the importance of student
personnel services to college education at KFU
between sophomores, juniors, and seniors.

8012 There will be I") significant differences in
perceptions of the effectiveness of student
personnel services at KFU between sophomores,
juniors, and seniors.

8013 There will be no significant differences between
the type of respondent (sophomore, junior, or

senior) and their perceptions of the provision of
student personnel services at KFU.

W

Smith and Lloyd—Jones contend that ". . . in any
worthwhile undertaking, evaluation is a vital, essential
part of the enterprise." (Lloyd-Jones & Smith, 1954:324)
The consensus among educators, student affairs
professionals and student personnel service practitioners
regarding the importance of evaluating student affairs
programs is evident in the literature of the student
personnel field. Numerous studies have been undertaken in
U.S. institutions of higher education to examine the
perceptions of those who make up the university and the
college c0mmunity toward student personnel services. These
studies have involved students, faculty, student affairs

staff and administrators.

14

An exhaustive survey of the literature related to
student personnel programs in general and on Saudi
university campuses in particular has revealed that no
comprehensive study has been done to measure and compare
the perceptions and attitudes of students, student affairs
staff, and faculty members regarding student personnel
services at'KFU.

As mentioned earlier, the trend at KFU is toward a
larger and more heterogeneous student body. Such a student
body requires varied services to meet the diverse needs of
students with varying backgrounds, abilities, and
interests. The assessment and exploration of the present
student personnel programs at KFU through determination and
analysis of its students', faculty members', and student
affairs staff members' perceptions of student personnel
services may provide decision-makers with information
concerning the program's weaknesses and strengths, needed
changes and various alternatives upon which to make sound
future decisions. To determine needed program modification
for improvement it is crucial, as Delworth and his
associates (1981) pointed out, to assess and evaluate the
program at an early stage of its development (p. 234).

Elihu Carranze (1978) pointed out that:

Timely evaluation procedures can generate

information which will assist educational

planners to determine what goals, policies,
strategies, or programs should be changed, when

15

they should be changed, and, perhaps, why they
should be changed. In a rapidly changing
society, the needs of our student/client
constituencies are subject to constant
alteration, as is our ability to meet those
needs. Consequently, student services planners
must constantly ask the "if" questions.
(Carranza, p. 25)

Moreover, the information derived from this study may
be of value to student personnel staff at KFU and other
Saudi universities. It may also be helpful to students in
this field and other researchers. Leonard Baird puts it
this way:

A high school senior choosing colleges would like
to know what they are really like. A college
administrator would like to know how students and
faculty feel about his college's programs and
facilities so that he can make the needed
changes. A student personnel worker who has
organized an experimental living group program in
the dormitories would like to know if the college
experiences of the students in his group are
different from those of most students. A
counselor working with students who are potential
dropouts would like to know why these students
feel turned off by the college. A college
president who has brought in many reforms at his
college would like to know if his reforms have
changed the social and intellectual atmospheres
of his colleges.

Each of these people needs to know about the
college community and the interplay among its
people, policies, and facilities. Their purposes
differ, of course, but their basic need for
reliable, accurate information is the
same. (Baird, 1973:3)

Another point in the significance of this study is
that its timing is right. About ten years have elapsed

since King Faisal University was established in 1975 and

16

many changes have taken place. Curriculum offerings have
expanded, the student population has increased and the
number of colleges have doubled. On a national and
international level, the student personnel programs in
Saudi universities and colleges have captured the attention
of educators and leaders in the profession. The fifth
forum for student affairs deanships in Saudi Arabia con-
cluded its five-day meeting with recommendations concerning
improvement of existing student services and activities
that emphasized the value of conducting scientific research
into these activities and questions of how to attract
student participation in them (Al;ggzi;ah, 1984z9). It is
the belief of this investigator that evaluation of the
current student services program at KFU is a needed step at
this time to inform those concerned with student
development about any problem areas and help them make
modifications or select alternative courses of action which
conform to the mission of this university and its students'
objectives.

Specifically, this investigation will be valuable to
the student affairs administration at KFU to provide
detailed information about the opinions of students,
student affairs staff and faculty members as to (1) the
degree of the importance of student personnel services to

college student education, (2) the respondents' awareness

17

of specific selected services, (3) the perceived effect-
iveness of these services as provided at KFU and (4)
recommendations, if any, to improve the program.

Information from this investigation may be of value to
the whole field of student personnel services in Saudi
Arabia because it will expose people in university settings
to various types of services and stimulate their curiosity
regarding the possibility of improvement and change in
student services. Furthermore, the field of student
personnel services was almost completely unknown in many
colleges and universities in Europe, Latin America, Asia,
and Africa two decades ago (Gibson, 1965:6). Accordingly,
the body of the knowledge related to student affairs
services in these areas is very sparse. Saudi Arabia is
one of the Asian countries where not only student personnel
services are a new trend in higher education institutions,
but higher education itself is a relatively new pheno-
menon. Therefore, information regarding student personnel
services in Saudi universities in general, and KFU in
particular, is almost nonexistent. This study will

contribute to the development of that body of knowledge.

W
studgg; Personnel Sergicgs are those services that

make up a comprehensive student personnel program at any

university to foster the development of the whole student.

l8

Studgng Affairs sgryicgs are used interchangeably in
this study with the term "student personnel services".

Perceptigns are the conscious knowledge and opinions
which the respondents hold due to personal experience with
the student personnel services at King Faisal University in
Saudi Arabia.

aggggngg: those undergraduates who have been enrolled
in KFU for at least three months at the time of data
collection for this study.

Faculty: any person employed by King Faisal
University as a member of the teaching staff at the time
data was collected for this study.

WWW
stgggnt_ngggnngl_5gmipi§t;§tggs are those who administered
or performed one or more student personnel functions or
services at King Faisal University at the time data was

collected for this study.

W

The results of this investigation are limited to the
data gathered from King Faisal University's main campus
during the first term of the academic year 1984-1985. As
such, the results of this study may be applied only to the
three groups selected for this study, the results are
limited by the length of the data instrument, and by the

fact that it was conducted in Saudi Arabia. The study

19
was intended to determine the overall quality, importance,
provisions, and effectivenss of student personnel services
at KFU, and therefore, the feasibility of generalizing the

results to other institutions is limited.

'on tud

This study was organized into the following chapters.
Chapter One contains the introduction and background
information, purpose of the study, statement of the problem
including the research questions and the null hypotheses,
significance of the study, definition of terms used in the
investigation and limitations of the study.

Background information related to the setting of this
study will be presented in Chapter Two. It will also
include a brief examination of Saudi Arabian Higher
Education, of KFU's foundations and historical development,
development of KFU, its administrative and its student
personnel services program.

Chapter Three is devoted to the review of related
literature. This chapter is divided into several
sections: (1) the development and importance of student
personnel services to higher education; (2) the importance
of evaluating student personnel services; (3) use of
student, faculty and student personnel staff perceptions in

evaluating student personnel services; pioneer studies; and

20

4) a review of studies conducted to study the perceptions
of these three groups toward student personnel services.

Chapter Four includes a methodological discussion
on the data collection and analysis procedures utilized in
this study. Population identification and sample
selection, construction of the instrument to be used for
data collection, the data collection process and treatment
and analysis of the data is described in this chapter.

Chapter Five is dedicated to a presentation of the
analysis and interpretation of the collected data.

A summary of the study findings, conclusions and

recommendations is presented in Chapter 6.

CHAPTER II
BACKGROUND INFORMATION ON IN! SETTING
0! THE STUD!

This chapter is a presentation of a brief discussion
of the foundations and historical development of higher
education in Saudi Arabia, and the development of KFU
including a cursory review of student personnel services on
its campus.

Promoting real development of human beings has always
been the main purpose of higher education institutions'
existence both in the developed and the developing
nations. The objectives of a university or a college may
differ from generation to generation and from one nation to
another, but basically the goal remains - the development
and welfare of mankind.

The development and welfare of human beings may be
defined differently according to the philosophy, culture,
tradition, and beliefs of a society. As an Arab, Moslem
Country, Saudi Arabia derived its educational goals from
Islamic teachings, culture, traditions and values.

Wm sums
up the purpose and general objectives of education by
stating that:

The purpose of education is to have the student

understand Islam in a correct comprehensive

manner, to plant and spread the Islamic creed, to
furnish the student with the valued, teachings
21

22

and ideals of Islam, to equip him with the
various skills and knowledge, to develop his
conduct in constructive directions, to develop
the society economically, socially, and
culturally, and to prepare the individual to
become a useful member in the building of his
community. (Article 28: 1974, p. 10)

In light of the declared general objective of
education in Saudi Arabia, higher education is defined by
the educational policy in the Saudi Arabian Kingdom as:

The stage of academic specialization, in all its
forms and at all its levels, for competent and
gifted students, in order to develop their
talents and fulfill the various present and
future needs of the society in compliance with
useful progress which achieves the objectives of
the nation and its noble goals. (Article 28,
1974, p. 21)

However, the seven cardinal objectives of higher
education in Saudi Arabia are:

(1) Developing loyalty to God and providing the
student further w1;h_1§13m19 education which
makes him feel responsible for his Islamic
nation before God and put his practical and
scientific capacities into fruitful and
useful action.

a) Preparing competent and highly
intellectually and scientifically qualified
citizens to perform their duty in the
service of their country and the progress
of their nation in the light of sound
Islamic principles and ideology.

(3) Providing gifted students with the
opportunity to continue higher education in
all the fields of academic specialization.

(4) Performing a positive role in the field of
scientific research which contributes to
world progress in arts, sciences and
inventions, and finding sound solutions for

 

23

the requirement of developed life and
technological trends.

(5) Promoting writing and scientific production
in what brings sciences into the service of
the Islamic thought and enables the country
to perform its leadership role in building
human civilization on Islam's genuine
principles that steer mankind to
righteousness and spare humanity material
and atheistic deviations.

(6) Translating science and useful arts of
knowledge to the language of Qoran and
enriching the Arabic language with new
expressions to fill the need of
Arabicization, and putting knowledge at the
disposal of the largest number of citizens.

(7) Offering training services and reorientation
courses to enable graduates who are already
working to keep pace with new developments.
(Articles 109-115, p. 21-22)

It is clear, therefore, that according to these
objectives, the purpose of higher education is twofold:
religious orientation for understanding Islam and training
judges and teachers and to fulfill the training of
qualified manpower.

MW:
Wrath

The seeds of the development of higher education in
the land now called Saudi Arabia can be attributed to a
great system of higher education tradition initiated during
the early days of the rise of Islamic civilization in the

seventh century. The first universities in the world can

 

24
be said to have been established by the Moslems in the Arab
World and in European Spain.
Massialas and Jarrar stated that:

The Arab States are the inheritors of a higher
education tradition that dates back to the
seventh century and the rise of Islam, when
College-Mosques started to emerge as main centers
for religious and academic higher studies. One
of the earliest of these centers that gained
prominence was AL-Qurawiyin Islamic Institute,
which was founded in a mosque at Fez, Morocco, in
859. AL-Azhar, founded in 970 at Cairo, became
an institute of higher education in 988.
AL-Azhar can thus claim to be the oldest
university in the world today. (Massialas and
Jarrar, 1983, p. 192)

In their book WW.
Wilds and Lottich stated:

The Saracens [the Moslems Easterners] in Spain
made similar expenditures of wealth to establish
universities. Those at Cordova, Seville, Toledo,
and Salamanca became world famous. .. . The
greatest of the universities, that at Cordova,
had fifteen separate departments, each special—
izing in a different field of learning and
had beautiful buildings with the most complete
equipment money could buy.

They continue to point out that:

These Moorish universities served as models for
some of the best features of the new Christian
universities springing up in Europe.

Wilds and Lottich described these institutions as:

The universities, which arose in all the chief
Moorish cities of Spain, were colleges in the
literal sense; for students and professors shared
accommodations. Special departments, or schools,
were created for the various sciences. There
were medical schools with chemical laboratories,
and finely equipped hospitals for clinical
instruction. There were schools of astronomy

 

25

which offered the use of observatories equipped

with the most costly and most accurate instrument

that were constructed. Other schools specialized

in mathematics, agriculture, music, navigation,

physics, or some other branch of learning. The

doors of these universities were open to all,

rich or poor, native or foreign; and altruistic

men often provided financial aid for those

students who needed it. (Wilds and Lottich, 1936,

This rich Islamic cultural and educational climate
that spread over the world in the medieval age made it
possible for the contemporary world to preserve humankind
civilization and to progressively advance in every aspect
of life.

As an inheritor of such a great system, Saudi Arabia
recognized the importance of establishing a higher
education system that responds to the needs of her people
in their struggle to develop economically, socially, and
culturally.

The interest in initiating university education in
Saudi Arabia can be traced back to the very early days of
the establishment of the Saudi Arabian Kingdom (Directorate
General for the Development of Higher Education, 1981,
p. 19). Specifically, higher education, as a stage within
the ladder of the Saudi educational system was first
mentioned in the decree which was issued to form a council
for education in the Kingdom in 1346 A.H. (1927
A.D.) (Directorate General for the Development of Higher

Education, 1980, p. 19).

 

26

Nevertheless, no action was taken to establish a
university or a college at that time because there was
neither an urgent demand for higher education nor the
financial capacity to provide it.

As time went by, a dire need for well-qualified and
skilled citizens became apparent. By 1928, it started to
send a number of its qualified youths abroad to complete
their college education. This action is considered by some
to be the beginning of higher education in Saudi Arabia.

Hibshy (1967) points out that:

Higher education in Saudi Arabia started by

sending some of the holders of secondary

education certificates abroad for further
training. This had been the only way of
providing higher education till 1949-1950 when

the first faculty of Shariah was established by

the Directorate General of Education. This

institution was followed in 1952 by the Teacher's

College. (Hibshy, 1967, p. 197)

In 1938, the oil was discovered and new horizons were
opened up to the Saudis. The government recognized the
need for trained administrators and technicians to develop
its resources. Therefore, it decided to initiate higher
education institutions on its soil in order to meet a two-
fold purpose. First, to satisfy the large-scale demand for
civic and technical manpower and secondly, to preserve its
culture, values, tradition, and to democratize higher

education by making it available to all interested

citizens.

27

The College of Sharia and Islamic Studies was the
pioneer institution of higher learning to be opened in the
Holy City of Mecca, in Saudi Arabia in 1949-50 (King
Abdulaziz University Catalog, 1979-1980, p. 23). This
college is considered by many to be the beginning of modern
higher education in this country. Its major purpose was to
train Moslem judges and teachers, especially, for Islamic
and Arabic language.

Teachers college, the second college, was initiated in
Mecca in 1952. Its main function was to supply the country
with a sufficient number of secondary teachers in various
disciplines. However, since the latter suffered from a
small enrollment, it was decided to shut it down in 1959
(Hammad, 1973, p. 131).

In 1961 a college of education was chartered in Mecca
to replace the closed Teachers College. This action was
seen as a step forward to the improvement of the quality of
instruction and teachers.

During the fifties, and continuing today, the country
has experienced a rapid change, economically, socially, and
intellectually. A modern state was emerging which demanded
well-trained administrators, engineers, physicians,
judges, technicians, and teachers. The existing
institutions at that time were not able to fulfill the

ambition of the country, not to mention the improving

 

28

financial position of Saudi Arabia as a result of the
increase in oil revenues. In short, these circumstances
provided a suitable climate and fertile soil for the
development of higher education in this country. In fact,
higher education is seen as a vital ingredient in Saudi
Arabia's development (W, Vol. 3, No. 5,
May 1965, p. 1). So, the creation of a modern secular
university education became a national necessity.

Since 1957, Saudi Arabia has witnessed the greatest
proliferation of higher education. During this period,
seven comprehensive universities and various autonomous
colleges were inaugurated in different areas of Saudi

Arabia.

WW

One of the youngest universities to be established in
Saudi Arabia is KFU. It was officially chartered in 1975
and received the first group of students to be admitted by
the university in the fall of 1975.

Like the other six universities in Saudi Arabia, King
Faisal University is a semi-autonomous public institution
operated and financed by the government through the
Ministry of Higher Education. Although the operational
policy decision of the university have been delegated to
the university council, the university's board - The

Supreme Council - is the dominant authority regarding all

29

of the university's scientific, financial, and adminis-
trative affairs (King Faisal University Catalogue, 1979-
1980, p. 20). However, KFU consists of two campuses:
the main campus which is located in AL-Ahsa and contains
the univeristy's administration headquarters and four
colleges (College of Agriculture Science and Food, College
of Veterinary Medicine and Animal Wealth, College of
Education, and College of Planning and Administration), and
four supportive units. These units are the Research and
Training Center, the Deanship of Student Affairs, the
Deanship of Admission and Registration, and the Deanship of
Libraries. Its branch in Dammam City includes two colleges
(the College of Medicine and Medical Sciences and the
College of Architecture and Planning), and the English
Center; Computer Center; and printing, translation, and
publication center (KFU Directory, 1982, p. 2).

The authorities of the university include (in
hierarchal manner) the Minister of Higher Education, the
Vice-Supreme President of the Saudi Universities, the
Supreme Council, the Rector, the University Council, the
Vice-Rector, the Scientific Council, Deans of the
University and the Colleges Departments Council.

The administrative structure of the university
includes the Rector, Vice-Rector in AL-Ahsa, Vice-Rector in

Dammam Campus, Deans of Colleges, Dean of Admissions and

30
Registration, Dean of Student Affairs, Dean of Graduate
Studies, Dean of Libraries, as well as a number of
directors of various services centers and other
administrative units.

The location of this university in the Eastern
Province of the Kingdom of Saudi Arabia, on the Arabian
Gulf, gives it a unique position because it is close to the
borders of the Arabian Gulf States.

This location makes the university more of an
international than just a national university. The
percentage of non- Saudi students to the whole population
of the students is about 13% (KFU Statistical Pmofile,
1984, p. l).

The growth of this institution exemplifies the rapid
expansion of higher education in the Kingdom. The profound
growth of the university is well documented through the
dramatic increase of its student number and the number of
disciplines available for the students. Its student
population increased from a very tiny enrollment of 170
students in the first academic year of the university in
the fall of 1975, to an enrollment of about three thousand
students during the first term of the academic year of

1985.

31

The mission of KFU is a challenging one within the
general role of the university education in Saudi Arabia,
that is:

To educate leaders who can assume positions in

government and private sector while guarding the

religious and moral values of the Moslem faith,

KFU's major goal is, therefore, the preparation

of students to actively contribute to the

development of Saudi Arabia within the religious

and moral codes of the Islam. In addition, the

university is to advance knowledge through the

promotion of research and study.

In accordance with such an ambitious mission, the
university provides many services and facilities for
its students, faculty members, as well as the surrounding
community.

There are two main libraries on each campus in
addition to a number of smaller libraries allotted for each
college and for student housing units. The community
service is one of King Faisal University's goals. Hence, a
number of services and facilities are provided by the
university to assist the community. Among others, these
centers and facilities are established:

1) Agricultural Ikaining and Research Experimental
Station;

2) Camel Research Center;

3) Date Palm Research Center, Water Studies Center;
and

4) Health care through instructional hospitals -
King Fahd Hospital and the veterinary Hospital.

32
Recognizing the uniqueness of each individual student
and the vital importance of developing the whole
personality of its students, KFU established the Deanship
of Student Affairs and the Deanship of Admissions and
Registration so as to create a productive atmosphere
conducive to the total development of the students
physically, emotionally, psychologically, intellectually,
spiritually, as well as socially. Therefore, the student
personnel services are considered an essential component
that complements and supplements the classroom instruction.
The services and activities available at King Faisal
University include admissions and registration, housing,
financial aids, student activities (religious, social,
athletics, cultural), health, orientation, food services,
and non-Saudi student affairs.
However, it is worth mentioning the goals of the
Student Personnel Services at KFU:

l) The provision of all necessary services for
students.

2) Orientation of students and strengthening their
belonging to the Islamic Nation and to the world.

3) Optimal exploitation of students' time by means
of implementing student activities programs which
promote students' talents and abilities to be
used for the interest of both of students and
society.

4) Prepare the individuals physically and mentally,
and develop their total personality through
student sports activities.

33
5) To acquire a balanced well-rounded personality of
its students and help them maintain and live a

positive life. (KFU Directory of the Deanship of
Student Affairs, p. 20)

Mission
A brief discussion of the foundations and historical

development of higher education in Saudi Arabia and the
development of King Faisal University and its student
personnel program is presented in this chapter. The next
chapter contains a comprehensive review of literature
related to student personnel services in regard to its
development, importance and the importance of evaluating
it, using students, faculty, and student personnel staff's
perceptions; pioneer studies in the field; and studies that
used one, two, or three of these groups in evaluating

student personnel services.

CHAPTER III
REVIEW OF LITERATURE

An exhaustive examination of the literature and
studies related to student personnel services in higher
education institutions in Saudi Arabia revealed that such
studies are almost non-existent. However, a review of
literature related to student personnel services in the
United States is presented in this chapter in an attempt to
discover the degree to which investigation, evaluation, and
analysis of student personnel services have been undertaken
in the United States in general and concerning the colleges
and universities in Saudi Arabia in particular.

In reviewing the literature, the researcher constantly
kept in mind the objectives and the plan of the present
study to make sure that the materials included were related
to the research plan and objectives. This approach was
advocated by Borg and Gall (1979). Although there was an
abundant accumulation of studies on student personnel
services, the present study includes only studies that
covered the whole program of student personnel services.
In order to depict the development of student personnel
services, studies from an earlier period are included in
the review of literature.

This chapter includes six divisions that cover studies
related to specific areas of student personnel services

34

35
directly associated with this investigation. These
divisions are:
1) Development of student personnel services.

2) Importance of student personnel services for
college students.

3) Importance of evaluation for student personnel
work.

4) Use of students, faculty, and student personnel
staff (either one group, two groups or three
groups together) in evaluating and assessing
student personnel work.

5) Pioneer studies of student personnel services.

6) Studies that used students, faculty, and staff

and studies that used one group, two groups, or
all three of these groups.

WW5

Tracing the starting point of student personnel work
is actually an exhaustive task. The ideas regarding the
origin of this profession are inconsistent. While some
consider the publication of the famous pamphlet, the
atgdgn3_zg;§gnng1_291n§_gfi_y1gu in 1937 as a cornerstone in
student personnel services (Zimmerman 1963, p. 2), others
argued that the foundation of student personnel work goes
back deeply in history. Bathurst (1938) states that
"contrary to the belief of some, student personnel work is
not new. Its roots extend deep into antiquity, antedating
even the birth of Christ . . . Its roots can be traced back

to Athenian education before and during the time of

36
Socrates, Plato, and Aristotle" (p. 502). Rackham (1950)
echoed Bathurst and rejected the idea that the student
personnel point of view is a new, innovative twentieth
century concept. He made it clear that:

. . . student personnel work has its roots deep

in antiquity. When one considers that during the

time of Socrates, Plato and Aristotle Athenian

education was concerned with developing the mind

and body equally; when one realizes that the idea

of guidance, of the need for individualization in

teaching, has been present for centuries in many

important philosophies from the time of Plato to

the time of Dewey, he should realize that the

guidance concept springs from sources which have

long been considered eminently sound and

eminently respectable. (p. 1)

Leonard (1950) attributed the beginning of student
personnel work to the colonial colleges era (p. 24).
Shaffer and Martinson (1966) pointed out that the real
development of student personnel services took place in the
latter part of the nineteenth century and the early part of
the twentieth century in response to increasing needs and
demands pressing upon American colleges and universities
(p. 3-4).

Delworth, Hanson, and Associates (1981) singled out
three factors in the history of American higher education
that influenced the evolution of student personnel services
profession. These are:

l. 'The shift in emphasis from religious to secular
concerns.

2. The expansion in size and complexity of
institutions, and

37

3. The shift in faculty focus from student
development to academic interests. (p. 9)

‘Wrenn (1951) Zlisted a number of factors that he
believed to have contributed to the growth of student
personnel services in higher education. Some of these
important antecedents were the initiation of the elective
system in 1925, the new development in psychology, the
presence of women on the college campus for the first time,
and the local conditions and the general philosophies of
the institutions (p. 32-34). As to the development of
student services in the twentieth century, after World War
I, Wrenn outlined four influential factors: 1) the
increasing size and heterogeneity of student populations,
2) emphasis upon specific "phases" of student life, 3) the
development of new tools and specialized procedures, and 4)
the increasing complexity of social adjustment (p. 24).

Shaffer and Martinson (1966) added other elements such
as the land-grant colleges movement and the rising of the
general reaction against an intellectualism philosophy of

education (p. 3).

c d on 'c
The great role student personnel services plays on any
campus has been recognized by practitioners, educators, and

professionals. Lloyd-Jones and Smith (1938) warned against

38
considering the student personnel program as the "fifth
wheel of education" (p. 16). They added that:

Higher education finds prepared to its hand, in

the personnel program, tools and methods for

understanding individuals so that education can

be effectively individualized and, consequently,

students may become increasingly self-directing

and successful in making and realizing worthwhile

plans for themselves and for society. (p. 14)

Noel (1985) in studying one of the nagging problems
in American higher education institutions, namely keeping
students from dropping out, found that creating an
environment conducive to identification and development of
students' talents could result in an amazing level of
learning and personal growth. This development can be
achieved with activities in the classroom and/or out of the
classroom (p. 2). He also notes that high quality academic
advising, counseling, and career pdanning services were
rated as important factors contributing to students'
retention (p. 16).

Chancellor Wells from Indiana university (1966), in
his introduction of Shaffer and Martinson's book, sggggg;
WW. portrays. in
general, the impact of failing to respond to the need of
college students on the development of the whole nation.
He stated:

If institutions of higher education.... . had

failed to meet needs of the unsophisticated or

disadvantaged college-age youth, the growth of
the country would have been stunted from each of

39

needed leadership and skilled personnel. Without

the broad base of trained manpower provided by

colleges and universities, the United States

would not have been able to develop as rapidly

and with such diversity as it has during the

Twentieth Century. (p. vi)

According to Shaffer and Martinson (1966), student
personnel work not only serves the students' needs but also
assists the institution, as a whole, in its work and helps
it maintain the "coherence and integrity of the college
environment" (p. 14).

Astin (1985) introduced "The Student Involvement
Theory" in which he argued that the more the student
participation in college affairs, whether in academic or
non-academic activities, the greater the learning and
personal growth (p. 137). Astin suggested three practical
steps to facilitate students' involvement and developing of
their talents. Student life outside the classroom, which
includes, as Astin mentioned, "academic advising,
residential facilities, orientation, financial aid,
counseling, and campus life in general, is one factor for
encouraging greater participation of students. Moreover,
‘Parker (1974) contended that "student services . . . are
necessary to the efficient functioning of the university"
(p. 4). Berdie (1970) clarified the important role of
student personnel work as he identified its vital purposes:

1) To humanize higher education;

2) To individualize higher education;

40

3) To bring into balance the world of the student,
that of the university, and the enveloping "real"
world that encompasses all;

4) To implant, nurture and extend students' drives,
interests, and motives, so that college and
community resources will be used maximally by
students to achieve their educational purposes;
and

5) To increase the immediate satisfactions and
enjoyments experienced by students so that higher
education is perceived as a pleasantly productive
experience. (p. 12-13)

According to wrenn, student personnel work's primary
task is helping the student. Hence, Wrenn (1951) pointed
out the tremendous value of student services on the grounds
that raising "the level of effectiveness of the college, or
of society as a whole," is contingent upon the promotion of
the "competence and maturity of each individual" (p. 3).
The findings of Fitzgerald's (1959) study showed that
faculty members' responses assured the importance of
student personnel services for the achievement of the
philosophy and purpose of higher education.

Berdie (1966) considers the student personnel services
as an integral part of the whole educational process and
not just as a part of or a separate function of higher
education institutions pattern (p. 135). After reviewing a
number of pioneers' definitions of student personnel work,

Bathurst (1938) concluded that the writers asserted that

41

student personnel work and education are synonymous

(p. 509).

W

"In order to ascertain the worth of a product it is
well to question the consumer and the product. Such is
true with regard to student personnel services" (Kamm,
1950, p. 543).

The review of the literature pertaining to student
personnel work in higher education over the last fifty
years revealed that there has been steady growing interest
and emphasis on the merit of evaluation of student
personnel programs. The American Council on Education's
famous pamphlet (1949): The_5iudent_£srssnnel_fsint_ef
21:1, points out that "without stress upon a critical and
experimental self study, student personnel services will
deteriorate into ritual observance which yields little
assistance to growing students" (p. 20).

Lewicki and Thompson (1982) stressed the vital
importance of careful evaluation for planning and
implementing student services programs successfully
(p. 477). Wrenn (1951) challenged the personnel worker to
accept the opinions of both groups, the students and
faculty, about the student service as an essential
condition for the "success of or failure of the program".

He strongly recommended that, "Opinions must be sought and

42
their influence recognized if the attitude of those stating
the opinions have any significance for the services in
question" (p. 500). While Lloyd-Jones and Smith (1954)
described evaluation as a vital and essential component in

any valuable enterprise (p. 324), their book a_jumdgnt
WW drew the attention

to the great benefits gained through the research and
evaluation in the student personnel program. They put it
this way:

Research and evaluation assist those in charge of
student personnel programs to discover what they
have to work with; the type and capacities of
students' . . . the result of interacting forces;
the type and nature of equipment, space, and
other facilities available and needed; trends and
emphasis in their personnel efforts. Research
and evaluation may become the basis for change in
policies, for a more effective direction of
efforts. Research and evaluation may also become
the basis for further needed research and
evaluation. (p. 278-279)

Williamson (1961) assured that:

No program can continue to develop in step with

increases in related knowledge without such

evaluation. It is a mark of an effective program

and of effective staff work when personnel

workers are interested in constant evaluations of

their efforts. (p. 131)

Gilbert (1950), Hopkins (1948), Zimmerman (1963),
Emerson (1971), Kvaraceus (1960), Badger (1962), Becker
(1961), Dunlop (1970), Peterson (1968), Mines, Gressard,

and Daniel (1982), Kuh (1982) and McDavis and Martin

43
(1984) all emphasized the need and importance of evaluation
of student personnel services.

Rackham (1951) argued that until a thorough and
systematic evaluation and assessment of the present
programs and a study of the actual needs is made, these
services will not be as effective or adequate as they
should be (p. 692). Robinson (1962) stated that
"evaluation of present programs provides the only sound
basis for the program modification which probably will
become necessary as student enrollments increase (p. 21).
Rackham urged that "student personnel workers should be
subjected periodically to a thorough inventory so that
needed adjustments can be identified and attended to"
(P. 691).

However, evaluation of student personnel services
continue to assume an important role in increasing the
effectiveness and the responsiveness of the profession.
Recently, in his assessment of the trends affecting student
affairs on the eve of the silver anniversary year of
student personnel work (1959-1984), Shaffer (1984) strongly
stressed the "absolute necessity" for constant, effective
evaluation in all aspects of student affairs (p. 131).
Achieving a meaningful evaluation requires that criteria
be available against which the performance of a function is

measured.

According to Wrenn (1951), "the distinctive
characteristic of evaluation is the establishment of
criteria against which the performance of the function is
measured or judged. Almost any method of research may be
employed, but evaluation must a1gay§_hg_against_griteria"
(p. 476-477). Wrenn states that using the opinion of the
student as a criterion of effectiveness is less common, but
as an index of "consumer attitude it is more significant
than any expert judgement of what ought to be useful to
students" (9. 501).

Barr, Keating and associates (1985) asserted that
"word-of mouth program evaluation among student
participants is one of the best indicators that the program
goals and objectives were met" (p. 143).

According to Moore (1966), Williamson suggests that
student and faculty satisfaction or dissatisfaction with
the services can be considered adequate criteria for
evaluating student services (p. 35).

Glennen (1965) contends that to be able to meet the
needs of the majority of the students, a college should

study the opinions of administrators, students, and faculty

(p. 14).

45

W: Published in 1949
by the American Council on Education, identified some
criteria for evaluating student personnel programs. Two of
these criteria relating to the use of student's and
faculty's opinions were: 1) student expressions of
satisfaction and dissatisfaction with the services
received; (these expressions may be informally collected or
may be gathered systematically) and 2) Expressions of
satisfaction and dissatisfaction with the program by
members of the teaching staff (p. 18).

Lloyd-Jones and Smith (1954) point out that "it is
important that all those involved should be consulted and
given an opportunity to contribute their ideas"
(p. 324-325). They added that student views are "often
fresh and fruitful and their assistance of genuine value"
(p. 227). Tamte (1964) stated that, "the effectiveness of
a student personnel program does not depend solely upon the
measured effectiveness of the objective characteristics of
its staff. The effectiveness rests also upon the "image"
of the program held by the various members of the
university community" (p. 7).

Abbott (1976) justifies the use of the student
personnel staff's perceptions of student services on the
basis that "they have day-to-day responsibility for

administering the services". And because it

46

'. . . possesses first hand knowledge of the internal
operation of each service and the strengths and weaknesses
of the service in dealing with daily problems" (p. 7).

Fitzgerald (1959) refers to the necessity of
determining and clarifying the perceptions of faculty
members regarding student personnel programs in higher
education institutions (p. 5). The American Council on
. Education's publication (1949), The_Stgdgnt_£er§gnnel_zgint
9f 11:1, calls for students' participation in the
administration of student services. This pamphlet assured
that "students can make significant contributions to the
development and maintenance of effective personnel programs
through contributing evaluations of the quality of the
services, new ideas for changes in the services" (p. 17).

Wrenn (1951) strongly recommended that faculty
opinions about personnel services be surveyed and taken

seriously if the procedure has to be successful.

Writ.
According to many writers (Blaesser, 1949; Badger,
1964; and Rankin, 1966), Hopkin's study (1926) was the
first national survey of student personnel work in higher
education. The purpose of Hopkin's survey was to assess
and evaluate the existing program in terms of its fit
into the overall educational program of the surveyed

institutions, to determine the extent to which the

47
personnel point of view philosophy was put into practice
for the purpose of helping the individual grow and to
ascertain the needed action as suggested by those
concerned.

Hopkins (1926) prepared a list of activities involving
twenty items which fall under five major categories:
selection and metrication, personal service, curriculum and
teaching, research, and coordination. Provision and
effectiveness of a service in any of these institutions
were rated in terms of A, B, and O to indicate the
existence and level of performance of services according to
Hopkin's judgement. Fourteen institutions were visited and
their student personnel work was investigated within two to
three days. Hopkins concluded that there was a general
acceptance among these institutions of the personnel point
of view represented by these functions (p. 7).

Brumbaugh and Smith (1932) constructed a point scale
for evaluating student personnel work in higher education
institutions. Fifty experts in student personnel work were
asked to distribute 1,000 points among ten selected areas
of student personnel services. According to Gannett
(1981), "This study was significant because the scale
included more services than the previous scales developed
by Hopkins" (p. 20). This study introduced the following

functions: educational counseling, admissions and

48
orientation, personal problems, records, data and research,
personnel organization, health and recreation, vocational
counseling, diagnosis and remedial treatment, student
employment and placement, and extra-curricular activities.
This scale was used in more than 100 institutions where
administrators and student personnel staff were requested
to rate their programs on this scale. However, no results
were reported from this study.

In 1936, fifty-seven institutions of the North Central
Association of Colleges and Secondary Schools were the
target of an evaluative study conducted by Gardner (1936).
He sought to determine the extent to which provisions for
student services were associated with academic excellence
in each of the investigated institutions. A checklist was
developed with the help of and consultation with thirty-two
student personnel experts. Eleven areas of student
personnel services were included on the checklist:
admissions, orientation, records, educational and personal
counseling, extra-curricular activities, faculty advising,
health services, housing and board, placement, and
discipline.

According to Gannett (1981), the results of Gardner's
checklist were correlated with the scale constructed by

Brumbaugh and Smith in 1932 (p. 21).

49
In 1931 Cowley conducted a survey at Ohio State
University. His purpose was to find "a method of
classifying and cataloging" the functions of student
personnel services (p. 18). He sought to come up with a
clear-cut definition of these services and to eliminate the
confusion surrounding student personnel work. However,
Cowley was criticized by Dean Hawkes annual report to
the President of Columbia University in 1927, in which he
urged that each institution should conduct a survey of its
student services to delineate the outside classroom
activities and coordinate responsibilities (p. 18).
According to Cowley (1931) the definition of the
jprogram includes two parts: the structural analysis and
the functional analysis. Cowley's survey suggested ten
administrative units and nineteen personnel functions.
These nineteen services were:
1) Personnel Counseling
2) Educational Counseling
3) Vocational Counseling
4) Psychological Counseling
5) Religious Counseling
6) Part-time Placement
7) Employment or fu11-time placement
8) Loans and scholarship
9) Student Health
10) Housing
11) Supervision of Extra-Curricular Activities
12) Social Programs
13) Discipline
14) Intelligence testing
15) Orientation (Freshmen Week)

16) Admissions
17) Admissions of the Ohio Union, men's club house

50

18) The Admissions to WOmen's club house
19) Pre-College Guidance

Cowley defined these functions and then sought answers
for three questions about each of them: 1) Is the service
centrally operated? 2) Should it be centralized? And 3)
Do the functions need to be developed? (p. 24).

Wrenn and Kamm (1948) made an evaluative study with
the purpose of developing a procedure for evaluating
student personnel services because they felt that the
student personnel field needed such tools to use in
evaluating the effectiveness and adequacy of student
services on higher education institutions. This evaluation
report farm included fourteen student personnel services,
each of which encompassed various subcategories. The
authors divided this evaluation report form into three
parts: Part A dealt with the degree to which the
administration of the institution regarded this student
service essential. The second part, B, comprised a listing
of the services provided for a specific personnel
function. Part C allowed them to put together his two sets
of judgments and then measure the adequacy of each of the
services provided by his institution (p. 266-268).

Kamm (1950) developed W to be
used in conjunction with the previous form, entitled "An
Evaluation Report Form for Student Personnel Services"

because the latter was "for the use of trained personnel

51

workers" (p. 538). This form contained sixty questions,
five for each of twelve different functions of student
personnel services. The respondents were asked to chose
between three answers: "yes", "no", or "?" to each of the
sixty items. A combined score of each item and grouping of
these question responses for each of the major services was
calculated. In interpreting the data, Kamm used
percentages. If "yes" responses for certain functions
reached approximately two-thirds or more of the total
responses, it was suggested that the services be regarded
adequate; and should be taken care of. Kamm suggested that
the "?" responses were to be used for testing the
familiarity or lack of familiarity with a particular
service. He recommended that "the presence even of a low
percentage such as (15%)" indicated that improvement of
publicity and communication is needed.

Rackham (1950) conducted a comprehensive study with
the purpose of developing an inventory to be used in
evaluating student personnel services in higher education
institutions. His study included 381 personnel officers
and ten specialists. His approach included seven steps
through which a 225 item rating scale was developed
covering fifteen areas of student personnel services
programs. These tentative criteria were presented to the

chief personnel officers at the carefully selected

52

institutions to be included in this study. A selected
number of "competent specialists" in student personnel
services were asked to review the criteria and check the
criterion which they deemed its provisions contributed
to the institutional excellence. The specialists were
asked to recommend any addition to or omission from the
list according to their judgment.

Rackham (1950) reached the following eighteen
conclusions as a result of his study:

1) The aims and scope of any program of student
personnel services will be determined by the aims
and scope of the educational system which it has
been designed to serve.

2) Modern institutions of higher learning in the
United States are committed to the responsibility
of developing the whglg student to provide not
only intellectual experiences, but physical,
emotional, and social experiences as well. This
commitment makes it imperative that institutions
understand the elements in the educational
process.

3) Student personnel service programs in American
universities are essentially alike in their
underlying purposes, although they may differ
vastly in details.

4) Because the welfare of students is not the
exclusive concern of any one group, the three
divisions of the college organization (business,
instructional, personnel) must be thoroughly
integrated.

5) The effectiveness of any student personnel
services program must ultimately rest upon
scientific evidence and concrete facts, not upon
untested assumptions and unsupported personnel
opinions; therefore, any such program should be
subjected periodically to a thorough inventory,

6)

7)

8)

9)

10)

11)

12)

13)

53

so that needed adjustments can be identified
and given proper attention.

Increased student personnel services are demanded
in colleges and universities today because of the
rapid growth of emrollments, changes in the
character of the school population, and the
expansion of educational offerings.

A student personnel service program should be
judged as a whole and not simply as the sum of
its separate parts; weakness in one part of a
program may be more than compensated by strength
in another.

Administrative policies in a college institution
should be of such a nature that personnel workers
continuously experience the application of the
best personnel principles in their professional
activities.

Since change is a universal law, any efficient
student personnel program must possess
flexibility, which enables it to adapt itself to
varying problems and objectives; that is, it
should be more concerned with diversity and
initiative than with uniformity and conformity.

The most desirable type of organization is a
decentralized, coordinated personnel service
which allows independent but related functions to
be performed by a variety of agencies and
individuals (e.g., health and placement) with
considerable autonomy given each of the units and
with all service coordinated through a central
office.

The responsibility of an institution and of the
program of student personnel services in
particular goes far beyond college boundaries and
beyond limits of graduation.

There is need for increased articulation between
secondary schools and institutions of higher
education.

Counseling, at least at the lay level, should be
a part of the major function of every educator
and not the sole responsibility of duly appointed
personnel officers.

54

14) Leaders in institutions of higher learning can
and should help to mold and direct collective
opinions on their campuses.

15) In campus organizations and activities, the
development of the participants is of more
importance than is the attainment of any
particular level of efficiency. Always, of
course, such activities should be integrated
as much as possible with the work of the
curriculum.

16) It is the responsibility of an educational
institution to help those students who are in
need of placement guidance to find occupation
outlets for the education they obtain.

17) Effective student personnel services depend upon
on an adequate system of records.

18) The demand for trained personnel workers will
increase as members of the teaching and
administrative staffs become increasingly
concerned with counseling functions and more

alert in detecting personality
needs. (p. 332-336)

W
W

Daughtrey (1953) used two instruments of measurement
to gather information from the selected student and faculty
samples. These data were employed to analyze the reactions
of these two groups to student personnel services at the
University of Florida. He used percentage, ratio and
chi-square statistical interpretations. His study revealed
that student and faculty reactions were favorable toward
these services. However, faculty reactions were less
positive than those of the students. Intergroup

differences were evident. Daughtrey concluded that further

55
investigation was needed in counseling, registration and
admissions, and health and food services as well as
communication improvement for placement and personnel
records services (p. 786).

Mahler (1955) utilized the reactions of students and
faculty to eleven major student personnel services in four
independent Minnesota colleges to answer two research
questions:

1) ‘What formulated faculty-student opinion

scales can be employed to secure estimates
of quality of a given student personnel
services;

2) To what extent can opinion scales be used

to assess the acceptance of the basic
principles of the students' point of view?

Mahler found it necessary to construct a novel scale
that could be utilized with both faculty and student
groups. 'The questionnaire consisted of twelve personnel
areas. He also used the Rackham (1950) Student Personnel
Services Inventory through personal interviews at the four
colleges with the student personnel services staff to get
an independent judgment. The judgement was then matched
with the findings resulting from administering his own
inventory with students and faculty.

Mahler concluded that a cautiously constructed
student-faculty opinion scale could be used to obtain
estimates of the quality of a designated student personnel

service. He established a dependable student point of view

inventory as well.

56

Shigley, (1958) conducted an evaluative study at
Marion College depending on student and faculty opinions of
adequacies and inadequacies of various student services.
He adapted and utilized Kamm and Wrenn's inventory for
obtaining views of students, revised it and addressed it
to the faculty. The personal interview method was used
with all faculty members and a sample of student
papulations from each college class of the institution.
Shigley analyzed and compared the responses of students,
subgroups of students and faculty, and subcategories
of faculty. The chi-square technique was used to detect
significant differences between the students, between the
faculty and between the subgroups. The findings of
Shigley's investigation showed that:

1) In general, both students and faculty rated
the program as inadequate;

2) Students rated three services from 12 as
adequate and faculty rated two as adequate;

3) Both faculty and student responses revealed
that they were familiar with five of the
functions and they needed more information
on the other seven areas of services;

4) Significant difference in the opinions of
the students and faculty were recorded
relative to their views and familiarity of
adequacy of various services; and

5) Significant differences were reported
between the opinions of divergent student
groups and between faculty subgroups than
were confirmed between the opinions of
students and faculty.

57

Shigley concluded that the program as a whole was
inadequate, student aid and placement services needed more
attention, and communication and publicity were lacking,
especially for new faculty and working students (p. 1018).

In an attempt to accomplish two purposes; to identify
the perceptions of faculty members at Michigan State
University regarding student personnel services in higher
education, and to develop an instrument which could be
applied (n: a variety of campuses, Fitzgerald (1959)
conducted a study in which she used the questionnaire
method of investigation. A questionnaire called "Student
Personnel Services Questionnaire" was mailed to a randomly
selected sample of 150 faculty members at Michigan State
University.

Chi-square techniques, which were employed by
Fitzgerald to analyze the data, indicated that significant
differences in perceptions exist between faculty who work
closely with student organizations, and those who do not.
‘But a few differences were disclosed between the
perceptions of faculty with tenure on MSU campus and those
who do not have tenure.

It was the purpose of the study conducted by Zimmerman
(1963) to examine the student perceptions regarding student
personnel services at Michigan State University. He
utilized a stratified random sample consisting of fifty

senior students during the academic year of 1962 at MSU.

58
Zimmerman used two instruments to gather the needed data
for his investigation: the questionnaire constructed by
Fitzgerald and a personal interview with each subject.
A questionnaire constructed earlier by Fitzgerald
asked the participants to respond to each item in two ways:

1) How important is each function to college
student's education, and

2) How do students evaluate the performance
of each service on MSU campus.

These questions followed certain questions for personal
interviewing of students.

The results of Zimmerman's study revealed the
following:

1) Personnel services are important to the student
in college.

2) The attitude of the members of the sample toward
these services at Michigan State University were,
in general, very favorable.

3) The amount of student experience with various
personnel services varied widely.

4) The students of the sample were least satisfied
with the area of student conduct.

5) The students of the sample were most satisfied
' with the placement services.

6) The methods of improving personnel services
suggested most often by the students were
improving communications between the various
personnel services and the students and giving
the students more responsibility in the areas
of housing and conduct.

Tamte (1964) investigated the perceptions and whether

differences in opinions exist between faculty, student

S9
personnel staff, and students in regard to the student
personnel program at the University of Denver.

He tested fourteen hypotheses covering the perceptions
of the three groups and their subgroups. A questionnaire
consisting of forty statements representing nine areas of
the student personnel program was used for data gathering.
He asked each respondent to answer four questions.

1) What is the importance to college education?

2) Are there specific provisions for this at
the University of Denver?

3) How adequately is it achieved at the
University of Denver?

4) Where is this function performed?

The chi-square technique was utilized and the level of
significance was set at p-.05. The conclusions related to
Tamte's investigation were:

1) That there is little disagreement within the
campus community at the University of Denver
concerning the importance of the various
services to a college education;

2) There is much disagreement and/or lack of
knowledge regarding the place of the student
personnel services at the U.D;

3) 'The personnel services at the U.D. were
perceived differently by the various
groups studied both as to importance to a
college education and as to location;

4) With regard to the groups of faculty
and of students, the selective factor chosen
for grouping could not be definitely
identified as the differentiation factor.
The housing factor and the six factors among
all the student groups may have been the
differentiating factors throughout;

60

5) That there were more significant differences
in perceptions by the subgroups of the
students in some student personnel areas
than in others.

Abdel-AAL (1965) analyzed the perceptions of students
and faculty regarding student personnel services in teacher
colleges in Egypt. He used Kamm and Wrenn's instrument,
"An Inventory of Student Reaction to Student Personnel
Services" to obtain the needed data for his study.
Abdel-AAL's study was intended to answer the following
research questions:

1) What are the effective and the ineffective
student personnel services of teacher
colleges in Egypt as viewed by their
students and faculty members?

2) How well informed are students and faculty
of the available services?

3) Is there any difference in the perceptions
of these two groups regarding student
services in their colleges?

4) What improvement of the existing services do
these perceptions suggest?

The chi-square technique was employed in the analysis
of the data to look for any significant differences in the
responses of various subgroups of the students and the
faculty.

Abdel-AAL's study results showed that the majority of
the services were perceived by students and faculty as
inadequate and their responses indicated that there was a
lack of sufficient information with regard to most of the

services investigated. In terms of whether there were

61

significant differences in the perceptions of students and
faculty and among their subgroups, the findings revealed
that significant differences were confirmed between these
groups concerning the majority of the selected services.
However, asked on the results of his investigation,
Abdel-AAL proposed that a student personnel services
program be established for the teacher colleges in Egypt
and that they include most of the student services provided
by colleges and universities in the United States.

Rankin's study of student personnel services at
Colorado State College in 1966 was undertaken to determine
the perceptions held by the 1966 Spring Quarter graduating
seniors concerning these services. The primary purpose of
Rankin's investigation was to obtain the data to be
utilized in the evaluation of the student personnel
services at Colorado State College. The minor purpose was
to ascertain if the perceptions of the graduating senior
would vary significantly when they were classified into
three groups: sex, duration of enrollment, and residences.
Rankin's investigation was planned to answer the following
questions:

1) How important are the student personnel
services to graduating seniors?

2) Are graduating seniors aware of the
personnel services?

3) Have graduating seniors had direct contact
with the personnel services?

62

4) How satisfied are graduating seniors with
the personnel services?

5) be graduating seniors know the location of
the personnel services?

6) ‘What recommendations do graduating seniors
have which would help to improve the
existing personnel services?

Rankin employed the questionnaire method for gathering
the information needed for his study. His instruments
consisted of two sections - the first part comprised forty
items exemplifying functions and responsibilities of
student services on the Colorado State College Campus, and
the second section included open-end questions eliciting
participants' recommendations for the improvement of the
selected student personnel services. Rankin used the
chi-square to test the null hypotheses and percentages to
determine the direction of the graduating seniors'
perceptions. In the light of the analysis of the data,
Rankin reached the following major conclusions:

1) Graduating seniors rated the student
services as being "fairly important" to
college education.

2) Although the graduating seniors were aware
of the provision of these services, they
were unaware of all of the functions
provided by these services.

3) They have had contact with each of these
services, but did not utilize all of the
functions available.

4) In general, the graduating seniors were

satisfied with the services in which they
have experience.

63

S) The Placement Center was seen by graduating
seniors as the most important service to
students.

6) The job of supervising the off-campus
housing was perceived by graduating seniors
as the most unsatisfactorily accomplished
function.

7) When the graduating seniors grouped by sex,

(duration of enrollment, and place of
residence; their perceptions of student
personnel services did not differ
significantly.

In 1967 Ross studied the opinion of administration,
faculty, and student personnel staff regarding the
importance, provision, the awareness of these groups and
how well, and in what areas these services were being
performed. Six null hypotheses were tested to ascertain
the consistency of the response pattern between and among
these groups and the subgroups.

A questionnaire called "Student Personnel Services
Questionnaire," which was adapted from Fitzgerald's
questionnaire, was used to gather the data. The chi-square
test was used to see which response patterns differed for
various groups.

Ross concluded that:

1) There were discrepancies in the opinions of
administration, faculty, and student
personnel workers on twenty-six of the
student personnel functions;

2) Significant differences for the total sample
on all of the statements in counseling and
student activities;

3) The three groups of the sample hold a
different philosophy of education;

64

4) A lack of knowledge, on the part of faculty
on whether certain student personnel
services were provided at Ohio university;

5) There was a breakdown of intra-area
communication among the student personnel
workers concerning their functions.

Troescher's (1969) study was concerned with the
measurement and comparison of- the perceptions of student
personnel services held by student personnel adminis-
trators, the faculty, and the students at Rock Valley
College. Specifically, her study was designed to answer
the following questions:

1) How effective were student personnel
services at Rock valley College as seen by
student personnel staff, faculty, and
students?

2) Were there any significant differences
between the perceptions of these three
groups toward any of student services at
their college?

Troescher found that, in general, there was an
agreement in the perceptions of the student personnel
staff, faculty, and students, that most of the services
were being implemented effectively, and that this agreement
would indicate that these services were a very important
component within the total college program (p. 115).

Dunlop (1970) undertook a study at the University of
Wyoming to measure the student perceptions of student
personnel services. His major aim was to gather
information from the students and to use it for evaluating

the student personnel program at this university. The

65

minor purpose of Dunlop's study was to ascertain whether
the perceptions of the sampled students would vary when
they were categorized into subgroups. This investigation
was guided by five research questions and four null
hypotheses posed by Dunlop. In these questions Dunlop
asked the respondents to record their views as to the
importance of these services, their awareness of the
provisions of these services, the frequency of direct
contact by students with these various activities, how they
rate the effectiveness of these various services, and
lastly the students were asked to give any suggestions
or comments regarding the studied program.

Dunlop presented his conclusion in two categories:
general and specific. In general, students perceived
student services as an important aspect of higher
education. Most of them were aware of the provision of
these services, but were not familiar with the operational
functions in detail. Most of the students were not able to
rate the level of performance of these services. Where
students lived proved to be the influential factor when
comparing their views regarding student services. Student
responses revealed that communication between themselves
and student personnel workers was missed, and they showed
their satisfactions with services with which they had
experiences and contacts. The student responses indicated

that they were not being involved in decisions regarding

66
policies, rules and regulations that affected their
conduct.

Emerson undertook a study in 1971 to determine
differences in perceptions held by faculty, students, and
student personnel workers concerning the effectiveness of
student personnel services. Personal versus vicarious
experiences were employed to evaluate the effectiveness,
and familiarity of selected student personnel services at
ten colleges at the North Carolina Community College
system. He used a questionnaire called "Evaluation of
Selected College Services," which consisted of 65
statements.

Emerson (1971) utilized the multivariate and
univariate analysis of variance and the Tukey and Scheffe'
pos-hoc tests to analyze the data. His study indicated
that significant difference exist between colleges: faculty
rated the effectiveness of selected student personnel
services lower than did students; and student personnel
staff, faculty, and students perceived their awareness of
selected student personnel services lower than did student
personnel workers. He recommended that a study be conduct-
ed to measure the perceptions of faculty, students, and
student personnel workers concerning the importance of
student personnel services and to determine whether there

were some differences in their perceptions.

67

In an exploratory study, Cowins Sr. (1974) conducted
an investigation at the University of North Florida to
examine the perceptions of faculty, administrators, and
students regarding student personnel services at this
University. He used a modified version of the Fitzgerald
questionnaire to gather information from the three groups
in an attempt to identify and compare their perceptions.
These perceptions could then be used in the evaluation of
the student personnel program at the University of North
Florida. The services included in Cowins' study were
counseling services, financial aid and placement, food
services, health services, special services, student
activities, and student conduct.

To test his hypotheses, Cowins used discriminant
analysis and multivariate analysis of variance techniques.
The results of this study revealed that the perceptions of
counseling and food services seemed to be the contributing
factors in a measure of group differences in the area of
importance and awareness successively. As to the area of
effectiveness, services related to student conduct were
perceived as very effective by the student body, but in the
area of food services there were no significant differences
found between the perceptions of the three groups.
Concerning the analysis of data on the location of food

services, significant differences were found between the

68
groups. Relying on the findings of his study, Cowins
rejected all four hypotheses.

Student activities at Federal City College were the
concern of Kinard's (1975) investigation in which he sought
to examine the perceptions of students and student
personnel staff with respect to student activities at
Federal City College in order to determine areas of
perceptual disagreement and/or concurrence.

Kinard posed the following research question: "Was
there a significant difference in the satisfaction with
student activities at Federal City College as viewed by
students and student personnel staff who were registered
and/or employed this college?"

In general, Kinard's study revealed that differences
did exist between the perceptions of the Federal City
College students and the student personnel staff concerning
student activities. Also his results showed that staff
estimations of student satisfaction were significantly
Ilower than those revealed by the students.

The main purpose of McIver's (1976) investigation was
to secure the perceptions held by administrators, faculty,
and students regarding the existing student personnel
services at the University of Oklahoma. The secondary
purpose of McIver's study was to ascertain if the opinions

of the three groups would vary significantly when they

69
were categorized on the basis of four variables:
importance, awareness, effectiveness, and location.
McIver's study was centered around the following
questions:
1) How important are the student personnel
services to administrators, faculty members,

and students?

2) Are administrators, faculty, and students
aware of the student services?

3) How satisfied are administrators, faculty
members, and students with the personnel
services?

4) Do administrators, faculty members, and
students know the location of the personnel
services?

Five null hypotheses were examined by McIver in order
to decide if a relationship existed between the perceptions
of administrators, faculty, and students. The first four
hypotheses dealt with the perceptions of student personnel
services on four subscales separately, including:
importance, awareness, effectiveness, and location. The
fifth hypothesis treated these four subscales all together
as related to the perceptions of student services among the
three groups. The findings of this research indicated that
significant differences existed in the perceptions of
importance, awareness, effectiveness, and location of
student personnel services among administrators, faculty,
and students. A

In 1977 Betz developed a study to determine the

availability, utilization, and quality of student personnel

services on five chosen metropolitan university campuses as
perceived by non-residential evening students and
administrators.
the utilization and availability of student services on
these campuses for evening students, and to ascertain the
quality of these services as perceived by non-residential

students using them and professional staff administering

them.

70

Six research questions were to be answered by Betz's

investigation:

1)

2)

3)

4)

5)

6)

Betz used the questionnaire technique for obtaining the
needed data for her study.

information Betz employed the "t" test and the chi-square

Is there a relationship between the
utilization of student personnel services by
evening students and their sex, academic
status, age, marital status, and employment
status?

What differences are there in the perceptions
of administrators and evening students
regarding the availability of student
personnel services?

What differences are there in the reported
perceptions of administrators and self-reports
of evening students regarding the utilization
of the student personnel services?

What differences are there in the perceptions
of administrators and evening students
regarding the quality of student personnel
services?

What are the perceptions of administrators and
evening students regarding the desirability of
additional student personnel services?

What are the perceptions of administrators and
evening students with regard to the need for
existing personnel services?

The study's purposes were to investigate

To analyze the collected

71

test of significance. Based on her study results, Betz
concluded that both groups viewed these services as needed,
available, and of good quality despite the fact that
students' responses indicated that they did not use these
services. She stated that the two groups may have taken it
for granted that these services have been part of their
institution's environment for a long time and fit with the
traditional personnel services program.

In his article, Hendry (1977) reported the findings of
a study whose purpose was to identify where differences of
perceptions of fauclty, students and student personnel
staff existed regarding the scope, quality and need for the
improvement of student personnel services at five Alberta
public colleges in 1974-1975. He concluded, based on the
findings, that students' perceptions of the quality of
student personnel services differ significantly from the
perceptions of the personnel providing the services.
However, generally student perceptions of the quality of
services were found to be more in agreement with the
perceptions of the faculty members than with those of the
student personnel staff. Yet, student perceptions of the
quality of the student personnel services were found to be
consistently more negative.

Robinson (1979) investigated the perceptions and
utilization of student personnel services in an attempt to

study the differences in the perceptions and utilization of

72

twelve areas of student personnel services by selected
student subcultures at East Texas State University. The
participants were categorized according to the typology of
student subcultures, sex, residence, college major, and
ethnic background. He utilized two forms of question-
naires. He developed one of them and used the College
Student Questionnaire, part 2. He used the chi-square test
of independence to test the twenty hypotheses which he
formulated for this study.

His study revealed that:

1) Significant differences existed among members
of the vocational, academic, collegiate, and
nonconformist subcultures in their perceptions
and utilization of student personnel services;

2) Significant differences in perceptions and
utilization of student personnel services
existed among students in the college business
administration, college of education, college
of liberal and fine arts, and college of
sciences and technology;

3) Significant differences in perceptions
and utilization of student personnel services
existed between male and female, on-campus and
off-campus, and black and white students.

Pinsky (1978) studied student, faculty, and
administrator perceptions of importance, evaluation of
jperformance, and perceptions of "existing provisions" for
ten categories of student services at Iowa State
University. He sought to determine differences among
subgroups of students, and faculty with respect to their

opinions regarding these services.

73
The participants were asked to answer three questions
for each of the 64 statements:

1) How do you rate the importance of the services
for your university?

2) Are you aware of the provision of the
services?

3) Evaluate the quality of the services.

Pinsky employed one-way analysis of variance, and the
Scheffe' test procedure to analyze and test differences
in classification categories, and to examine differences of
pairs of means. In general, Pinsky's investigations
revealed that significant differences existed between and
among the groups included in this study, but no significant
differences were found among student subgroups.

Johnson (1968) studied the perceptions of selected
student personnel services in nine Illinois four-year
colleges and seven junior colleges accredited by the Nerth
Central Association of Colleges and Secondary Schools as
seen by selected faculty members, student personnel
administrators, and students and student subgroups. The
findings showed that:

1) Student personnel administrators gave
favorable attitudes to 27 of the total
questions;

2) Student and faculty ratings showed more
agreement than faculty and student personnel
administrators ratings;

3) JFaculty and administrator mean evaluations

differ from those from the students'
assessment of the same services;

74

4) Some freshmen and sophomores were unaware of
some administrative procedures, hence they
were not able to give accurate assessment of
the effectiveness of some services;

5) Mean scores for junior college students were
not in harmony with that of four—year college
student scores;

6) Agreement between mean scores of junior
college students, commuting students, and
those living off-campus is reported (p.
2093A).

Todd (1968) studied the effectiveness of student
personnel services at a large state university and a small
state college as perceived by students. He administered
the Kamm and Wrenn's "An Inventory of Student Reactions to
Student Personnel Services" to a random sample of 300
students from a small state college and a random sample of
600 from a large state university in 1957. Null hypotheses
for the thirteen areas were tested between the different
groups included in this study. Significant differences
were found between the various groups except for the
comparison between the College of Arts and sciences and
Home Economics. Students from the small college expressed a
significantly more harmonious attitude toward total score
and four other areas. While the students from the large
university showed more favorable attitudes toward housing
services, health services got moderately favorable
attitudes from both groups (p. 1060-61).

Student personnel services of the senior colleges of

the American Lutheran Church was the aim of a study

75

conducted by Peterson (1968). The general objective of
Peterson's investigation was to obtain information
regarding the perceptions of selected student personnel
services held by the student personnel administrators,
faculty members, and students at these colleges and to
utilize this data for evaluating the student personnel
programs. Four research questions were constructed to
facilitate the analysis of the gathered data. A modified
version of Raine's "Inventory of Selected College
Functions" was used in this study. Mean scores and
chi-square techniques were used to measure the statistical
significance.

Peterson concluded that:

1) Significant differences in perceptions by the
participant groups regarding the quality
and scope of some student services existed;

2) Differences in perceptions of the quality of
the studied programs were found to be more
frequent than differences in perception of
the scope of these services;

3) There were more negative composite mean score
ratings given by the three groups concerning
the scope of the services, while in contrast,
they gave more positive composite mean score
ratings with respect to the programs quality;

4) The study showed that some colleges needed
some services to be implemented on their
campuses;

5) The study indicated that student groups
strongly expressed their desire to participate
in decision-making processes of the

institution that related to their academic and
social conduct;

76

6) The channels of communication between the
three groups needed to be strengthened; and

7) Faculty and student interviewees showed a
common concern regarding the provision of the
best possible comprehensive student services.

Pinsky and Marks (1980) conducted a study whose major

purpose was to determine the perceptions of students,
faculty, and academic administrators concerning student
personnel services at Iowa State University. The secondary
purpose was to ascertain significant differences in the
perceptions of the services dimensions. A questionnaire
constructed by Pinsky (1978) was used. It contains 64
items which represent the ten areas of student personnel
services. These services are:

l) Admissions and Records

2) Counseling Services

3) Health Services

4) Housing and Food Service

5) Student Activities

6) Disciplinary Services

7) Financial Aid Services

8) Placement Services

9) Special Services

10) Minority and International Student Services

Pinsky and Marks found that all three groups perceived
these services as important but faculty and administrators
rated the quality of these services to be higher than did

the students. However, students were found to be less

77
aware of the provisions for five services, were satisfied

with some of these services and dissatisfied with others
(p. 99).

Student personnel services in thirteen non-
denominational four-year colleges accredited by the
American Association of Bible Colleges with enrollment of
less than 500 were the target of a study conducted by
Gannett (1981). The purpose of her investigation was
the determination of the perceptions of students, faculty
members, and administrators regarding the effectiveness of
ten selected student services. This study revolved around
the following research questions:

1) What is the effectiveness of student personnel
services at AANBC accredited non-denomina-
tional four-year colleges with a student body
of less than 500 as viewed by students,
faculty, and administrators?

2) Will there be any differences in the
effectiveness of student personnel services at
AABC accredited non—denominational four-year
colleges with student populations of less than
500 as perceived by students, faculty, and
administrators?

3) Will there be any differences in the
effectiveness of student personnel services
among the AABC accredited non-denominational
four-year colleges with enrollments of less
than 500 as perceived by students, faculty and
administrators, and by students grouped by
sex, size of college, place of residence and
class level?

A modified questionnaire modeled after Mahler's
"Student Personnel Services as you See Them" was used by

Gannett to determine the perceptions of the sampled three

78
groups in regard to ten student services at the selected
thirteen colleges. Ten student personnel services were
included in Gannett's research. These services were:
health services, counseling services, housing, financial
aid services, placement services, student activities,
student discipline, food services, new student orientation
and academic-social services. Ten Two-Factor Anovas
were utilized to examine thirty null hypotheses which
were intended to deal with the differences in the
perceptions held by students, faculty, and administrators;
the differences among the thirteen colleges; and the
interaction effects. The Ten Four-Factor Anovas were done
to test 150 null hypotheses intended to examine student
responses by four factors: sex, size of institution, place
of residence, and class level. Based on the findings
of her study, Gannett concluded that:
1) Students', faculties', and administrators'
views differed significantly on only four
of the ten services;
2) Although there were many differences among the
surveyed colleges, no systematic significant

differences stood out;

3) Few significant differences in opinions among
student sub-categories were identified; and

4) The three groups perceived the ten student
services to some extent effective.

Byrts (1983) conducted a study designed to identify
sampled undergraduate students' perceptions concerning

eleven student services in terms of the importance, use,

79
and satisfaction of these services at Florida State
University and to utilize the information given by the
participants to evaluate the effectiveness of the listed
services.

Byrts' (1983) investigations' focal points were three
research questions posed to determine whether there were
significant differences between the perceptions of student
services by gender, between and among student perceptions
by class level, and between student perceptions by race in
regard to student personnel services.

A questionnaire developed by Byrts was administered to
the selected students to record their views toward the
eleven services. He employed one-way multivariate and
univariate analysis of variance to test the obtained data.
The findings of this inquiry showed that there were
significant differences in the perceptions of students when
they grouped according to class level regarding the
importance, use, and satisfaction of student personnel
services. But when the students were classified by sex,
significant differences were found on the perceptual
variables of use and satisfaction. With respect to race as
it related to importance, Byrts found that race was not a
significant factor in determining student perceptions
regarding student personnel services. Significant
differences were confirmed on the constructs of importance

and use, but no significant differences were reported on

80
satisfaction in nine of the eleven studied students
personnel services. However, it was safe for Byrts to
conclude, based on his study results, that students
considered student services as important elements for their
college education.

According to Michelich (1977), modified versions of
Fitzgerald's student personnel services questionnaire were
employed by Johnson (1968), Jones (1972), and Shuman (1972)
with different groups (p. 30). The perceptions of faculty
and student personnel workers at Colorado State College
were compared in Johnson's study (1968). The conclusion
reached by Johnson (1968) was that "there were fewer
differences in perception than is generally thought,
but that faculty were often unwilling or unable to judge
the effectiveness of the student personnel services
offered."

In his study of the perceptions held by faculty,
administrators, and student personnel workers at Arizona
State College, Shuman (1972) found agreement between the
three groups as to "student personnel point of view" but
the attitudes of both the administrators and student
personnel administrators showed more closeness to each
other than faculty perceptions did. But the study
indicated that administrators' and student personnel

workers' attitudes toward the services showed more close

81
agreement between these two groups than did the faculty's
perceptions on "all dimensions" (p. 31).

In 1980, AL-Omran made a study to determine the
perceptions of present and preferred student personnel
services held by administrators, faculty, and students in
junior colleges in Saudi Arabia. This was the only study
of student personnel services done at junior colleges in
Saudi Arabia. AL-Omran (1980) developed a perception
survey questionnaire and analyzed the data according to a
five-point Likert scale. The questionnaire included 36
items which were grouped in terms of nine areas: student
personnel, admissions, orientation, counseling,
disciplinary programs, student activities, school
governance, housing, and food services (p. 60).

The findings of AL-Omran study revealed that:

1) Generally, students were dissatisfied with the
present services and they wanted improvement;

2) Faculty perceptions were closer to those of
students than to the perceptions of
administrators and administrators were, in
general, satisfied with the then present
services;

3) The three groups' responses indicated that
they were undecided about the adequate
coordination between the student personnel
program and the academic program; and

4) Significant differences in the perceptions of
the three groups were found in counseling,
student activities, and school governance.

However, this study's findings showed that in general

the three groups favored a substantial change in most of

82
the studied services, but the students responses showed
stronger desire for change than the other two groups.
AL-Omran concluded that all three groups were in agreement
that there was a need for change, that the services were
not effective, that these services should be improved
profoundly, and that communication between the three groups
were lacking. Among others, he recommended that periodical
evaluation should be undertaken to ensure improvement (p.

124).

SHEEQII

This chapter contains a review of the literature that
relates to the study of student personnel services in the
United States and Saudi Arabia. The methods of study, the
methods of analysis and the conclusions of the various
authors were also reviewed.

Chapter IV will address the procedures used in the
collection and analysis of data for this study.

CHAPTER IV
PROCEDURES

W
The primary purpose of this investigation was to

ascertain the perceptions of students, faculty and student
personnel staff toward student personnel services at King
Faisal University (KFU) in Saudi Arabia. The secondary
aims were to utilize the information obtained from these
three groups, and some student subgroups; to assess the
existing student services program; and to identify any
changes or additional services needed to improve the
present program as suggested by this study.

After the idea and the setting of the investigation
were decided upon by the investigator, and initially
approved by the Doctoral Guidance Committee Chair, approval
of the study was sought from the vice-rector for academic
affairs at KFU. A request was delivered to the rector's
office. An approval for conducting the study at KFU was
received from the acting dean-deanship of graduate studies
in December of 1984 (See Appendix B).

In selecting an appropriate research method for this
investigation, a number of similarly-designed studies with
compatible purposes and problems and a number of respected
publications on educational research methodologies were
closely examined. The descriptive cross-sectional survey

83

84
method was chosen for this study because it is generally
recognized by many educational research writers as a
suitable tool in educational evaluation and studies
(Hillway, 1956, p. 197-198).

wrenn (1951) advocated this method as one which can be
used to determined whether specific services are in
existence, whether they are being performed effectively,
and the attitudes of providers and users toward these
services (p. 448).

Babbie (1973) described the survey method as logical,
deterministic, general, parsimonious and specific
(P. 45-48).

W

The target population for this study consisted of
three groups: 1) All full-time faculty members (assistant
professors and above); 2) All undergraduate students
(except freshmen); and 3) All student affairs staff who
were employed or enrolled in KFU, in Saudi Arabia, in the
first term of the 1984-85 academic year and who had already
spent at least one academic year enrolled at KFU at the
time of distribution of the questionnaire.

New faculty members and freshmen were omitted as it
was assumed that they would not be sufficiently familiar
with the student personnel services being investigated in

the present study. Pinsky and Marks (1980) in their study

85
on the perceptions of student personnel services at a major
land grant university also omitted freshmen for a similar

reason.

W
The sampling of the population is a very important

step in conducting a successful survey study. The two
preperties of a "good" sample as described by VanDalen
(1979, p. 130) and Billway (1956, p. 185) were taken into
account. These two properties were a representatiion of
the whole population and a sufficient sample size. These
two elements greatly influence the findings of any
investigation.

Hence, to ensure a representative and unbiased sample,
the researcher employed the stratified random sampling
method to select the sample. Fourteen strata, as shown in
Figure 1, were established based on three main strata
variables. The first stratifying variable level was
faculty, the second was students, and the third was student
personnel staff. The student variable was further divided
by sex of the student. The two groups as divided by gender
were male and female. The next level was place of
residence while attending college. That is, whether the
student lived on- or off-campus. The final level was
determined by the class standing of the student -

sophomore, junior or senior. Thus, the first and second

86

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87
variables became faculty and student personnel staff. The
other twelve variables were the lowest strata of the
student variable - class standing divided by gender and
place of residence.

From the aforementioned population, a study sample
comprised of these three groups was drawn through the
utilization of the stratified random sampling technique.
The sample representing faculty members was drawn randomly
using a table of random numbers. A sample of 50 faculty
members was drawn from KFU's payroll records for the
1984-85 academic year. The first names of assistant
professors and above who had spent at least one academic
year on KFU campus at the time of administering the
questionnaire were listed alphabetically. Secondly, a
random sample of fifty candidates was selected from this
list using a table of random numbers.

The student sample used in this investigation was
drawn from King Faisal University undergraduate enrollment
records for the first term of the 1984-85 academic year.
The students were grouped into twelve strata as explained
above, and as shown in Figure 1. Once they were divided
into sex, place of residence and class standing, they were
listed alphabetically in each of the twelve strata. .A

sample of 290 students which included students representing

88
each subgroup was drawn randomly using a table of random
numbers.

With respect to the student personnel staff, the whole
population was included in the study because the total
population was only fifteen persons.

All of the responses were obtained using the "Student

Services Perceptions Survey" (See Appendix A).

Winn

A "Student Services Perceptions Survey" was
constructed to elicit faculty members' student personnel
staff and students' conscious opinions regarding the
student personnel services and activities at KFU. This
inquiry form was derived from a thorough examination and
review of instruments previously used to study student
personnel services in the United States. Although a number
of excellent instruments already exist, none were found to
be totally applicable to Saudi universities and KFU in
particular.

Since no instruments were found, the following
unpublished instruments were used as the basic reference
questionnaires, with some statement modifications and
changes, to fit the local situation: Fitzgerald's (1959)
"Student Personnel Services Questionnaire"; Pinsky's (1978)
"Perceptions of Student Personnel Services"; Mahler's

(1955) "Student Personnel Services Scale"; Emerson's (1971)

89
"Evaluation of Selected College Services"; and Abbott's
(1976) "Questionnaire".

The "Student Services Perceptions Survey" consisted of
four sections. Section I was designed to obtain
demographic data selected for this study. Section II
addresses the respondents' overall perceptions of the
quality of student personnel services at KFU. This section
contains ten statements whose responses were distributed on
a five-point Likert Scale. The third section includes
fifty-nine items representing nine functions found in most
student personnel programs in higher educational
institutions. These major areas are: admissions and
registration, housing services, counseling services, health
services, feed services, student activities, orientation,
special services (such as provision of bookstore, student
associations, and student center), and placement and
financial aid. The final section asked the respondents for
any comments, recommendations, or suggestions they deem
necessary to improve present student personnel services at
KFU.

In Section II, the subjects were instructed to
respond to ten statements indicating their perceptions of
the overall quality of the student personnel program at
KFU by checking one of five statements on a five-point

Likert Scale. They are as follows:

90

5) Strongly Agree

4) Agree

3) Fairly Agree

2) Disagree

1) Strongly Disagree

For each of the fifty-nine statements representing
the nine areas in Section III, the respondents were
requested to indicate:

1) How important each service is to college
student education;

2) Whether a service is provided by the
university; and

3) How they rate the effectiveness of each
service as it is performed at KFU.

Each statement was followed by three separate reply scales:

1) Importance

2) Provision of each service

3) Effectiveness of services

However, understanding how important these services
are to students, the awareness of the existence of student
services, and whether these services are performed
satisfactorily is a very important step for making "most
programmatic decisions" possible (Barr, Keating and
Associates, 1985, p. 142). The following scales and an
arbitrary numerical weighting were used to measure

importance, provision and effectiveness:

91

A. In your view, how important is this service
to students in colleges and universities?

5. very Important

4. Important

3. Uncertain

2. Not Important

1. Not Important at All

B. Have provisions for this service been made

at KFU?
3. Yes
2. No

1. Don't Know

C. According to your experience, how effective-
1y this service is performed at King Faisal
University?

5. very Effective

4. Effective

3. Uncertain

2. Not Effective

1. Not Effective at All

The means of responses for overall quality,

importance, and effectiveness are interpreted according to

the following criteria:

09311;!

4.50 - 5.00
3050 - 4.49
2050 "" 3.49
1050 - 20‘9
1.00 - 1.49

IERQIIIRES

4.50 " 5000
3.50 - 4.49
2.50 - 3.49
1.50 - 2.49
1.00 - 10‘9

Very good quality
Good quality

Fairly good quality
Poor quality

Very poor quality

Very important
Important

Uncertain

Not important

Not important at all

92

W

4.50 5.00 Very effective

3.50 - 4.49 Effective

2.50 - 3.49 Uncertain

1.50 - 2.49 Not effective

1.00 - 1.49 . Not effective at all

Frequencies and percentages are reported to indicate
the direction of respondents' awareness of provisions of
student personnel services. The arbitrary proportion of
two-thirds used by Dunlap (1970) and Kamm (1950) was used
in this study to indicate a strong direction of the
awareness of respondents regarding the provisions of the 51
services.

Of the fifty-nine services included, eight services
which were not available at KFU had been included in this
study in order to determine their importance to college
student education. However, those eight services were
excluded from data analysis when the responses on effect-
iveness and provision of these services were analyzed. The
services were imbedded in Items 18, 20, 34, 45, 55, 57, 66
and 68. These items were included based on the recommenda-
tion made by Gilbert (1950) regarding questionnaire survey
used in evaluating student personnel work. He pointed out
that:

There is one point in connection with

Questionnaire surveys which I feel has not been

adequately emphasized and that is that a

student's responses to a Questionnaire

necessarily be influenced by the knowledge which

the student possesses, not only of the services
which are actually available but of those which

93

theoretically could be made available. (Gilbert,
1950, P. 528)

To ensure clarity and relevance of this questionnaire,
it was preliminarily presented to some Saudi Doctoral
students at Michigan State University and to two research
consultants in the office of Research Consultation, College
(of Education. Their suggestions were incorporated in the
instrument. However, before it was administered to the
participants at KFU, it was also tried in interviews with
eight students and three faculty members at KFU, Saudi
Arabia. They were requested to indicate their observations
regarding any misunderstood or ambiguous items or
misleading instructions. The Vice-Dean for Student Affairs
was also interviewed, and his suggestions together with
those of students and faculty members were incorporated.

As a result, some items were omitted and others were added.

W
The instrument used in this study was distributed to

the sample subjects on the KFU Main Campus. The researcher
initially planned to mail the questionnaires to the
selected sample subjects, but the researcher discovered
that addresses were unavailable. Thus, he contacted the
Vice-Dean for Student Affairs to secure a way of reaching

the students.

94

It was decided that on-campus mailing through the
Office of the Vice-Dean for Student Affairs was the best
way to distribute the questionnaires. A total of 355
questionnaires including 290 students, 15 student personnel
staff, and 50 faculty members were distributed.

A cover letter accompanied each booklet of the
questionnaire to clarify the purpose of the study and to
assure the participants that the information they provided
would be kept confidential and used only for the purposes
of this study; Furthermore, the letter informed the
respondents that their participation was on a voluntary
basis and that their returning of the completed
questionnaire would be considered as consent to
participate.

(h: each questionnaire, explicit instructions,
including illustrative examples, were provided to ensure
that participants understand how to record their
responses. Tables 1 and 2 showed the number and percent-
ages of distributed and usable returned questionnaire forms
according to the three major groups and student subgroups
respectively. The overall percentage of usable returned
forms was 84 percent.

Utilizing the questionnaire for collecting the data

for this type of a survey has been advocated by researchers

95
Table l

The Number of Questionnaire Forms Sent and Returned
According to Status of Respondents

 

 

 

 

Questionnaire——
Percent
Group sent—MW
Student 290 243 84%
Faculty 50 42 84%
Student Personnel
Staff .15 .13 811
TOTAL 355 298 84%
Table 2

The Number of Questionnaire Forms Sent and Returned
According to Subgroups of Students

 

 

 

W
Student Percent
subgroup. fins—MW
Male Student 156 130 83%
Female Student 134 113 84%
On-Campus 160 151 91%
Off-Campus 130 92 71%
Sophomore 92 79 86%
Junior 96 83 86%

Senior 102 81 798

 

96

and writers. According to Kerlinger (1973) the question-
naire has various advantages, and if it is adequately
constructed and pretested, the questionnaire has greater
uniformity of stimulus and hence greater reliability. He
felt that the questionnaire as a tool could be administered
to large numbers relatively easily and, if anonymous, it
encourages frankness and honesty. Furthermore, it could be
mailed to participants and is less costly than interviews
(p. 487).

Gilbert (1950) described it as one of the few
practical and not prohibitively expensive tools for
collecting data (p. 528).

Win

There were four outcomes (dependent variables) and
predictors (independent variables) included in this study.
The outcomes were quality, importance, effectiveness and
provision of student personnel services. The predictors
were status of respondents, student's gender, place of
residence, and academic level.

W
09:13!
Quality of student personnel services is the overall

quality of the student personnel program at King Faisal

University as perceived by students, faculty, and student

97

personnel staff and was measured on a five-point Likert
Scale. This is an ordinal scale.
IERQILAEQQ

Importance of student personnel services is the degree
of importance of student personnel services to college
student education as perceived by students, faculty, and
student affairs staff and was measured on a five-point
Likert Scale. This is an ordinal scale.
W

Effectiveness of student personnel services is the
level of performance of the services at King Faisal
University as perceived by students, faculty, and student
personnel staff and rated on a five-point Likert Scale.
This is an ordinal scale.
amnion

Provision of student personnel services is the
perception of students, faculty, and student affairs staff
as to whether a service is provided, not provided, or the
respondents are uncertain about its existence. It was
measured on a three-point nominal scale (3 yes, 2 no, 1

don't know).

W

W
Status of respondent is the classification of the

respondents according to whether the respondent was a

98
student, faculty member, or student personnel staff. The
status was measured with a three-point nominal scale (2
faculty, 3 student, 1 student personnel staff). The data
were treated as discrete.
Walt).

Gender was measured with a two-point nominal scale (1
male, 2 female). The data were treated as discrete.
21W

Place of living is the place where a student resides
‘while attending college, whether on-campus or off-campus.
It was measured on a two-point nominal scale (1 on-campus,
2 off-campus). The data were treated as discrete.
Wm

Academic status is the academic level of the students
according to whether the student is a sophomore, junior, or

senior.

Where:
To establish testable hypotheses the following null

hypotheses were formulated and tested in data analysis:
8W

Hol There will be no significant differences between
the perceptions of students, student personnel
staff, and faculty members regarding the
importance of the student personnel services at
KFU.

302 There will be no significant differences between
the perceptions of students, student personnel
administrators, and faculty members regarding

99

the level of effectiveness of student personnel
services provided at KFU.

There will be no significant differences between
the type of the respondent (students or student
personnel staff or faculty member) and their
perceived awareness of the provisions of student
personnel services at KFU in Saudi Arabia.

There will be no significant differences between
the perceptions of students, student personnel
staff, and faculty members concerning the overall
quality of student Personnel services at KFU.

ninnr_nxpstheses

305

306

807

509

3010

There will be no significant differences in
perceptions of the importance of the student
services at KFU between male and female students.

There will be no significant differences in the
perceptions of effectiveness of the student
personnel services at KFU between male and female
students.

There will be no significant differences between
the type of respondent (as being a male student
or a female student) and their perceptions of the
provision of student personnel services at KFU.

There will be no significant differences in the
perceptions of the importance of student
personnel services at KFU and students living
off campus.

There will be no significant differences in the
perceptions of the effectiveness of the student
personnel services at KFU between students living
on campus and students living off campus.

There will be no significant differences between
those students living on campus and those
students living off-campus in their perceptions
of the provision of student personnel services at
KFU.

There will be no significant differences in
perceptions of the importance of student
personnel services to college education at KFU
between sophomores, juniors, and seniors.

100

H012 There will be no significant differences in
perceptions of the effectiveness of student
personnel services at KFU between sophomores,
juniors, and seniors.

H013 There will be no significant differences between
the type of respondent (sophomore, junior, or
senior) and their perceptions of the provision of
student personnel services at KFU.

The data obtained from administering the instrument,
"Student Services Perceptions Survey," were coded and
transferred to computer coding forms. The coded data were
then stored in computer memory through cards. The
"Statistical Package for the Social Sciences" (SPSS) and
the MSU main frame computer were used to facilitate the
applications of several statistical techniques, both
descriptive and inferential.

The descriptive statistics were used to examine the
means of quality, importance, and effectiveness of overall
student personnel services and also for each area of the
services according to status of respondents, student's
gender, place of residence, and academic level. The means
gave the ratings of quality, importance, and effectiveness
of the services. The standard deviation, the range, and
the minimum and maximum scores indicated the variability of
respondents' ratings.

To compare the equality of means of quality, the

scores on ten items related to quality of services were

101
lumped together. Analysis of variance was used to test the
equality of the means for quality, importance, and
effectiveness. There were 59 items which were related to
importance and 51 items related to effectiveness of the
services. Tukey's post-hoc test was employed to determine
the pairs of means which were significantly different.

The Chi-square technique was used to see which
response patterns differed for various groups and subgroups
concerning their awareness of the provisions of the 51
student personnel services which were included in this

study.

SNNMUEL

The procedures involved in this research, including
the methods, the sample, the instrument construction, the
data collection procedures and the techniques used to
analyze the data were discussed in this chapter.

Chapter V contains the analysis of the data including
a discussion of the results of the questionnaire, and an

explanation of the statistics used to test the hypotheses.

CEAPTER.V
DATA ANALYSIS

The purpose of this chapter is to report the results

of the analysis of the data. The major purpose of this

study was to compare the perceptions held by students,

faculty,

and student affairs staff regarding student

personnel services at King Faisal University, Saudi Arabia.

The study was designed to answer four basic questions:

1.

What is the overall quality of student services
at KFU as perceived by students, faculty, and
student affairs staff?

To what extent are student personnel services
perceived as important for college student
education at KFU by students, faculty, and
student affairs staff, by male and female
student, by on—campus and off-campus students,
and by sophomores, juniors and seniors?

To what extent are student personnel services,
performed at KFU, perceived as being effective by
students, faculty, and student affairs?

What differences are there in the perceptions
regarding the provision of the student personnel
services by students, faculty, and student
affairs staff?, by male and female students? by
on-campus and off-campus students?, and by
sophomores, juniors, and seniors?

W

In view of the nature of the variables, two types

of statistical analysis were used in the study to test the

research hypothesis. The following steps were carried out

in anayzing the data:

102

103

l. The 59 items in Section III of the Questionnaire
were lumped into nine categories representing the
nine areas of services. The process of lumping
was based on the fact that several items were
asked about one specific area (category) of
student personnel services.

2. Univariate Analysis of Variance (ANOVA) was used
to test the hypotheses regarding the quality,
importance, and effectiveness of student
personnel services.

3. Tukey's post-hoc procedure was used to identify
groups that were significantly different in their
perception regarding the quality, importance, and
effectiveness.

4. Chi-square test for proportion was used to test
the hypotheses regarding the provision of student
personnel services. The test was carried out
separately for each item.

The results of data analysis are reported in twelve
sections. The first three sections deal with the overall
quality, the overall importance, and the overall
effectiveness. The next nine sections concerned specific
services, namely admission and registration, counseling and
guidance, housing services, food services, health services,
student activities, orientation program, special services,
and financial aids. The importance of the services was
measured by using a total of 59 items which were related to
the importance of student personnel services. As for the
effectiveness and provisions of the services, 51 items
related to the effectiveness and provisions of the existing
services at KFU were used to measure effectiveness and

awareness of provisions. The analysis of the responses to

104
open-ended items in the fourth section of the questionnaire
‘was omitted due to insufficient information obtained from
the respondents.

The results reported for the ANOVA included the number
of respondents (n), mean score, the standard deviation
(S.D.), the F-Value (F), the actual level of significance
(p), and the significant level for this study (NS: non-
significance, significant at x=.05, ** significant
at -.01, and *** significant at .,001),

The results reported for the chi-square test included
the item, the xz-value, the degrees of freedom (df), the
actual level of significance (p), and the significant level

for this study ( =.05).

Results
W

The overall quality of student personnel service was
measured by the average score of ten items which were
related to the perceptions of the quality of the services.
The first null hypothesis states that there will be no
differences between the perceptions of students, faculty,
and staff regarding overall quality of student personnel
services. Analysis of variance and Tukey's post-hoe
procedure were used to test for significance of the
differences and to identify the groups which were
significantly different.

105

The results, as shown in Table 3, indicate that there
were significant differences in the perceptions of quality
of student personnel services according to the status of
respondents, students' gender, place of residence, and
academic level. Tukey's procedure revealed that the
students rated the overall quality of student personnel
services significantly lower than faculty and staff, while
the perceptions of the faculty and the staff did not differ
significantly. The results indicated that male and
off-campus students rated the overall quality of student
personnel services significantly higher than female and
on-campus students, while sophomores rated the quality

higher than did the juniors.

Table 3

Analysis of Variance Comparing the Perceptions of Students,
Faculty, and Staff Regarding the Overall Quality of
Student Personnel Services '

 

 

 

Comparison IL Mean J-D- J! e__s.is...'
Student 243 2.72 .61 29.40 0.00 ***
Faculty 42 3.37 .55

Staff 13 3.55 .63

Male Student 130 2.80 .65 4.50 0.03 *
Female Student 113 2.63 .56

On-campus 151 2.57 .56 27.89 0.00 ***
Off-campus 92 2.98 .61

Sophomore 79 2.86 .68 3.40 0.03 *
Junior 83 2.61 .59

Sgnlgr 81 2.71 .55

 

106
W

The overall importance of student personnel services
*was measured by the average score of 59 items which were
related to the perception of the importance of the
services.

The results shown in Table 4 indicated that the
comparison between students, faculty, and staff's
perceptions of the overall quality of student personnel
services at KFU; and the comparison between sophomores',
juniors', and seniors' perceptions were significantly
different. The results also indicated that all groups
rated these services as very important. However, the
students rated the importance of these services
significantly lower than faculty or staff, and that juniors
rated the importance significantly lower than seniors.
There were no significant differences between the rating of
male and female students and between on-campus and

off-campus students.

Analysis of Variance Comparing the Perceptions of
Overall Importance of Student Personnel Services

107

Table 4

 

 

 

W I! Mean S.D. F L_S.is...
Student 243 4.34 0.31 4.47 0.01 *
Faculty 42 4.50 0.37

Staff 13 4.43 0.29

Male Student 130 4.38 0.33 3.52 0.06 NS
Female Student 113 4.30 0.38

On-Campus 151 4.31 0.30 3.71 0.06 NS
Off-Campus 92 4.40 0.33

Sophomore 79 4.31 0.31 3.59 0.03 *
Junior 83 4.30 0.38

Senior 81 4.42 0.31

 

Eight of the services included in this study were not

available at KFU.

Those serivces were included by the

researcher in order to find out about their importance for

the student personnel services program at KFU.

As shown in

Table 5, the means of importance of the services indicated

that these services were perceived as important.

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109
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The overall effectiveness of student personnel
services was measured by the average score of 51 items
which were related to the perception of the effectiveness
of the services.

As it was presented in Table 6, the results of the
comparison between students, faculty, and staff; between
male and female students; and between on-campus and
off-campus students regarding the perceptions of overall
effectiveness were found to be highly significant.
Students were found to rate effectiveness of student
personnel services significantly lower than both the staff
and the faculty. As for gender differences, female
students rated effectiveness lower than male students.
On-campus students were found to rate effectiveness lower
than off-campus students. Level of study was found to have
no significant relationship to the rating of the
effectiveness of student personnel services.

The results presented in these sections indicated that
students, faculty members, and student personnel services
staff rated the student personnel services as very
important and rated the overall quality as above average,
while the overall effectiveness was rated as low. The next
nine sections deal with the specific areas of student

personnel services.

110
Table 6
Analysis of Variance for Comparing the Perceptions

of Overall Effectiveness of Student
Personnel Services

 

 

 

 

Comparison n Mean 5.13- F p___s_j_g_.,
Student 243 2.26 0.43 48.89 0.00 ***
Faculty 42 2.89 0.54

Staff 13 2.99 0.34

Male Student 130 2.38 0.44 22.95 0.00 ***
Female Student 113 2.13 0.37

On-Campus 151 2.14 0.36 36.32 0.00 ***
Off-Campus 92 2.46 0.46

Sophomore 79 2.31 0.45 1.65 0.19 NS
Junior 83 2.19 0.41

Senior 81 2.28 0.42

E: . . d E I ! !'

The student personnel services were grouped into nine
categories: admission and registration, counseling and
guidance, housing services, food services, health services,
student activities, orientation program, special services,
and financial aids. The results of statistical test on
importance, provision, and effectiveness are provided

for each category.

d d s ’ 'c
The importance of admission and registration services

was measured by the average score of seven items which were

111
related to the importance of admission and registration
services.

The results in Table 7 showed significant differences
in the ratings of importance of admission and registration
services according to place of residence and level of study
of the students. The on-campus students rated the
importance significantly lower than the off-campus
students. The juniors rated the importance lower than the

seniors.

Table 7

Analysis of Variance for Comparing the Perceptions
of the Importance of Admission and
Registration Services

 

 

 

Comparison n. Mean S.Dr F p Sig.
Student 243 4.49 0.37 1.73 0.18 NS
Faculty 42 4.59 0.42
Staff 13 4.62 0.37
Male Student 130 4.52 0.37 1.94 0.17 NS
Female Student 113 4.46 0.37
On-Campus 151 4.43 0.34 11.50 0.00 ***
Off-Campus 92 4.60 0.39
Sophomore 79 4-49 0.35 8.00 0.00 ***
Junior 83 4.38 0.36
Senior 81 4.61 0.36

 

Overall ratings for the importance of admission and

registration services were all very high for students,

112
faculty, and staff, and also for male and female students.
The differences in their ratings were not found to be
significant. .
EEE II E E: i . i E i ! I) 5 .

The effectiveness of admission and registration
services was measured by the average score of seven
items which were related to the effectiveness of admission
and registration services. The results of Table 8 show
significant differences in the ratings of effectiveness of
admission and registration according to the status, gender,

place of residence, and academic level.

Table 8

Analysis of Variance for Comparing the Perceptions
of Effectiveness of Admission and
Registration Services

 

 

 

mason n Mean S-D- F p__Su.'
Student 243 2.20 0.61 12.98 0.00 ***
Faculty 42 2.72 0.82

Staff 13 2.56 0.71

Male Student 130 2.33 0.68 15.09 0.00 ***
Female Student 113 2.04 0.47

On-Campus 151 2.08 0.46 15.80 0.00 NS
Off-Campus 92 2.39 0.76

Sophomore 79 2.34 0.71 3.24 0.04 NS
Junior 83 2.14 0.58

Senior 81 2.12 0.51

 

113

The overall ratings of the effectiveness of admission
and registration services were very low. The students
rated the effectiveness significantly lower than the
faculty. The female students rated the effectiveness lower
than the male students, the on-campus students rated the
effectiveness lower than off-campus students, and the
sophomores rated the effectiveness higher than juniors and

seniors.

d ' d ' 'c 3

Table 9 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Prior to admission, the
university's requirements, programs, activities,
regulations, and services are interpreted to prospective
students."

As presented in Table 9, students, faculty, and staff
differ significantly in their awareness of the provision of
prior admission information about the university.
According to the percentages, staff and faculty were more
aware of the existence of these functions than the
students. However, male and female students differ
significantly in their awareness of the provisions of this

service.

114
Table 9
Statistical Comparisons of the Awareness of

Provisions of Student Personnel Services
Relating to Admission

 

 

Yes NO NOt Sure

 

Comparissne n? it t % x3___df__p___Sis
Student 243 27.2 59.7 1 . 38.84 4 .oo ***
Faculty 42 52.4 14.3 3 .
Staff 13 69.2 23.1 .

3 2

3 3

7 7
Male Student 130 30.8 52.3 16.9 6.87 2 .03 *

Female Student 113 23.0 68.1 8 8

0 6

7 4

On-Campus 151 19.9 69.5 1 . 16.32 2 .00 ***
Off-Campus 92 39.1 43.5 1 .

Sophomore 79 27.8 55.7 16.5 2.62 4 .62 NS
Junior 83 22.9 65.1 12.0

Senior 81 30.9 58.1 11.1

 

The results showed a significant difference in
awareness of the provision of prior admission information
between on-campus and off-campus students. On-campus
students showed a lack of awareness (69.5%) of the
existence of this function while off-campus students showed
slightly more awareness. Sophomores, juniors, and seniors
did not differ significantly in their awareness of the
provision of prior admission information about the
university. However, the responses revealed that there was
a general lack of awareness of existence of this service.

Table 10 shows the statistical comparisons of the

awareness of provisions of student personnel services for

115
the statement: "Information about registration regulations
and procedures is communicated to the students and faculty
members prior to the beginning of every term to facilitate

the registration process."

Table 10

Statistical Comparisons of the Awareness of
Provisions of Student Personnel Services
Relating to Registration

 

 

 

Yes No Not Sure
comparison n if % i______x3___df__2___fiis
Student 243 32.5 31.3 36.2 7.56 4 .11 us
Faculty 42 45.2 28.6 26.2
Staff 13 30.8 7.7 61.5

Male Student 130 30.8 52.3 16.9 1.92 2 .38 NS
Female Student 113 23.0 68.1 8.8

On-Campus 151 23.2 35.8 41.1 16.82 2 .00 ***
Sophomore 79 38.0 29.1 32.9 3.59 4 .46 NS
Junior 83 27.7 37.3 34.9 ~
Senior 81 32.1 27.2 40.7

 

As presented in Table 10, there were no significant
differences in the awareness of the provision of prior
registration information. In general, students, faculty,
and staff were less aware of the existence of this
services. There were significant differences in the
awareness between male and female students and both male
and female students showed a lack of awareness of the

existence of this function.

116

On-campus and off-campus students differed
significantly in their awareness of the provisions of
prior registration information. Though both on-campus and
off-campus students showed a lack of awareness of this
service, the off-campus students were more aware of its
existence than the on-campus students. The results showed
a significant difference in awareness between sophomores,
juniors, and seniors. The results indicated that, in
general, the students showed a lack of awareness of the
existence of this service.

Table 11 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Sufficient physical facilities
and adequate numbers of people to administer student
registration are provided to make the registration process
easy and convenient."

As presented in Table 11, students, faculty, and staff
showed a lack of awareness of the existence of this of the
provision of facilities and personnel during registration.
However, students were slightly more aware. There were no
significant differences in the awareness of male and female
students. The percentages indicate that there are
students, both male and female who are not aware of the
existence of these services. On-campus students are more

aware of this service than the off—campus students. There

117
were IND significant differences between the awareness of
sophomores, juniors, and seniors.
Table 11
Statistical Comparisons of the Awareness of
Provisions of Student Personnel Services

Relating to Physical Facilities
During Registration

 

 

Yes NO NOt Sure

 

 

comparison n. &_____i % 33———éf——2———512
Student 243 61.7 27.6 10.7 10.82 4 .03 *
Faculty 42 52.4 19.0 28.6

Staff 13 53.8 23.1 23.1

Male Student 130 61.5 25.4 13.1 1.96 2 .37 NS
Female Student 113 61.9 30.1 8.0

On-Campus 151 70.2 24.8 5.3 16.87 2 .00 ***
Off-Campus 92 47.6 32.6 19.6
Sophomore 79 53.2 35.4 11.4 8.15 4 .09 NS
Junior 83 72.3 16.9 10.8
Senior 81 59.3 30.9 9.9

 

Table 12 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Prior to every term, contacts
with academic advisors are coordinated through the office
of registration to help the advisors understand any changes

in the class schedules and offerings."

118
Table 12
Statistical Comparisons of the Awareness of

Provisions of Contacts Between Advisors and
the Office During Registration

 

 

 

 

Yes No Not Sure
W n L__t % 2:2 61‘3er
Student 243 19.8 1 . 63.8 15.94 4 .00 **
Faculty 42 23.8 3 . 38.1
Staff 13 . 53.8

Male Student 130 18.5 5.24 2 .07 NS

6
8
38.5 7
1
0
5

5
1
7
5 60.0
6
2

2
Female Student 113 21.2 1 68.1
On-Campus 151 17.2 1 . 67.5 2.55 2 .07 NS
Off-Campus 92 23.8 18.5 57.6
Sophomore 79 25.3 10.1 64.6 4.93 4 .29 NS
Junior 83 16.9 18.1 65.1
Senior 81 17.3 21.0 61.7

 

The results reported in Table 12 indicate that

students, faculty and staff differ significantky in
their awareness of the provision of contacts between
advisors and the office of registration. The overall
awareness of the existence of this service is low. Staff
showed a higher awareness than students or faculty. There
were no significant differences in the perceptions of male
and female students as awareness for both males and females
is very low.

The results indicate that there were no significant
differences in the awareness of provision of coordination

between advisors and the office of registration between

119

on-campus and off-campus students. Their awareness of the
existence of this service is rather low. The direction of
the responses indicated some uncertainty. Similarly,
while sophomores, juniors, and seniors do not differ
significantly in their awareness of the provision of
contacts between advisors and the office of registration,
their responses show a strong direction toward uncertainty
regarding the existence of this service.

Table 13 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Admissions counselors are made
available to counsel prospective students with problems or

concerns related to admission and choice of program."

Table 13

Statistical Comparisons of the Awareness of
the Provisions of Admissions Counselors

 

 

 

Yes No Not Sure

Comparison 8 4_a_i_x_LL_ao2 6
Student 243 8.2 80.2 11.5 28.92 .00 ***
Faculty 42 19.0 42.9 38.1

Staff 13 7.7 61.5 30.8

Male Student 130 9.2 75.4 15.4 4.78 .09 NS
Female Student 113 7.1 85.8 7.1

On-Campus 151 5.3 88.7 6.0 18.46 .00 ***
Off-Campus 92 13.0 66.3 20.7

Sophomore 79 8.9 75.9 15.2 6.94 .14 NS
Junior 83 4.8 80.7 14.5

Sealer - 81 1131 34.0 1419

 

 

120

As presented in Table 13, students, faculty and staff
differed significantly in their awareness of provision of
admissions counselors. The perceptions indicate a very low
awareness of the existence of this service. The results
indicate that there were no significant differences in the
awareness between male and female students and both showed
a low awareness level.

The results indicated that on-campus and off-campus
students did not differ significantly in their awareness of
the provision of admissions counselors. Their awareness of
the existence of this service is very low. Sophomores,
juniors, and seniors do not differ significantly in their
awareness of provision of admissions counselors, and their
awareness of the existence of this function is also
low.

Table 14 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Records, which indicate the
social, personal, and academic development of each student
are maintained."

The results in Table 14 indicate that students,
faculty,and staff differ significantly in their awareness
of provision of student records. Students and staff have a
low awareness level, but the faculty has a higher awareness

than they do. There were no significant differences in the

121

awareness of provision of student records between male and

female students.

Table 14

Statistical Comparisons of the Awareness of
Students Regarding Records of their Development

 

 

Yes

 

NO

NOt Sure

Comparison n r.__:__3__x_2__or_p__s.ig
Student 243 10.3 37.4 52.3 32.67 4 .00 ***
Faculty 42 35.7 23.8 40.5

Staff 13 7.7 84.6 7.7

Male Student 130 13.8 33.8 52.3 4.41 2 .11 NS
Female Student 113 6.2 41.6 52.2

On-Campus 151 5.3 40.4 54.3 10.90 2 .00 **
Off-Campus 92 18.5 32.0 48.9

Sophomore 79 10.1 35.4 54.4 5.32 4 .26 NS
Junior 83 10.8 30.1 59.0

Senior 81 9.9 46.9 43.0

 

On-campus and off-campus students differ significantly
in their awareness of provision of student records. Though
the awareness of the existence of this function is low, the
on-campus students have lower awareness than the off-campus
students. No significance differences in the awareness of
provision of student records between sophomores, juniors,
and seniors was shown. The overall awareness of the
existence of this service is low for all students in each

academic level.

122
Table 15 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "All contacts with prospective
students and secondary schools are coordinated through

representatives of the university."

Table 15

Statistical Comparisons of the Awareness of
Provisions of Contacts with Representatives
of the University

 

 

No Not Sure

0'4
0
m

 

(Jamison IL L % t We
Student 243 10.3 48.1 41.6 10.89 4 .03 *
Faculty 42 16.7 21.4 61.9

Staff 13 7.7 53.8 39.5

Male Student 130 15.4 33.8 50.8 24.63 2 .00 ***
Female Student 113 4.4 64.6 31.0

On-Campus 151 9.9 47.0 43.0 .37 2 .83 NS
Off-Campus 92 10.9 50.0 39.1

Sophomore 79 11.4 50.6 39.0 .76 4 .94 NS
Junior 83 9.6 48.2 42.2

Senior 81 9.9 45.7 44.4

 

The results in Table 15 indicate that there were
significant differences in the awareness of provision of
contacts between prospective students and high schools and
representatives of KFU. The degrees of awareness of the
existence of this service were all very low. Students were

more aware of the existence of this service than faculty

123
and staff. The table indicates that there were significant
differences in the awareness between male and female
students. Male students were more aware than female
students.

The results indicate that there were no significant
differences in the awareness of on-campus and off-campus
students. Also, there were no significant differences in
the awareness of the provision of contacts between

sophomores, juniors, and seniors.

E 1' l 3 .1

The importance of counseling and guidance services was
measured by four items, while the effectiveness and
provisions were measured by using two items representing
existing counseling and guidance services at KFU. The
importance and effectiveness were represented by average
scores. The provisions were analyzed separately item by
item.
WW

Table 16 shows the results of statistical analysis
comparing the ratings of importance of counseling and
guidance services according to status, gender, place of
residence, and academic level.

The results indicate no significant differences in the
perceptions of the importance of counseling and guidance

services according to status, gender, place of residence,

124
or academic level. The overall ratings were very high on

the importance of counseling and guidance services.

Table 16

Analysis of Variance Comparing the Perceptions of
Importance of Counseling and Guidance Services

 

 

 

 

W n Mean 8.13- I? p__§_j.g_._
Student 243 4.36 0.50 0.410 0.70 NS
Faculty 42 4.43 0.71

Staff 13 4.43 0.29

Male Student 130 4.35 0.53 0.005 0.94 NS
Female Student 113 4.36 0.47

On-Campus 151 4.32 0.53 2.120 0.15 NS
Off-Campus 92 4.42 0.33

Sophomore 79 4.40 0.44 0.700 0.50 NS
Junior 83 4.30 0.53

Senior 81 4.37 0.53

:' ‘ ' 'r“ 0 0.:=‘ '1' ac! dc: ‘ ‘ 'C'~

Table 17 shows the results of statistical analysis
comparing the ratings of effectiveness of counseling and
guidance services according to status, gender, place of
residence, and academic level.

The results show significant differences in the
perceptions of the effectiveness of counseling and guidance
services according to status, gender, and place of
residence. There were no significant differences in the

perceptions according to students' academic level. The

overall ratings
students' ratings
the faculty. The

effectiveness of

125
of effectiveness were very low with
being significantly lower than those of
on-campus and female students rated the

counseling services significantly lower

than the off-campus and male students respectively.

Table 17

Analysis of Variance for Comparing the Perceptions of

Effectiveness

of Counseling and Guidance Services

 

 

 

 

Comparison n hemp 8.13. F r..__s.iol
Student 243 1.97 1.16 9.25 0.00 ***
Faculty 42 1.81 1.34

Staff 13 1.88 1.24

Male Student 130 1.13 1.29 6.14 0.01 **
Female Student 113 1.77 0.95

On-Campus 151 1.74 1.03 16.29 0.00 ***
Off-Campus 92 1.34 1.25

Sophomore 79 1.05 1.14 1.68 0.19 NS
Junior 83 1.78 0.11

Senior 81 1.07 0.13

 

We
Table 18 shows the statistical comparisons of the

awareness of provisions of student personnel services for

the following statement:

"Interviews are conducted with

students desiring to withdraw from their colleges or the

university to assist these individuals in terms of the

student's aspirations and the university's welfare."

126

The results reported in Table 18 indicate that there
were significant differences in the awareness of provision
of interviews for students desiring to withdraw from their
colleges or university according to status of respondents,
students' gender, place of residence, and academic level.
The overall degrees of awareness of the existence of this
service were rather low. However, the faculty showed a
higher degree of awareness (35.7%). The staff indicated
that the service did not exist at all (0.0%).

Table 18

Statistical Comparisons of the Knowledge of
Interviews Conducted With Students
Desiring to Withdraw

 

 

Yes No Not Sure

 

 

Won n j.___L % fl df L813
Student 243 10.7 53.5 35.8 24.87 4 .00 ***
Faculty 42 35.7 38.6 35.7

Staff 13 0.0 76.9 23.1

Male Student 130 15.4 51.5 33.1 6.52 2 .04 *
Female Student 113 5.3 55.8 38.9

On-Campus 151 6.3 62.9 29.8 14.97 2 .00 ***
Off-Campus 92 16.3 38.0 45.7

Sophomore 79 5.1 51.9 43.0 9.86 4 .04 *
Junior 83 8.4 59.0 32.5

Senior 81 18.5 49.4 32.1

 

Table 19 shows the statistical comparisons of the

awareness of provisions of student personnel services for

127
the following statement: "Counseling help is provided for
students with emotional problems."

Table 19 indicates that there were no significant
differences in the awareness of provision of counseling for
students with emotional problems (statement 21) according
to status of respondents, students' gender, and place of
residence. The awareness was not significantly different
according to students' academic level. All groups agreed
that this service did not exist. Female students showed
the highest degree of awareness (92.9%) and the faculty
showed the lowest degree of awareness (61.9%) that the

service (counseling help) does not exist.

Table 19

Statistical Comparisons of the Awareness of
Provisions of Counseling Help

 

 

 

 

Yes No Not Sure

mason n L__% 3 x2 df p__s.i.¢1
Student 243 4.1 86.4 9.5 27.03 4 .00 ***
Faculty 42 0.0 61.9 38.1

Staff 13 7.7 84.6 7.7

Male Student 130 6.9 80.8 12.3 8.78 2 .01 *
Female Student 113 0.9 92.9 6.2

On-Campus 151 3.3 90.7 6.0 6.66 2 .04 *
Off-Campus 92 5.4 79.3 15.2

Sophomore 79 5.1 84.8 10.1 6.27 4 .18 NS
Junior 83 0.0 91.6 8.4

Senior 81 7.4 82.7 9.9

 

128

W

The importance, of housing services was measured by
nine items, while the effectiveness, and provision of the
were measured by using eight items related to housing
services. The importance and effectiveness were
represented by average scores. The provisions were
analyzed according to each item separately.
WWW

Table 20 shows the results of statistical analyses
comparing the ratings of the importance of housing services

according to status of respondents, students' gender,

students' place of residence, and students' academic level.

Table 20

Analysis of Variance Comparing the Perceptions
of Importance of Housing Services

 

 

 

Cam-arisen n Mean S-D- F 2__Sis..
Student 243 4.40 0.38 4.89 0.01 **
Faculty 42 4.60 0.41

Staff 13 4.61 0.34

Male Student 130 4.43 0.38 1.47 0.23 NS
Female Student 113 4.37 0.38

On-Campus 151 4.40 0.37 1.10 0.31 NS
Off-Campus 92 4.43 0.40

Sophomore 79 4.40 0.40 2.90 0.06 NS
Junior 83 4.31 0.35

Senior 81 4.48 0.39

 

129

The results indicate that there were significant
differences in the perceptions of importance of housing
services only according to the status of respondents. The
perceptions according to students' gender, place of
residence, and academic level were found not to be
significantly different. The overall ratings were all very
high on the importance of the housing services, but
surprisingly, the students rated the importance of housing
services significantly lower than the faculty or staff.

1] BEE !' E H . E i

Table 21 shows the results of statistical analysis
comparing the ratings of the effectiveness of housing
services according to the status of respondents, students'
gender, place of residence, and academic level.

The results indicate that there were significant
differences in the perception of the effectiveness of
housing services according to status of respondents,
students' gender and place of residence. The perceptions
according to students' academic level were not found to be
significant. The overall ratings for the effectiveness of
housing services were about average, with the students'
rating being significantly lower than that of the student
personnel services staff and faculty. The female students

and the on-campus students rated the effectiveness of

130
housing services as lower than the male students and the

off-campus students respectively.

Table 21

Analysis of Variance Comparing the Perceptions
of Effectiveness of Housing Services

 

 

Marissa It Mean S-D- F

 

 

Student 243 2.42 0.70 35.23 0.00 ***
Faculty 42 3.17 0.63
Staff 13 3.57 0.59
Male Student 130 2.58 0.64 14.00 0.00 ***
Female Student 113 2.25 0.73
On-Campus 151 2.18 0.62 57.51 0.00 ***
Sophomore 79 2.44 0.80 0.38 0.69 NS
Junior 83 2.37 0.66
Senior 81 2.46 0.64

 

WW

Table 22 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Housing for unmarried students
is provided with facilities such as lounges with
kitchenettes and recreation rooms.‘

The results reported in Table 22 indicate that there
were significant differences in the awareness of provision

of facilities for unmarried students housing according to

status of respondents, students' place of residence, and

131

academic level. However, the perceptions were not
significantly different according to students' gender. The
degrees of awareness for the existence of these facilities
were not high. The highest degree of awareness was shown
by the off-campus students and sophomores (46.7%, and 46,8%
respectively). The faculty and the off-campus students
appeared to not know about the existence of these

facilities (40.5% and 38.0% respectively).

Table 22

Statistical Comparisons of the Awareness of
Provisions of Housing for Unmarried Students

 

 

 

Yes No Not Sure

mason n §___%___%__x3__df._p__Sis
Student 243 61.3 21.4 17.3 15.67 4 .00 **
Faculty 42 47.6 11.9 40.5

Staff 13 84.6 7.7 7.7

Male Student 130 60.8 23.1 16.2 .59 2 .75 NS
Female Student 113 61.9 19.5 18.6

On-Campus 151 70.2 25.2 4.6 44.69 .00 ***
Off-Campus 92 46.7 15.2 38.0

Sophomore 79 46.8 27.8 25.3 11.41 .02 *
Junior 83 71.1 15.7 13.3

Senior 81, 65.4 21.0 13.1

 

132

Table 23 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: “Apartments are provided for
married students and their families.“

The results reported in Table 23 indicate that there
were significant differences in the awareness of provision
of married-student apartments according to students' gender
and place of residence. However, the awareness was
significantly different according to status of respondents

and students' academic level.

Table 23

Statistical Comparisons of the Awareness of
Provisions of Apartments for Married Students

 

 

Yes No Not Sure

 

 

mason n L__§ % L_91r_p__5132
Student 243 72.4 2.9 24.7 5.50 4 .24 NS
Faculty 42 69.0 4.8 26.2
Staff 13 100.0 0.0 0.0
Male Student 130 82.3 1.5 16.2 13.77 2 .00 ***
Female Student 113 61.1 4.4 34.5
Off-Campus 92 63.0 2.2 34.8
Sophomore 79 65.8 2.5 31.6 8.68 4 .07 NS
Junior 83 67.5 3.6 28.9
Senior 81 84.0 2.5 13.6

 

The degrees of awareness of the existence of the

service were high for all groups. The staff reported the

133

highest degree of awareness of this service (100%), while
female students were less aware of the existence of this
service (61.1%).

Table 24 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Opportunities are provided for
students to participate in the administration of student
housing units."

Table 24
Statistical Comparisons of the Awareness of

Provisions of Administration of Student
Housing Units

 

 

 

Yes No Not Sure

Cummings n i__%___%___x3__df_2_5ig
Student 243 64.0 10.7 25.2 22.95 4 .00 ***
Faculty 42 45.2 2.6 52.4

Staff 13 100.0 0.0 0.0

Male Student 130 76.0 2.3 21.7 25.69 2 .00 ***
Female Student 113 50.4 20.4 29.2

On-Campus 151 76.2 11.3 12.6 34.68 2 .00 ***
Off-Campus 92 44.0 9.9 46.2

Sophomore 79 50.6 15.2 34.2 9.53 4 .05 *
Junior 83 70.7 9.8 19.5

Senior 81 70.4 7.4 22.2

 

The results reported in Table 24 indicate that there
were significant differences in the awareness of provision
of opportunities for students to participate in the

administration of student housing by all comparisons

134
according to status of respondents, students' gender, place
of residence, and academic level.

The degrees of agreement on the provision of the
opportunities vary from 44% for off-campus students to 100%
for the staff. The faculty also showed mixed awareness of
the existence of this function (45.2%) and many of them
were uncertain about the provision of this function
(52.4%). Two other groups also indicated that they were
not sure about the existence of this function, the
off-campus students and sophomore students (46.2% and 34.2%
respectively).

Table 25 shows the statistical comparisons of the
awareness of each group's members provisions of student
personnel services for the following statement: "The
university provides living units that are quiet and
well-maintained to allow for effective study."

As shown in Table 25, there were significant
differences in the awareness of provision of quiet and
well-maintained living units only according to students'
place of residence. The awareness was not significant
in the comparisons according to status of respondents,

students' gender, and academic level.

135
Table 25
Statistical Comparisons of the Awareness of

Provisions of Quiet and Well-Maintained
Living Units

 

 

Yes NO Not SD re

 

CQEEELifiQD ml 84* % i___———33———§§——2———519
Student 243 74.1 12.3 13.6 8.62 4 .07 NS
Faculty 42 78.6 2.4 19.0
Staff 13 100.0 0.0 0.0
Male Student 130 73.1 12.3 14.6 .26 2 .88 NS
Female Student 113 75.2 12.4 12.4
On-Campus 151 83.4 15.2 1.3 51.53 2 .00 ***
Off-Campus 92 58.7 7.6 33.7
Sophomore 79 65.8 16.5 17.7 5.47 4 .24 NS
Junior 83 81.9 8.4 9.6
Senior 81 74.1 12.3 13.6

 

As for the degree of awareness, again, the staff
showed full awareness of the existence of this service
(10%). Off-campus students were the lowest reported
awareness (58.7%). They were also not sure about the
existence of this service (33.7%).

Table 26 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "A variety of activities
(educational, social and recreational programs) are

provided in the housing units."

136
Table 26

Statistical Comparisons of the Awareness of
Provisions of Educational, Social and
Recreational Programs Provided in
the Housing Units

 

 

Yes NO NOt Sure

 

Wu n L % % K2 5f L—SJ-S'
Student 243 51.0 27.5 21.4 24.90 4 .00 ***
Faculty 42 26.2 60.7 57.1
Staff 13 61.5 23.1 15.4
Male Student 130 44.6 30.8 24.6 4.64 2 .10 NS
Female Student 113 58.4 23.9 17.7
On-Campus 151 58.3 35.1 6.6 53.00 2 .00 ***
Sophomore 79 46.8 31.6 21.5 4.00 4 .41 NS
Junior 83 59.0 24.1 16.9
Senior 81 46.9 27.2 25.9

 

The results reported in Table 26 indicate that there
were significant differences in the awareness of provision
of various activities (educational, social and recreational
programs) in housing units when compared according to
status of respondents and students' place of residence.
However, the awareness was not significantly different
when compared according to students' gender and academic
level.

The overall degree of awareness of the existence of
this service were about medium. The degrees of awareness

vary from 26.2% for faculty to 61.5% for staff. The

137
faculty and off-campus students reported the highest degree
of uncertainty regarding the existence of this service
(57.1% and 45.7% respectively).

Table 27 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Housing unit counseling staff is
provided to help students with problems and assist them in

planning appropriate activities."

Table 27

Statistical Comparisons of the Awareness of
Provisions of Housing Unit Counseling Staff

 

 

Yes NO Not 511 re

 

 

camarison n J___3.___§____33 df L_Si_a.
Student 243 7.4 74.1 18.5 50.98 4 .00 ***
Faculty 42 38.1 26.2 35.7

Staff 13 38.5 46.2 15.4

Male Student 130 11.5 68.5 20.0 7.96 2 .02 *
Female Student 113 2.7 80.5 16.8

On-Campus 151 4.0 91.4 4.6 64.00 2 .00 ***
Off-Campus 92 13.0 45.7 41.3

Sophomore 79 13.9 68.4 17.7 11.79 4 .02 *
Junior 83 0.0 79.5 20.5

Senior 81 8.6 74.1 17.3

 

The results reported in Table 27 indicate that there
were significant differences in the awareness of provision

of housing unit counseling staff compared according to all

138
factors: status of respondents, students' gender, place of
residence, and academic level.

The overall degree of awareness of the existence of
this service was rather low. The staff and faculty,
however, showed slightly higher degrees of awareness (38.5%
and 38.1% respectively). Students indicated a very low
degree of awareness of the existence of this service. The
on—campus students responses showed that the housing unit
counseling staff was not provided (91.4%).

Table 28 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "First aid equipment is made
available for students in each student housing unit."

Table 28

Statistical Comparisons of the Awareness of
Provisions of First Aid Equipment

 

 

 

Wu IL i—i———L———X—£f—2——5-132
Student 243 59.7 18.1 22.2 26.88 4 .00 ***
Faculty 42 47.6 2.4 50.0
Staff 13 100.0 0.0 0.0
Male Student 130 60.8 16.9 22.3 .27 2 .87 NS
Female Student 113 58.4 19.5 22.1
On-Campus 151 68.2 23.2 8.6 43.80 2 .00 ***
Off-Campus 92 45.7 9.8 44.6
Sophomore 79 51.9 19.0 29.1 7.47 4 .11 NS
Junior 83 68.7 12.0 19.3
Senior 81 58.0 23.5 18.5

 

139

The results reported in Table 28 indicate that there
were significant differences in the awareness of provision
of first aid equipment in housing units compared according
to status of respondents and students' place of residence.
The awareness was not significantly different when compared
according to students' gender and academic level.

The overall degree of awareness of the provision of
first aid equipment were high with the staff in complete
awareness of the existence of this services (100%) and a
medium awareness of the off-campus students who had a 45.7%
awareness level. .The faculty and off-campus reported the
lowest awareness level of the puovision of this service
(50% and 44.6% respectively).

Table 29 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Fire extinguishers are made
available in each student housing unit."

The results reported in Table 29 indicate that there
were significant differences in the awareness of provision
of fire extinguishers in housing units when compared
according to status of respondents, students' gender, and
place of residence. The awareness was not significantly
different, however, when compared according to students'

academic level.

140
Table 29
Statistical Comparisons of the Awareness of

Provision of Fire Extinguishers in
Student Housing Units

 

 

 

 

Yes No Not Sure
Cunning”: n. §____j % 32 df ;L_Jfi£_
Student 243 71.2 9.1 19.8 35.37 4 .00 ***
Faculty 42 38.1 2.4 59.5
Staff 13 69.2 23.1 7.7
Male Student 130 60.8 16.2 23.1 21.40 2 .03 ***
Female Student 113 83.2 0.9 15.9
On-Campus 151 82.8 10.5 6.6 42.38 .00 ***
Sophomore 79 63.3 10.1 26.6 6.78 .15 NS
Junior 83 78.3 4.1 16.9
Senior 81 71.6 12.3 16.0

 

The overall degree of awareness of the availability of
fire extinguishers vary from 83.2% for female students to
38.1% for the faculty. The percentage of lack of awareness
is highest for the staff (23.1 s). The faculty and
off-campus students expressed uncertainty about the

existence of this service (59.5% and 41.3% respectively).

EnniJELEUEm

The importance, effectiveness, and provisions of the
food services were measured by using four items related to
food services. The importance and effectiveness were rep-
resented by the average scores of the four items. The pro-

visions were analyzed according to every item separately.

141
W
Table 30 shows the results of statistical analysis
comparing the ratings of the importance of food services
according to status of respondents, students' gender, place

of residence, and academic level.

Table 30

Analysis of Variance Comparing Perceptions
of Importance of Food Services

 

 

 

Wu n Mean 45.1): F L_Sis..
Student 243 4.49 0.42 2.18 0.12 NS
Faculty 42 4.62 0.43

Staff 13 4.85 0.53

Male Student 130 4.53 0.43 1.43 0.23 NS
Female Student 113 4.46 0.42

On-Campus 151 4.51 0.42 0.27 0.63 NS
Off-Campus 92 4.50 0.43

Sophomore 79 4.50 0.51 1.40 0.25 NS
Junior 83 4.50 0.35

Senior 81 4.60 0.40

 

Although the means of all of the perceptions were
very high on the importance of food services, there were no
significant differences in the perceptions according to the
status of the respondents, students' gender, place of

residence or academic level.

 

 

142
W
Table 31 shows the results of statistical analysis
comparing the ratings of the effectiveness of food services
according to status of respondents, students' gender, place

of residence, and academic level.

Table 31

Analysis of Variance Comparing Perceptions of
Effectiveness of Food Services

 

 

 

Wu IL Mean S-D- F J2.__S.ig...'
Student 243 1.95 1.00 47.16 0.00 ***
Faculty 42 3.19 .82

Staff 13 3.62 .49

Male Student 130 2.28 0.95 37.51 0.00 ***
Female Student 113 1.58 0.85

On-Campus 151 1.86 0.89 3.67 0.06 NS
Off-Campus 92 2.11 1.06

Sophomore 79 2.04 1.12 .63 .53 NS
Junior 83 1.87 0.87

Senior 81 1.95 0.90

 

The results indicate that there were significant
differences in the perceptions of the effectiveness of food
services according to the status of the respondents, the
gender of the students, and their place of residence.
There were no significant differences in the perceptions

according to students' academic level.

143

The overall ratings of the effectiveness of food
services were rather low. It is surprising that the
students' ratings were significantly lower than the ratings
of the student personnel services staff and the faculty.
WW

Table 32 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Well-balanced meals are made

available for the students through the university campus."

Table 32

Statistical Comparisons of Awareness of
the Availability of Well-Balanced Meals
On the University Campus

 

 

Yes NO NOt Sure

 

 

W n L_.i % 2:2 df 1).—Sis
Student 243 77.0 .16.4 8.6 10.33 4 .04 *
Faculty 42 95.2 0.0 4.8

Staff 13 92. 0.0 7.7

Male Student 130 73.1 17.7 9.2 2.76 2 .25 NS
Female Student 113 81.4 10.6 8.0

On-Campus 151 80.1 14.6 5.3 5.69 2 .06 NS
Off-Campus 92 71.7 14.1 14.1

Sophomore 79 81.0 12.7 6.3 7.47 4 .11 NS
Junior 83 81.9 13.3 4.8

Senior 81 67.9 17.3 14.8

 

The results reported in Table 32 indicate that there

were significant differences in the awareness of provision

144

of well-balanced meals for students throughout the
university campus, but these differences were only
according to the status of the respondents. The awareness
was not significant between students based on their gender,
place of residence, or academic level. The degrees of
awareness of the availability of this services were very
high for all groups. However, the faculty expressed the
highest degree of awareness (95.2%), while the seniors
expressed the least awareness (67.9%)

Table 33 shows the statistical comparisons of the
awareness of provisions of student personnel services for
the following statement: "Students' comments and
suggestions related to food services are sought and
welcomed by the university."

The results shown in Table 33 indicate that there were
significant differences in the awareness of provision of
students' input regarding food services when compared
according to status of respondents and students' place of
residence. The awareness was not significantly different
when compared according to students' gender and academic
level.

The results also indicate mixed degree of awareness of
the provision of this service. The staff was more aware of
the existence of this function (76.9%) while female

students either unaware (53.1%) or were unsure (16.8%).

145

The faculty represented the highest percentage in the "not

sure" category (52.4%).

Table 33

Statistical Comparisons of the Awareness

Regarding the Students' Comments and

Suggestions Being Sought Related
to Food Services

 

 

 

Yes No Not Sure

Wu n ‘4.__L__i__2L2 dfp_Sis
Student 243 35.8 49.8 14.4 49.31 4 .00 ***
Faculty 42 38.1 9.5 52.4

Staff 13 76.9 7.7 15.4

Male Student 130 40.8 46.9 12.3 3.24 2 .20 NS
Female Student 113 30.1 53.1 16.8

On-Campus 151 38.4 51.7 9.9 6.57 2 .04 *
Off-Campus 92 31.5 46.7 21.7

Sophomore 79 34.2 51.9 13.9 .23 4 .99 NS
Junior 83 36.1 49.4 14.5

Senior 81 37.0 48.1 14.8

 

 

Table 34 shows the statistical comparisons of the

awareness of provisions of student personnel services for

the following statement:

"A well-maintained cafeteria

designated for female students is provided by this

university."

The results reported in Table 34 indicate that there

were significant differences in the awareness of provision

of a well-maintained cafeteria designated for female

students when compared according to status of respondents,

146

students' gender, and place of residence. However, the
awareness was not found to be significant when compared
according to students' academic level.

There were mixed degrees of awareness between the
groups. High percentages were distributed between lack of
awareness and "not sure" responses. The staff showed the
highest degree of awareness (46.2%) while the male students
showed the lowest (11.5%). As expected, the data indicated
that male students were not sure about the existence of

this facility (64.6%).

Table 34

Statistical Comparisons of Awareness of Students
Regarding the Provision of a Cafeteria
For Female Students

 

 

 

Yes No Not Sure

W11 n 4.__L__&__x3__d_f_p__s.is
Student 243 21.0 40.3 38.7 23.45 4 .00 ***
Faculty 42 42.9 7.1 50.0

Staff 13 46.2 38.5 50.4

Male Student 130 11.5 23.8 64.6 79.33 2 .00 *
Female Student 113 28.3 42.4 29.3

On-Campus 151 16.6 39.1 44.4 7.22 .03 *
Off-Campus 92 28.3 42.4 29.3

Sophomore 79 21.5 38.0 20.5 1.03 .91 NS
Junior 83 18.1 42.2 39.8

Senior 81 23.5 40.7 35.8

 

147
Table 35 shows the statistical comparisons of the
awareness of provisions of student personnel services for

the following statement: "Opportunities are provided for

 

 

 

 

students to participate in the administration of food
services in this university."
Table 35
Statistical Comparisons of the Awareness
of Opportunities Being Provided for
Students to Participate in the
Administration of Food Services
Yes No Not Sure

Wu 1: §___% 843d£p__sj.g
Student 243 58.8 24.7 16.5 46.80 4 .00 ***
Faculty 42 23.8 19.0 57.1
Staff 13 100.0 0.0 0.0
Male Student 130 70.0 13.8 16.2 19.24 2 .00 ***
Female Student 113 46.0 37.2 16.8
On-Campus 151 68.9 20.5 10.6 17.98 2 .00 ***
Off-Campus 92 42.4 31.5 26.1
Sophomore 79 44.3 34.2 21.5 13.09 4 .01 **
Junior 83 71.1 19.3 9.6
Senior 81 60. 21.0 18.5

 

The results of Table 35 indicate that there were
significant differences in the awareness of provision of
student participation iJl‘the administration of food
services when compared according to all factors: status of

respondents, students' gender, place of residence and

academic level. The degrees of awareness vary from 100%

148
awareness for the staff to 23.8% for the faculty. Only
58.8% of the students agreed that students participate in
food administration. The faculty indicated that they
were not sure about the participation (57.1%).
W

The importance of health services was measured by four
items, while the effectiveness, and provisions were
measured using three items related to health services. The
importance and effectiveness were represented by average
scores. 'The provisions were analyzed separately item by
item.

W93;

Table 36 shows the results of statistical analysis
comparing the ratings of the importance of health services
according to status of respondents, students' gender, place
of residence, and academic level.

The results indicate that there were significant
differences in the perceptions of the importance of health
services according to the status of respondents and the
students' place of residence. There were no significant
differences in the perceptions according to the students'
gender and academic level.

The overall ratings of the importance of health
services were high. It is surprising that students rated

the importance lower than the student personnel services

149
staff. (Also, students who lived on-campus rated the
importance of health services lower than the students who

lived off-campus.

Table 36

Analysis of Variance Comparing the Perceptions
of Importance of Health Services

 

 

 

mason n Mean S-D- F 2 Sis
Student
243 4.20 0.60 4.54 .01 *

Faculty 42 4.41 0.50

Staff 13 4.44 0.38

Male Student 130 4.21 0.66 1.84 0.18 NS
Female Student 113 4.10 0.51

On-campus 151 4.10 0.58 6.80 0.01 **
Off-campus 92 4.30 0.61

Sophomore 79 4.20 0.50 1.20 0.31 NS
Junior 83 4.08 0.61

Senior 81 4.21 0.62

 

1] BEE !' E H 1!] S .

Table 37 shows the results of statistical analysis
comparing the ratings of the effectiveness of health
services according to the status of respondents, students'
gender, place of residence, and academic level.

The results indicate that there were significant
differences in the perceptions of the effectiveness of
health services according to the status of the respondents

and students' place of living. There were no significant

150
differences in the perceptions according to students'

gender and academic level.

Table 37

Analysis of variance for Comparing the
Perceptions of Effectiveness
of Health Services

 

 

 

Summon n Egan S-D- F 12.__s.is
Student 243 2.64 0.81 8.99 0.00 ***
Faculty 42 3.21 0.83

Staff 13 2.92 0.72

Male Student 130 2.66 0.85 0.10 0.75 NS
Female Student 113 2.63 0.76

On-campus 151 2.54 0.79 6.80 0.01 *
Off-campus 92 2.82 0.83

Sophomore 79 2.66 0.83 0.13 0.88 NS
Junior 83 2.61 0.78

Senior 81 2.67 0.84

 

The overall ratings of the effectiveness of health

services were about average.

significantly lower than those of the faculty.

Students'

ratings were

The

on-campus students rated the effectiveness lower than

off-campus students.

W
Table 38 shows the statistical comparisons of the

awareness of provision of student personnel services for

the following statement:

examinations service for new students."

"The provision of physical

151
Table 38

Statistical Comparisons of the Awarenesss
of the Provision of Physical Examinations

 

 

 

Yes No Not Sure
W911 n %___i___%__x_2__s1f_p__ais
Student 243 79.4 9.1 11.5 29.10 4 .00 ***
Faculty 42 57.1 0.0 42.9
Staff 13 84.6 7.7 7.7
Male student 130 75.4 11.5 13.1 3.17 2 .22 NS
Female student 113 84.1 6.2 9.7
On-campus 151 76.2 11.3 12.6 3.07 2 .22 NS
Off-campus 92 84.8 5.4 9.8
Sophomore 79 81.0 7.6 11.4 1.62 4 .81 NS
Junior 83 80.7 7.2 12.0
Senior 81 76.5 12.3 11.1

 

The results shown in Table 38 indicate that there
were significant differences in the awareness of the
provision of physical examinations for new students
when compared according to status of respondents. Other
comparisons were found to be of no significance. The
overall degree of awareness was high. The off-campus
students and the staff showed the highest degrees of
awareness (84.8% and 84.6% respectively). The faculty
showed least awareness (57.1%).

Table 39 shows the statistical comparisons of the
awareness of provisions of student personnel services

for the following statement: "Preventive medicine is

152

provided, including systematic examinations, programs of

inoculation, and health information through lectures and

other means."

Table 39

Statistical Comparisons of the Awareness
of the Provision of Preventive
Medical Services

 

 

Yes No Not Sure

Merriam n L__§___§__x__s1f_2_aigz

Student 243 10.3 63.0 26.7 18.24 4 .00 ***
Faculty 42 16.7 28.6 54.8
Staff 13 15.4 61.5 23.1
Male student 130 13.1 62.3 24.6 2.61 2 .27 NS
Female student 113 7.1 63.0 26.7
On-campus 151 12.6 62.3 25.2 2.45 2 .29 NS
Off-campus 92 6.5 64.1 29.3
Sophomore 79 11.4 60.8 27.8 .92 4 .92 NS
Junior 83 9.6 61.4 28.9
Senior 81 9.9 66.7 23.5

 

As reported in Table 39,

the results indicate that

there were significant differences in the awareness of
provision of preventive medicine when compared only
according to status of respondents. The awareness was not
significantly different for comparisons by students'
gender, place of residence or academic level.

The results revealed strong degrees of disagreement

«M: the existence of this service. The seniors expressed

153
the highest degree of lack of awareness (66.7%) while the
faculty showed a high degree of uncertainty (54.8%).
Table 40 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Regular medical services

are provided for all students."

Table 40

Statistical Comparisons of the Awareness of
Provision of Regular Medical Services

 

 

 

YES NO NOt Sure
cgmearissne ne a______l_____3______x3___df__2___ais
student 243 77.0 18.9 . 2.37 4 .67 us
Faculty 42 73.8 19.0 .
Staff 13 69.2 30.8 .

Male student 130 74.6 20.8
Female student 113 79.6 16.8

.87 2 .65 NS

NNNI QM U. 0‘].
O
11le U'lO‘ mm OHH

On-campus 151 82.8 14.6 . 7.85 2 .02 *
Sophomore 79 69.6 22.8 . 5.94 4 .20 NS
Junior 83 83.1 14.5 .

Senior 81 77.8 19.8 .

 

The results shown in Table 40 indicate that there
were significant differences in the awareness of provision
of regular medical services for all students when compared
only according to students' place of residence. When

compared according to status of respondent, students'

154
gender and academic level, awareness differences were not
found to be significant.

The overall degree of agreement on the availability
of this service was high. Juniors and on-campus students
expressed highest awareness (83.1% and 82.8% respectively)
while off-campus, staff and sophomores expressed less

awareness (67.4%, 69.2%, and 69.6% respectively).

Wis:

The importance of student activities was measured by
using fourteen items, while the effectiveness, and
provisions were measured by using thirteen items related to
student activities offered at KFU. The importance and
effectiveness were represented by average scores. The
provisions were analyzed according to individual item.
WW

Table 41 shows the results of statistical analysis
comparing the ratings of the importance of student
activities according to status of respondents, students'
gender, place of residence, and academic level.

The results indicate that there were significant
differences in the perceptions of importance of student
activities according to status of respondents, students'
gender, and academic level. The perceptions of importance
were not significantly different for different academic

levels.

155

Table 41

Analysis of variance for Comparing the
Perceptions of Importance of

Student Activities

 

 

 

W n Heart S-D- F EL 819
Student

243 4.29 0.39 3.80 .02 *
Faculty 42 4.46 0.39
Staff 13 4.39 0.43
Male Student 130 4.35 0.38 5.62 .02 *
Female Student 113 4.23 0.40
On-campus 151 4.30 0.38 0.42 .52 NS
Off-campus 92 4.31 0.41
Sophomore 79 4.20 0.45 4.24 .02 *
Junior 83 4.30 0.31
Senior 81 4.37 0.38

 

The overall ratings of the importance of student

activities were rather high.

Students rated the importance

of student activities significantly lower than the faculty.

Female students and sophomores rated the importance lower

than the male students and seniors respectively.

MW

Table 42 shows the results of statistical analysis

comparing the ratings of the effectiveness of student

activities according to the status of respondents,

students' gender, place of residence, and academic level.

156

Table 42

Analysis of variance for Comparing the
Perceptions of Effectiveness

of Student Activities

 

 

 

marina n Mean S-D- P r_Sis_
Student

243 2.12 0.55 29.99 0.00 ***
Faculty 42 2.74 0.66
Staff 13 2.84 0.45
Male Student 130 2.23 0.58 12.58 0.00 ***
Female Student 113 1.99 0.48
On-campus 151 2.05 0.48 7.31 0.01 *
Off-campus 92 2.24 0.62
Sophomore 79 2.19 0.57 0.93 0.40 NS
Junior 83 2.07 0.51
Senior 81 2.11 0.56

 

The results indicate that there were significant
differences in the perceptions of effectiveness of student
activities according the status of respondents, students'
gender, and place of residence. The perceptions were not
significantly different according to students' academic
level.

The overall ratings of the effectiveness of student
activities were low. Students rated the effectiveness
significantly lower than both the faculty and the students
personnel services staff. Female and on-campus students
rated the effectiveness significantly lower than male and

off-campus students respectively.

157
MW
Table 43 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Student activities that

contribute to the development of student leadership skills

are provided."

Table 43

Statistical Comparisons of the Awareness
of Provision of Student Activities

 

 

YES NO NOt Sure

L.__r___a__xz__rr_2__sig

 

W n

Student 243 46.5 30.0 23.5 22.31 4 .00 ***
Faculty 42 35.7 9.5 54.8
Staff 13 69.2 15.4 15.4
Male student 130 43.1 32.3 22.1 1.34 2 .51 NS
Female student 113 50.4 27.4 24.6
On-campus 151 56.3 29.1 14.6 21.76 2 .00 **
Off-campus 92 30.4 31.5 38.0
Sophomore 79 39.2 29.1 31.6 5.47 4 .24 NS
Junior 83 53.0 27.7 19.3
Senior 81 46.9 33.3 19.8

 

The results reported in Table 43 indicate that there
were significant differences in the awareness of provision
of activities for leadership development when compared
according to status of respondents and students' place of

residence. The comparisons of awareness of provisions

158
according to students' gender and academic level indicated
that there were no significant differences.

The overall degrees of awareness of existence,
inexistence, and uncertainty of leadership training
activities were mixed. However, the staff expressed the
highest degree of awareness of the existence of these
activities (69.2%), while off-campus students expressed the
lowest degree (30.4%). The faculty expressed uncertainty
about the provision of this service (54.8%).

Table 44 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A variety of cultural

lectures is provided by this university."

Table 44

Statistical Comparisons of the Awareness of
Provision of Cultural Events and Lectures

 

 

 

Yes No Not Sure

mariner: n a.__.i_3_x2__df_p_aig
Student 243 82.3 9.5 8.2 6.59 4 .16 NS
Faculty 42 78.6 2.4 19.0

Staff 13 84.6 7.7 7.7

Male student 130 83.8 6.9 9.2 2.33 2 .31 NS
Female student 113 80.5 12.4 7.1

On-campus 151 86.8 8.6 4.6 7.53 2 .02 *
Off-campus 92 75.0 10.9 14.1

Sophomore 79 75.9 7.6 16.5 10.76 4 .03 *
Junior 83 85.5 10.8 3.6

Seniggf 81 85.2ff, 9-9 4.9

 

159

The results reported in Table 44 indicate that there
were significant differences in the awareness of provision
of cultural lectures activity when compared according to
students' place of living and academic year. Comparisons
according to status of respondents and students' gender
were not significantly different.

The overall degree of awareness of the availability
of this service were equally very high for all groups (from
86.8% for on-campus students to 75% for off-campus
students).

Table 45 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A program of religious
activity is made available through the university."

As shown in Table 45, the results indicate that there
were significant differences in the awareness of provision
of religious activity programs when compared according to
each one of the factors - status of respondents, students'
gender, place of residence, and academic level.

The overall degree of awareness of the existence of
the religious activity program were not high. The degrees
vary from 74.7% for juniors to 52.2% for off-campus
students. Sophomores expressed the lowest degree of

awareness (29.1%) followed by female students (25.7%). The

160
faculty members' responses indicated that most of them were

uncertain about the availability of the program (42.9%).

Table 45

Statistical Comparisons of the Awareness
of Provision of a Religious Program

 

 

 

Yes No Not Sure

Wu n L_t__%_x_2__df__p._ais
Student 243 61.7 21.8 16.5 19.59 4 .00 ***
Faculty 42 52.4 4.8 42.9

Staff 13 61.5 7.7 30.8

Male student 130 59.2 18.5 22.3 7.53 2 .02 *
Female student 113 64.6 25.7 9.7

On-campus 151 67.5 19.9 12.6 6.5 2 .04 *
Off-campus 92 52.2 25.0 22.8

Sophomore 79 49.4 29.1 21.5 11.42 4 .02 *
Junior 83 74.7 15.7 9.6

Senior 81 60.5 21.0 18.5

 

Table 46 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Student activities are
centrally scheduled and limited for a balanced, well-
rounded program."

The results as shown in Table 46 indicate that there
were significant differences in the awareness of provision
of balanced, well-rounded, and centrally scheduled student

activities only when they were compared according to status

161
of respondents. Other comparisons were not found to be

significant.

Table 46

Statistical Comparisons of the Awareness
of Provision of Centrally Scheduled
Student Activities

 

 

Yes No Not Sure

W n §__.§__L_xz__df_2._Sis

 

Student 243 7.8 35.4 56.8 19.38 4 .00 ***
Faculty 42 23.8 31.0 45.2
Staff 13 38.5 15.4 40.2
Male student 130 9.2 36.2 54.6 .99 2 .61 NS
Female student 113 6.2 34.5 59.3
On-campus 151 7.9 37.7 54.3 1.07 2 .59 NS
Off-campus 92 7.6 31.5 60.9
Sophomore 79 8.9 34.2 57.0 1.20 4 .88 NS
Junior 83 8.4 38.6 53.0
Senior 81 6.2 33.3 60.5

 

The overall degree of awareness of the existence of
these activities was low. Most respondents expressed
strong direction toward uncertainty about the provisions of
these activities (40% - 60%). Staff indicated the highest
awareness level (38.5%), while senior and female students
expressed the very least awareness (6.2% for both). All
groups expressed an equally high degree of uncertainty
regarding their awareness of this function (from 60.9% for

off-campus students to 40.2% for the staff).

162
Table 47 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Student organizations exist

for the futherance of social contacts."

Table 47

Statistical Comparisons of the Awareness
of Provisions for Student Organizations

 

 

 

Yes No Not Sure

(lemma n % % 8 45M '
Student 243 49.8 36.2 14.0 49.74 4 .00 ***
Faculty 42 16.7 23.8 59.5

Staff 13 38.5 53.3 7.7

Male student 130 43.1 37.7 19.2 8.19 2 .02 *
Female student 113 57.5 34.5 8.0

on'CamPUS 151 57.6 3308 806 13.8 2 000 ***
Sophomore 79 45.6 35.4 19.0 13.38 4 .01 **
Junior 83 63.9 25.3 10.8

Senior 81 39.5 48.1 12.3

 

Results shown in Table 47 indicate that there were
significant differences in the awareness of provision of
student organizations when compared according to all
factors considered in this study: status of respondents,
students' gender, place of residence, and academic level.

The awareness was mixed between agreement and
disagreement on the provision of student organizations.

The Juniors expressed the highest degree of awareness

163
(63.9%), while the faculty expressed the lowest degree
of awareness (16.7%). The staff indicated the next highest
rate of awareness (53.3%), while the faculty responses
indicated a strong direction toward uncertainty about the.
provision of this service (59.5%).

Table 48 shows the statistical comparisons of the
level of awareness of the provisions of student personnel
services for the following statement: "Faculty members are
asked to become involved in student associations for the

purpose of helping students in planning and deciding
activities."

Table 48

Statistical Comparisons of the Awareness
of Provision for the Involvement of
Faculty in Student Associations

 

 

Yes No Not Sure

Merriam n 3.__3___1__x__4_f_p__.Mis

Student 243 37.9 35.4 26.7 8.60 4 .07 NS
Faculty 42 21.4 35.7 42.9
Staff 13 15.4 53.8 30.8
Male student 130 34.6 39.2 26.2 1.98 2 .37 NS
Female student 113 41.6 31.0 27.4
Sophomore 79 30.4 32.9 36.7 17.15 .00 **
Junior 83 53.0 26.5 20.5
Senior 81 29.6 46.9 23.5

 

164

As reported in Table 48, the results indicate that
there were significant differences in the awareness of
the availability of opportunity for faculty members'
involvement in student organizations only when they were
compared according to students' place of residence and
academic level. The awareness level, compared according to
status of respondents and students' gender, were not
significantly different.

The percentage distribution between the degree of
awareness and uncertainty with regard to faculty
involvement were found to be again mixed. The faculty
themselves expressed less awareness of the provision of
this service (21.4%). The highest percentage of awareness
was expressed by the staff (53.8%), while the faculty
expressed highest degree of uncertainty about the existence
of this service (42.9%).

Table 49 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Various social activities
are provided by this university for its students to help
them in their social development."

The results shown in Table 49 indicate that there
were significant differences in the awareness of provision
of various social activities for students when compared

according to status of respondents and students' place of

165
residence. The comparisons according to students' gender

and academic level were not significantly different.

Table 49

Statistical Comparisons of the Awareness
of Provisions of Student Personnel
Services for Social Development

 

 

Yes No Not Sure

 

W!) n 4.__3.__3___x_2_.df_p__Sis
Student 243 51.9 28.8 19.3 18.18 4 .00 **
Faculty 42 54.8 9.5 35.7

Staff 13 92.3 0.0 7.7

Male student 130 49.2 28.5 22.3 1.65 2 .44 NS
Female student 113 54.9 29.2 15.9

On-campus 151 60.9 27.2 11.9 18.07 2 .00 ***
Off-campus 92 37.0 31.5 31.5

Sophomore 79 46.8 26.6 26.6 .53 4 .11 NS
Junior 83 61.4 26.5 12.0

Senior 81 46.9 33.3 19.8

 

The overall awareness indicated high degree of
awareness for the existence of this service (from 92.3% for
staff to 37% for off-campus students). The seniors
expressed the highest degree of lack of awareness (33.3%),
while the faculty expressed the highest degree of
uncertainty (35.7%).

Table 50 shows the statistical comparisons of the
awareness of provisions of student personnel services

for the following statement: "A student center for males

166
which is provided with a small cafeteria; some recreational
facilities such as billiard tables, ping pong tables;
social, cultural, and artistic facilities, is made

available for the students during the daytime."

Table 50

Statistical Comparisons of the Awareness
of Provision of a Student Center for Males
During the Daytime

 

 

 

Yes No Not Sure
Campaign In % 8 % We
Student 243 4.5 83.1 12.3 22.56 4 .00 ***
Faculty 42 16.7 52.4 31.0
Staff 13 15.4 76.9 7.7
Male student 130 1.5 93.1 5.4 19.82 2 .00 ***
Female student 113 8.0 71.7 20.4
On-campus 151 4.6 90.1 5.3 18.37 2 .00 ***
Off-campus 92 4.3 71.7 23.9
Sophomore 79 3.8 77.2 19.0 7.12 4 .13 NS
Junior 83 3.6 90.4 6.0
Senior 81 6.2 81.5 12.3

 

The results reported in Table 50 indicate that there
were significant differences in the awareness of provision
of recreational activities for students when they were
compared according to status of respondents, students'
gender, and place of residence. However, the comparison

was not significant according to students' academic level.

167

The overall comparisons of the degrees of awareness of
the provision for a student center for male students
reported a strong direction toward a lack of awareness.
However, male students expressed the highest degree of
lack of awareness (931.1%) which means, according to the
criterion, that this facility is not provided.

Table 51 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A student center for
females which is provided with a small cafeteria: some
recreational facilities such as billiard tables, ping pong
tables: social, cultural, and artistic facilities, is made

available for the students during the daytime."

Table 51

Statistical Comparisons of the Awareness
of Provision of a Student Center
for Females During the Daytime

 

 

Yes No Not Sure

 

9.17 4 .06 NS
78.3

80-L

Junior 83
sealer 81

mason n %___L___%—L2_J£_L__Sia
Student 243 4.9 73.7 21.4 15.85 4 .00 ***
Faculty 42 4.8 47.6 47.6
Staff 13 15.4 84.6 0.0
Male student 130 2.3 61.5 36.2 37.94 2 .00 ***
Female student 113 8.0 87.6 4.4
On-campus 151 . 72.2 2.5 .46 2 .80 NS
Off-campus 92 . 76.1 9.6

0 4

9 3

4 8

5 3 2
4 3 1
Sophomore 79 7 6 62.0 3
2 4 1
4 9 1

 

168

The results in Table 51 indicate that there were
significant differences in the awareness of provision of
a student center for females when compared according to
status of respondents and students' gender. The compari-
sons were not significant when compared according to
students' place of residence and academic level.

The degree of awareness indicated that the student
center for females does not exist. The majority of the
students and staff showed a lack of awareness about the
existence of the center (73.7% and 84.6% respectively).
Among students, females and seniors strongly expressed that
the center did not exist (87.6% and 80.2% respectively).
The faculty were either unaware (47.6%) or were uncertain
(47.6%).

Table 52 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Students are given the
opportunity to decide on student activity policies."

As shown in Table 52, the results indicate that there
were significant differences in the awareness of
availability of the opportunity for students to make
decisions about student activities, and policies when
compared according to status of respondents and students'
gender, and place of residence. The comparisons of

awareness of the availability of this opportunity according

169

to students' academic level, however, were not

significantly different.

Table 52

Statistical Comparisons of the Awareness
of Provision of Student Decisions on
Student Activity Policies and Leaders

 

 

 

Yes No Not Sure

92mm: n t___a__L__x.2__df_2__Sis
Student 243 14.8 66.3 18.9 28.31 4 .00 ***
Faculty 42 11.9 33.3 54.8

Staff 13 30. 46.2 23.1

Male student 130 18.5 57.7 23.8 9.17 2 .01 **
Female student 113 10.6 76.1 13.3

On-campus 151 15.9 70.9 13.2 8.40 .02 *
Off-campus 92 13.0 58.7 28.3

Sophomore 79 10.1 64.6 25.3 4.85 .30 NS
Junior 83 16.9 65.1 18.1

Senior 81 17.3 69.1 13.6

 

The overall responses indicated mixed awareness of

the existence of this service.

The majority of respondents

expressed lack of awareness (76.1% for female students and

33.3% for faculty).

of awareness,

only 30.8%.

The staff indicated the highest degree

The majority of faculty

responses showed strongly in the direction of uncertainty

(54.8%).

Table 53 shows the statistical comparisons of the

awareness of provisions of student personnel services

170
for the following statement: "Provide opportunities for

students to participate in a variety of intercollegiate

 

 

 

sports."
Table 53
Statistical Comparisons of the Awareness
of Provision for Participation in
Intercollegiate Sports
Yes No Not Sure

W8 n L__L__3__xz_slf_p__ais
Student 243 55.6 18.9 25.5 9.25 4 .06 NS
Faculty 42 66.7 9.5 23.8

Staff 13 92.3 7.7 0.0

Male student 130 61.5 18.5 20.0 5.17 2 .08 NS
Female student 113 48.7 19.5 31.9

On-campus 151 60.3 17.2 22.5 3.61 2 .16 NS
Off-campus 92 47.8 21.7 30.4

Sophomore 79 44.3 22.8 32.9 7.70 4 .10 NS
Junior 83 63.9 13.3 22.9

Senior 81 58.0 21.0 21.0

 

As reported in Table 53, the results indicate that
there were no significant differences in the awareness of
provision of opportunities for students to participate in
intercollegiate sports.

The staff, however, expressed a high degree of
awareness of the existence of this service (92.3%) while
the Sophomores expressed the lowest degree of awareness

(44.3%). The results also indicate that there was a rather

171
high degree of uncertainty on the provision of this service
(32.9% for sophomores and 31.9% for female students.)
Table 54 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Provide opportunities for

students to participate in a variety of intramural sports

activities."

Table 54

Statistical Comparisons of the Awareness
of Provision of a Variety of
Intramural Sports

 

 

Yes NO NO‘: Sure

W n A_.%___1_x2_df_s__ais

Student 243 57.6 17.7 24.7 6.14 4 .19 NS
Faculty 42 71.4 11.9 16.7

Staff 13 84.6 7.7 7.7

Male student 130 62.3 16.2 21.5 2.57 2 .27 NS
Female student 113 52.2 19.5 28.3

On-campus 151 63.6 16.6 19.9 6.51 .04 *
Off-campus 92 47.8 19.6 32.6

Sophomore 79 46.8 25.3 27.8 7.20 .13 NS
Junior 83 65.1 12.0 22.9

Senior 81 60.5 16.0 23.5

 

The results in Table 54 indicate that there were

significant differences in the awareness of provision of
opportunities for students to participate in a variety of

intramural sports when they were compared only according to

172
students' place of residence. Comparisons according to
status of respondents, students' gender, and academic level
were not found to be significant.

The overall results indicate that more respondents
were aware of the availability of opportunity to
participate in intramural sport activities. Staff and
sophomores' responses indicated high degrees of awareness
(84.6% and 46.8% respectively). Students, in general,
expressed a higher degree of uncertainty as compared to
faculty and staff.

Table 55 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Provide adequate athletic
facilities to enable all students to participate in
sports activities."

As reported in Table 55, the results indicate that
there were significant differences in the awareness of
provision of athletic facilities when compared according to
students' gender and place of residence. However, the
comparisons according to status of respondents and
students' academic level were not significantly different.

The overall responses indicated that more respondents
are aware of the existence of this service, with some
differences in the degree of awareness. Juniors expressed

the highest degree of awareness (68.7%), while off-campus

173
students expressed the lowest degree of awareness (47.8%).
On the average, about 30% of the respondents expressed a

lack of awareness of the existence of this service.

Table 55

Statistical Comparisons of the Awareness
of Provision of Athletic Facilities

 

 

 

 

Yes No Not Sure
Cemriaen n L.__L__l__xz__df_2__Sie
Student 243 56.8 30.0 13.2 6.67 4 .15 NS
Faculty 42 61.9 14.3 23.8
Staff 13 61.5 30.8 7.7
Male student 130 53.1 36.9 10.0 7.22 2 .03 *
Female student 113 61.1 22.1 16.8
On-campus 151 62.3 29.1 8.6 8.50 2 .01 *
Off-campus 92 47.8 31.5 20.7
Sophomore 79 48.1 34.2 17.7 8.13 4 .09 NS
Junior 83 68.7 22.9 8.4
Senior 81 53. 33.3 13.6
Qrienrarmrmram

The importance, effectiveness, and provisions of the
orientation program were measured by using four items
related to the orientation program. The importance and
effectiveness were represented by the average scores of

the four items. The provisions were analyzed item by item.

174
WWW
Table 56 shows the results of statistical analysis
comparing the ratings of importance of orientation program
according to respondents' status, students' gender, place

of residence, and academic level.

Table 56

Analysis of variance for Comparing the Percpetions
of Importance of the Orientation Program

 

 

 

 

Gammarirsm n Mean—5...!)- P p.._Sis
Student

243 4.46 0.41 4.67 0.01 **
Faculty 42 4.55 0.46
Staff 13 4.15 0.35
Male Student 130 4.47 0.42 0.22 0.64 NS
Female Student 113 4.45 0.38
On-campus 151 4.41 0.40 6.32 0.01 *
Off-campus 92 4.54 0.42
Sophomore 79 4.44 0.44 2.21 0.11 NS
Junior 83 4.40 0.39
Senior 81 4.53 0.39

 

The results indicate that there were significant

differences in the perceptions of importance of the

orientation program according to status of respondents, and

students' place of residence.

The perceptions were not

significantly different according to students' gender and

academic level.

175

The overall ratings were high, with students' and
facultys' ratings being significantly higher than the
ratings of the student personnel services staff. The
on-campus students rated the importance of the orientation
program lower than the off-campus students.
Ths_Effesti1snssa_2f_ths_9risnrar12n_2rnsram

Table 57 shows the results of statistical analysis
comparing the ratings of the effectiveness of the

orientation program according to the status of respondents,

students' gender, place of residence, and academic level.

Table 57

Analysis of variance for Comparing the Perceptions
of Effectiveness of the Orientation Program

 

 

 

Cnmaarisgn n «Mean eS-D- P een_____Sis_
Student

243 2.71 0.86 23.88 .00 ***
Faculty 42 2.64 0.98
Staff 13 2.48 0.72
Male Student 130 1.84 0.91 6.59 .01 **
Female Student 113 1.56 0.76
On-campus 151 1.52 0.79 19.82 .00 ***
Off-campus 92 2.01 0.88
Sophomore 79 1.74 0.82 0.51 .60 NS
Junior 83 1.63 0.83
Senior 81 1.75 0.92

 

The results indicate that there were significant

differences in the perceptions of effectiveness of the

176
orientation program according to status of respondents,
students' gender, and place of residence. The perceptions
according to the academic level were not found to be
significantly different.

The overall ratings of effectiveness of the
orientation program were rather low. Students' ratings
were significantly lower than both the ratings of faculty
and staff. Female and on-campus students rated the
effectiveness lower than male and off-campus students
respectively.

WW

Table 58 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "An orientation program is
provided to acquaint new students with the university's
environment (services, physical facilities, rules,
regulations, and staff)."

The results shown in Table 58 indicate that there
were significant differences in the awareness of provision
of an orientation program for new students when compared
according status of respondents, students' gender, and
place of residence. The comparisons according to students'

academic level were not significant.

177
Table 58

Statistical Comparisons of the Awareness
of Provision of an Orientation Program

 

 

 

Yes No Not Sure
(marina n L__L__3_x3_.df_p_Sis
Student ‘ 243 32.9 57.6 9.5 26.56 4 .00 **f
Faculty 42 45.2 23.8 31.0
Staff 13 53.8 23.1 23.1
Male student 130 36.9 49.2 12.8 10.44 .01 **
Female student 113 28.3 67.3 4.4
On-campus 151 25.8 65.6 8.6 10.78 .01 **
Off-campus 92 44.6 44.6 10.9
Sophomore 79 32.9 54.4 12.7 4.13 .39 NS
Junior 83 38.6 55.4 6.0
Senior 81 27.2 63.0 9.9

 

Again, the awareness of the existence of this service
was mixed between agreement and disagreement with slightly
less awareness among the students' responses (57.6‘).
However, more of the staff and faculty responses indicated
high awareness of the orientation program (53.8% and 45.2%
respectively). The faculty remained the group which showed
the highest degree of uncertainty (31.0%).

Table 59 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Several orientation days at

the beginning of each term are provided in order to assist

178
new students to feel they are an important part of the

university's community."

Table 59

Statistical Comparisons of the Awareness
of Provisions of Orientation Days

 

 

Yes No Not Sure

Wu n j____i__3__x2__df_z_s.is

 

Student 243 37.0 53.9 9.1 10.32 4 .04 *
Faculty 42 38.1 38.1 23.8

Staff 13 38.5 38.5 23.1

Male student 130 38.5 46.9 14.6 12.24 2 .00 **
Female student 113 35.4 61.9 2.7

Sophomore 79 34.2 51.9 13.9 5.52 4 .24 NS
Junior 83 43.4 49.4 7.2

Senior 81 33.3 60.5 6.2

 

As reported in Table 59, the results indicate that
that there were significant differences in the awareness of
the provision of several orientation days at the beginning
of each term given to new students when compared according
to status of respondents and students' gender. Comparisons
according to students' place of residence and academic
level were, however, not significant.

There were mixed degrees of awareness as to the
availability of this service between yes, no, and uncertain

answers. Juniors expressed the highest degree of awareness

179
(43.4%). Female students expressed the lowest degree of
awareness (61.9%), and the faculty expressed highest degree
of uncertainty (23.8%).

Table 60 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Opportunities are provided
for the upper class students to help new students get
acquainted with the university activities and community

during their orientation period."

Table 60

Statistical Comparisons of the Awareness
of Provision for Upper Classmen to
Assist in Orientation

 

 

Yes No Not Sure

W0 n %____§_.%__xz__df_p__s.is

 

Student 243 5.8 75.7 18.5 22.43 4 .00 ***
Faculty 42 19.0 40.5 40.5

Staff 13 7.7 69.2 23.1

Male student 130 5.4 78.5 16.2 1.19 2 .55 NS

Female student 113 6.2 72.6 21.2

On-campus 151 4.6 82.1 13.2 9.02 2 .01 **

Off-campus 92 7.6 65.2 27.2

Sophomore 79 3.8 73.4 22.8 5.09 4 .28 NS

Junior 83 3.6 78.3 18.1

Senior 81 9.9 75.3 14.8

 

As shown in Table 60, the results indicate that there

were significant differences in the awareness of provisions

180
of the opportunities for the upper class students to help
new students when compared according to status of
respondents and students' place of residence. The
comparisons according to the students' gender and academic
level were not significant.

In general, responses indicated strong direction
toward the expression of lack of awareness of the existence
of this service (from 82.1% to 40.5%). The least awareness
of the provision of this service was expressed by on-campus
students (82.1%), while the faculty's responses were
divided equally between uncertainty (40.5%) and lack of
awareness (40.5%).

Table 61 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "Printed materials (booklets,
brochures, and pamphlets) are distributed during
orientation days to help new students understand their new
environment."

The results shown in Table 61 indicate that there
were significant differences in the awareness of provision
of distribution of printed materials during orientation
days when compared according to status of respondents and
students' place of residence. The comparisons according to
students' gender and academic level, however, were not

found to be significant.

181
Table 61
Statistical Comparisons of the Awareness

of Provision of Printed Materials
During Orientation

 

 

 

Yes No Net Sure
Cemriaen n J_§_L__Xz_dfi__9__fiis
Student 243 31.3 55.6 13.2 25.99 4 .00 ***
Faculty 42 50.0 23.8 26.2
Staff 13 76.9 7.7 15.4

Male student 130 37.7 50.0 12.3 5.39 2 .07 NS
Female student 113 23.9 61.9 14.2

On-campus 151 23.2 64.9 11.9 15.10 2 .00 ***
Off-campus 92 44.6 40.2 15.2
Sophomore 79 21.5 59.5 19.0 6.94 4 .14 NS
Junior ' 83 36.1 53.0 10.8
Senior 81 35. 54.3 9.9

 

The staff and students showed different awareness of
the provision. The staff was strongly aware of the
existence of this service (76.9%), while students reported
a high degree of lack of awareness of the provision of this
function (55.6%). Fifty percent of the faculty was aware
of the provision of this service, while 23.8% reported a
lack of awareness and 26.2% showed some uncertainty.
W

The importance of special services was measured by
nine items, while the effectiveness, and provisions were
measured by using seven items related to special services

offered at KFU. The importance and effectiveness were

182
represented by average scores. The provisions were
analyzed item by item separately.
W

The results of statistical analysis comparing the
ratings of importance of special services according to the

status of respondents, students gender, place of residence,

and academic level are given in Table 62.

Table 62

Analysis of variance for Comparing the Perceptions
of Importance of Special Services

 

 

 

 

Mn n_nsan_s..n- P p._Sis
Student

243 4.23 0.42 3.30 0.04 *
Faculty 42 4.41 0.51
Staff 13 4.27 0.32
Male Student 130 4.26 0.45 1.69 0.19 NS
Female Student 113 4.19 0.38
On-campus 151 4.20 0.40 2.10 0.15 NS
Off-campus 92 4.30 0.45
Sophomore 79 4.15 0.41 3.11 0.05 *
Junior 83 4.22 0.40
Senior 81 4.31 0.44

 

The perceptions of importance of special services
according to status of respondents and students' academic
level were found to be significantly different. There
were no significant differences in the perceptions

according to students' gender and place of residence.

183

The overall ratings were rather high with students'
ratings being significantly lower than that of the faculty.
Sophomores rated the importance of special services lower
than seniors.
W

The results of statistical analysis comparing the
ratings of effectiveness of special services according to
status of respondents, students'

gender, place of

residence, and academic level are given in Table 63.

Table 63

Analysis of variance for Comparing the Perceptions
of Effectiveness of Special Services

 

 

 

 

Marleen n listen SJ- ? L_Sis_
Student

243 2.43 0.61 10.50 0.00 ***
Faculty 42 2.79 0.55
Staff 13 2.97 0.49
Male Student 130 2.46 0.65 0.67 0.41 NS
Female Student 113 2.40 0.56
On-campus 151 2.33 0.56 12.93 0.00 ***
Off-campus 92 2.61 0.66
Sophomore 79 2.42 0.58 0.63 0.53 NS
Junior 83 2.39 0.59
Senior 81 2.49 0.66

 

It was found that the perceptions of effectiveness of
special services according to status of respondents and

students' place of residence were significantly different.

184
The perceptions according to students' gender and academic
level were found not significantly different.

The overall ratings of the effectiveness of special
services were low. Students' ratings were significantly
lower than those of the faculty and staff, while the
perceptions of the faculty and staff were not found to be
significantly different. The on-campus students rated the
effectiveness of special services lower than the off-campus
students.

WW

Table 64 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A bookstore is provided on
the campus for students, faculty and staff of the
university where they can purchase needed materials such
as books and notebooks, and make photocopies."

The results shown in Table 64 indicate that there
‘were significant differences in the awareness of the
provision of a bookstore on campus, when compared according
to students' gender. Comparisons according to other

factors were not significantly different.

185
Table 64

Statistical Comparisons of the Awareness
of Provision of a Bookstore

 

 

Yes No Not Sure 2
WM
Student 243 65.0 31.3 3.7 12.42 4 .02 *
Faculty 42 42.9 47.6 9.5
Staff 13 69.2 15.4 15.4
Male student 130 61.9 34.6 3.8 1.53 2 .46 NS
Female student 113 69.0 27.4 3.5
On-campus 151 70.9 25.2 4.0 6.93 2 .03 *
Off-campus 92 55.4 41.3 3.3
Sophomore 79 60.8 35.4 3.8 10.32 4 .04 *
Junior 83 78.3 19.3 2.4
Senior 81 55.6 39.5 4.9

 

Higher precentages of respondents indicated that the

bookstore existed,

disagreed.

but there were some of the respondents

Junior students expressed the highest degree of

awareness of the existence of the bookstore (78.3%),

while faculty expressed the highest degree of lack of

awareness (42.9%).

Table 65 shows the statistical comparisons of the

awareness of provisions of student personnel services

for the following statement:

special problems of non-Saudi students."

"Assistance is given for the

186
Table 65

Statistical Comparisons of the Awareness
of Provisions for Non-Saudi Students

 

 

Yes No Not Sure

WWW

Student 243 7.4 53.3 39.1 3.63 4 .46 NS
Faculty 42 14.3 42.9 42.9
Staff 13 15.4 46.2 38.5
Male student 130 10.0 51.5 38.5 2.77 2 .25 NS
Female student 113 4.4 55.8 39.8
On-campus 151 4.0 64.9 31.1 22.52 2 .00 ***
Sophomore 79 11.4 54.4 34.2 6.90 4 .14 NS
Junior 83 2.4 50.6 47.0
Senior 81 8.6 55.6 35.8

 

As reported in Table 65,

the results indicate that

there were significant differences in the awareness of
the provision for special assistance for non-Saudi
students, when compared according to students' place of
residence. The comparisons of the awareness according to
status of respondents, students' gender, and academic level
indicated that there were no significant differences.

The responses indicated mixed awareness of the
existence, and nonexistence of the provision of special
assistance for non-Saudi students. The majority of
respondents were either unaware of the eristence of

this service or showed uncertainty. The strongest lack of

187
awareness was expressed by on-campus students (64.9%),
while the off-campus students showed highest uncertainty
(52.2%).

Table 66 shows the statistical comparisons of the
awareness of the provisions of student personnel services
for the following statement: "Information on campus
traffic and parking regulations for students' vehicles are

provided by the university."

Table 66

Statistical Comparisons of the Awareness
of Provisions of Information on Campus
Traffic and Parking Regulations

 

 

Yes No Not Sure

Mn n %__i__.%__x__df_e_ai_a.2 '

 

Student 243 18.5 44.0 37.4 23.42 4 .00 ***
Faculty 42 35.7 14.3 50.0
Staff 13 46.2 53.8 00.0
Male student 130 27.7 60.8 11.5 80.60 2 .00 ***
Female student 113 8.0 24.8 67.3
On-campus 151 14.6 51.7 33.8 10.06 2 .01 **
Off-campus 92 25.0 31.5 43.5
Sophomore 79 15.2 48.1 36.7 3.47 4 .49 NS
Junior 83 15.7 43.4 41.0
Senior 81 24.7 40.7 34.6

 

The results as shown in Table 66 indicate that there
were significant differences in the awareness of the

provision of information on campus traffic and parking

188
regulations when compared according to status of
respondents, students' gender, and place of residence.
However, the comparisons between students' academic levels
were not significantly different.

The overall degree of awareness of the existence of
this service were distributed as follows. The staff
responses indicated the highest degree of awareness
(46.2%), while male students expressed highest degree of
lack of awareness of provision for this service. Female
students expressed highest degree of uncertainty (67.3%).

Table 67 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A mosque is well-maintained
and available on the university campus where students can
go to pray."

The results shown in Table 67 indicate that there were
no significant differences in the awareness of the
provision of a well-maintained mosque on campus when
compared according to all factors considered in this study.
There were high degrees of agreement on the existence of
this service for all groups (100% for staff to 88% for

off-campus students).

189
Table 67

Statistical Comparisons of the Awareness
of Provisions of a Mosque

 

 

 

Yes No Net Sure
W n t__%__.%__x_2__sif_n._Sia
Student 243 91.4 4.1 4.5 3.45 4 .49 NS
Faculty 42 97.6 0.0 2.4
Staff 13 100.0 0.0 0.0
Male student 130 93.1 2.3 4.6 2.31 2 .31 NS
Female student 113 89.4 6.2 4.4
On-campus 151 93.4 2.0 4.6 4.58 2 .10 NS
Off-campus 92 88.0 7.6 4.5
Sophomore 79 91.1 3.8 5.1 .39 4 .98 NS
Junior 83 91.6 4.8 3.6
Senior 81 91.4 3.7 4.9

 

Table 68 shows the statistical comparisons of the
awareness of the provisions of student personnel services
for the following statement: "Transportation regulations
and schedules are centrally organized in coordination with
student representatives."

As reported in Table 68, the results indicate that
there were significant differences in the awareness of
provision of transportation regulations and schedules when
compared according to status of respondents and students'
academic level. The comparisons according to students'
gender and place of residence, however, were not

significantly different.

190
Table 68

Statistical Comparisons of the Awareness of
Provision of Transportation Information

 

 

 

YES NO Rat Su r e
camparisen n a______i_____i______x3___dr__2___51g
Student 243 13.2 28.4 58.4 10.60 4 .03 *
Faculty 42 26.2 23.8 50.0
Staff 13 38.5 7.7 53.8

Male student 130 12.3 32.3 55.4 2.11 2 .35 NS
Female student 113 14.2 23.9 61.9

Off-campus 92 13.0 31.5 55.4
Sophomore 79 3.8 35.4 60.8 11.95 4 .02 *
Junior 83 15.7 21.7 62.7
Senior 81 19.8 28.4 51.9

 

The overall awareness indicated that a high percentage
of respondents were uncertain about the existence of this
service (62.7% for juniors to 50.0% for faculty). The
sophomores expressed the strongest lack of awareness
(35.4%), while the staff showed the highest awareness
(38.5%).

Table 68 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "The university cooperates
with religious groups which provide religious activities

for students (such as 1ectures)."

191

As reported in Table 69,

the results indicate that

there were no significant differences in the awareness of

provision of religious activities for students when

compared according to all factors considered in this study.

Table 69

Statistical Comparisons of the Awareness
of Provision of Cooperation with
Religious Groups

 

 

Cemrim n

Student 243
Faculty 42
Staff 13

Male student 130
Female student 113

On-campus 151
Off-campus 92
Sophomore 79
Junior 83
Senior 81

Yes

48.6
42.9
61.

51.5
45.1

48.3
48.9

43.0
50.6
51.9

NO Not Sure 2
%__§___%___x__d.f_p_Sis

18.9
11.9
15.4

15.4
23.0

18.5
19.6

21.5
19.3
16.0

32.5
45.2
23.1

33.1
31.9

33.1
31.5

35.4
30.1
32.1

3.95 4 .41 NS

2.40 2 .30 NS

.08 2 .96 NS

1.75 4 .78 NS

 

The overall awareness indicated that 50% of the

respondents were aware of the existence of this provision,

20% reported lack of awareness, and 30% were uncertain.

Table 70 shows the statistical comparisons of the

awareness of the provisions of student personnel services

for the following statement:

"An opportunity is provided

192
for students to publish their own newsletter on this
campus."

As shown in Table 70, the results indicate that there
‘were significant differences in the awareness of the
provision of opportunity for students to publish their own
newsletter when compared according to status of
respondents, students' place of residence and academic

level. The comparisons of awareness according to students'

gender, however, were not significantly different.

Table 70

Statistical Comparisons of the Awareness
of Provision of Opportunities for Students
to Publish their own Newsletters

 

 

 

Yes No Not Sure
Wren n I___L__§___xz__s1f_p__ais
Student 243 9.5 67.9 22.6 15.69 4 .00 **
Faculty 42 0.0 54.8 45.2
Staff 13 23.1 46.2 30.8
Male student 130 9.2 73.8 16.9 5.50 .06 NS
Female student 113 9.7 61.1 29.2
On-campus 151 8.6 76.2 15.2 12.97 .00 ***
Off-campus 92 10.9 54.3 34.8
Sophomore 79 8.9 57.0 34.2 18.21 .00 ***
Junior 83 3.6 73.5 22.9
Senior 81 16.0 72.8 11.1

 

As shown in Table 70, the results indicate that there

were significant differences in the awareness of the

193
provision of opportunity for students to publish their own
newsletter when compared according to status of
respondents, students' place of residence and academic
level. The comparisons of responses according to students'
gender, however, were not significantly different.

The overall awareness indicated, according to the
criterion, that this service does not exist. Most
respondents were either unaware or were uncertain about the
existence of students' newsletters. The degrees of
unawareness varied from 76.2% for on-campus to 46.2% for
the staff. The degrees of uncertainty varied from 45.2%
for the faculty to 11.1% for seniors.

Wises

Four items related to financial aids were used to
measure importance. The effectiveness and provisions were
measured using three items. The importance and
effectiveness were represented by average scores, while the
provisions were analyzed item by item separately.
WW

Table 71 shows the results of statistical analysis
comparing the perceptions of the importance of financial
aid services according to status of respondents, students'

gender, place of residence, and academic level.

Analysis of variance Comparing the Perceptions

194

Table 71

of Importance of Financial Aid Services

 

 

 

 

Smarissn 11 mean s-n- r M
Student 243 4.28 0.49 1.61 0.20 NS
Faculty 42 4.43 0.51
Staff . 13 4.33 0.54
Male Student 130 4.32 0.50 1.83 0.18 NS
Female Student 113 4.24 0.46
On-campus 151 4.30 0.45 0.59 0.44 NS
Off-campus 92 4.31 0.54
Sophomore 79 4.26 0.47 0.43 0.70 NS
Junior 83 4.30 0.47
Senior 81 44131, 0-52,

 

The overall ratings were high and the results indicate
that all comparisons were not significantly different.
Everyone agreed that the financial aid services were
important.

W

The results of statistical analysis for comparing the
perceptions of effectiveness of financial aid services
according to status of respondents, students' gender, place
of residence, and academic level are shown in Table 72.

The results indicate that there were significant
differences in the perceptions of the effectiveness of
financial aid services according to status of respondents,

students' gender and place of living. There were no

195

significant differences in the perceptions according to

students' academic level.

Analysis of Variance for Comparing
the Perceptions of Effectiveness

Table‘72

of Financial Aid Services

 

 

 

 

mariner! n Mean 3.13. r J.__S.:Ls_.
Student 243 2.33 0.84 33.09 0.00 ***
Faculty 42 3.06 0.76

Staff 13 3.46 0.10

Male Student 130 2.44 0.92 5.44 0.02 NS
Female Student 113 2.19 0.71

On-campus 151 2.21 0.84 7.76 0.01 **
Off-campus 92 2.51 0.81

Sophomore . 79 2.27 0.83 2.35 0.10 NS
Junior 83 2.22 0.78

Senior 81 2.49 0.89

 

The ratings of effectiveness were generally low for

students and slightly higher for the faculty and staff.

The on-campus and female students rated effectiveness of

financial aid services significantly lower than the

off-campus, and for male students respectively.

MW:

Table 73 shows the statistical comparisons of the

awareness of provisions of student personnel services for

the following statement:

students who need to obtain part-time jobs."

"Assistance is provided for

196
Table 73

Statistical Comparisons of the Awareness
of Provision of Student Employment

 

 

Yes No Not Sure 2
WW
Student 243 74.5 10.3 15.2 13.23 4 .01 **
Faculty 42 59.5 7.1 33.3
Staff 13 100.0 0.0 0.0
Male student 130 83.1 5.4 11.5 11.80 2 .003 **
Female student 113 64.6 15.9 19.5
On-campus 151 78.8 7.3 13.9 4.95 2 .08 NS
Off-campus 92 67.4 15.2 17.4
Sophomore 79 60.8 12.7 26.6 14.54 4 .006 **
Junior 83 84.3 8.4 7.2
Senior 81 77.8 9.9 12.3

 

The results in Table 73 indicate that there were
significant differences in the awareness of provision of
assistance for students who need to obtain part-time jobs
when compared according to status of respondent, students'
gender, and academic level. The awareness comparisons
according to students' place of residence were found not to
be significantly different.

It seemed that this service is provided. The degrees
of awareness varied from 100% for staff to 59.5% for the
faculty. The faculty showed the highest degree of
uncertainty (33.3%).

197
Table 74 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "The university has a clear
cut policy for awarding financial aid which considers the

real needs of the students."

Table 74

Statistical Comparisons of the Awareness
of Provision of Financial Aid

 

 

Yes No Not Sure

 

Wu n J.__.L__L_x.2__§f_2__519.
Student 243 19.8 34.2 46.1 22.11 4 .00 ***
Faculty 42 40.5 7.1 52.4
Staff 13 53.8 15.4 30.8

Male student 130 21.5 38.5 40.0 4.22 2 .12 NS
Female student 113 17.7 29.2 53.1

On-campus 151 16.6 41.7 41.7 10.40 2 .006 **
Off-campus 92 25.0 21.7 53.3
Sophomore 79 17.7 32.9 49.4 3.53 4 .47 NS
Junior 83 18.1 41.0 41.0
Senior 81 23.5 28.4 48.1

 

As reported in Table 74, the results indicate that
there were significant differences in the awareness of
the provision of a clear cut policy for awarding financial
aid to needy students when compared according to status of
respondents and students' place of residence. The
comparisons according to students' gender and academic

level were not significantly different.

198

Again, there were mixed opinions on the existence of
this service. The staff showed strongest awareness
(53.8%), while on-campus students showed the least
awareness (16.6%). Faculty, female students, and
off-campus students expressed equally high degrees of
uncertainty (52.4%, 53.1%, and 53.3% respectively).

Table 75 shows the statistical comparisons of the
awareness of provisions of student personnel services
for the following statement: "A.student affairs staff
member is available to counsel students with financial

problems and concerns."

Table 75

Statistical Comparisons of the Awareness
of Provision of Counseling for
Financial Problems and Concerns

 

 

 

Yes No Not Sure
cannarisen n §__1.__L__x_2___df._P__S.is
Student 243 7.8 64.2 28.0 65.08 4 .00 ***
Faculty 42 11.9 21.4 66.7
Staff 13 61.5 23.1 15.4
Male student 130 14.6 63.1 22.3 19.79 2 .00 ***
Female student 113 0.0 65.5 34.5
On-campus 151 7.3 71.5 21.2 10.05 2 .007 **
Sophomore 79 3.8 67.1 29.1 6.24 4 .18 NS
Junior 83 6.0 67.5 26.5
Senior 81 13.6 58.0 28.4

 

199

As shown in Table 75, the results indicated that there
were significant differences in the awareness of provision
of financial problem counseling when compared according to
status of respondents, students' gender, and place of
residence. The comparisons according to students' academic
level were not significantly different.

The overall degree of awareness of the existence of
this service indicate divergence in opinions. The staff
showed a very high degree of awareness (61.5%) as compared
to other groups of respondents. The degrees of lacking
awareness vary from 71.5% for on-campus students to
21.4% for the faculty. The faculty showed highest degree
of uncertainty (66.7%).

EHDNIIX

The research results concerning the perceptions and
awareness of faculty members, student personnel staff, and
students regarding student personnel services at King
Faisal University, Saudi Arabia were provided in this
chapter. The results were presented in twelve sections:

1) Overall Quality

2) Overall Importance

3) Overall Effectiveness

4) Admission and Registration
5) Counseling and Guidance

6) Housing Services

7) Food Services

8) Health Services

9) Student Activities
10) The Orientation Program

200

11) Special Services
12) Financial Aid Services

Chapter VI of this study contains an overall summary
including the purpose, methodology, findings, conclusions
and recommendations. The recommendations include

implications and suggestions for futher research.

CHAPTBR‘VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SEEEQLX

EELEQEQ

The major purpose of this study was to investigate the
perceptions of undergraduate students, student personnel
staff, and faculty members regarding their views of the
student personnel services at King Faisal University, Saudi
Arabia. The minor purpose of this study was to utilize the
information derived from this study to evaluate the current
student personnel programs and to determine any needed

changes and/or improvement.

W

The specific questions investigated were:

1. What is the overall quality of student services
at KFU as perceived by students, faculty, and
student affairs staff?

2. To what extent are student personnel services
perceived as important for college student
education at KFU by students, faculty, and
student affairs staff, by male and female
students, by on-campus and off-campus students,
and by sophomores, juniors and seniors?

3. To what extent are student personnel services
performed at KFU perceived as effective by
students, faculty, and student personnel staff?

4. What differences are there in the perceptions
regarding the provision of the student personnel
services by students, faculty, and student
affairs staff? by male and female students? by

201

202

on-campus and off-campus students? and by
sophomores, juniors, and seniors?

W

The sample of this study consisted of undergraduate
students, faculty members, and student personnel staff at
King Faisal University, Saudi Arabia. Stratified random
sampling was used in the selection of 298 respondents for
this study. Four stratification variables were used to
stratify the population into 14 strata: 1) status of
respondents, 2) gender of student, 3) place of residence of
student, and 4) academic level of student. There were 243
undergraduate students, 42 faculty members, and 13 student
personnel staff members included in the sample.

Data for this study was collected by means of a
questionnaire, "Student Services Perceptions Survey,"
prepared by the researcher. The survey instrument
consisted of four sections. Section I was designed to
obtain demographic data. Section 11 measured the
perceptions of overall quality of student personnel
services. The third section measured the perceptions of
respondents regarding the importance of 59 selected student
personnel services. The perceptions of effectiveness and
awareness of provisions were measured by using 51 existing
student personnel services at KFU. Section IV of the
survey consisted of open-ended items which gave students,

faculty members, and staff the opportunity to make comments

203
and/or suggestions concerning any aspect of the student
personnel services investigated.

Data obtained were first analyzed to obtain
descriptive statistics and to determine missing values.
A11 missing values were then replaced by their
corresponding subgroup means. Analysis of variance and
Tukey test were used to examine the differences between
subgroup means of overall quality, importance, and
effectiveness according to status of respondents, student's
gender, place of residence, and academic level. The
analyses were carried out both for the overall quality,
importance, and effectiveness and also for the importance
and effectiveness of each of the nine areas of student
personnel services. The chi—square test was used to
examine the relationship between the perception of
provision and respondent's characteristics for each of the

51 services.

findings

The overall average perception of quality of student
personnel services for the entire sample was 2.85, which is
equivalent to "fairly good" according to the original scale
of measurement of quality. The average perception of
importance was 4.36, which is in between "important" and

"very important". The overall average perception of

204
effectiveness was 2.38, which is equivalent to "not
effective".

The results of statistical tests indicate that there
were significant differences in the perceptions of quality,
importance, and effectiveness of student personnel services
between students, faculty, and student personnel staff.
The results also indicate that the students' ratings of
quality, importance, and effectiveness were significantly
lower than those of faculty and staff. The faculty and
staff showed similar ratings.

The overall perceptions of importance of the services
were not significantly different when they were compared
according to students' gender and place of residence.
Comparisons according to students' academic level were
found significant with sophomores and juniors perceiving
the importance as slightly less than the seniors. The
overall perceptions of effectiveness were significantly
different when they were compared according to students'
gender and place of residence with the ratings of female
and on-campus students being significantly lower than those
of male and off-campus students. The comparisons according
to students' academic level were not significantly
different.

The awareness of provisions of various student

personnel services were analyzed according to the responses

205

given by students, faculty, and staff on the availability
of 51 different functions. These functions were further
classified into nine areas of services. The results
indicate that students, faculty, and staff were aware-the
existence of 19 (37%) of the services, were unaware of
the existence of 10 (20%) of the services, and were
uncertain about of the existence of 22 (43%) of the
services.

The comparison of awareness of provision of student
personnel services according to respondent status and
students' place of residence showed the highest number of
significant comparisons (39 services or 76%, and 38
services or 74% respectively). Comparisons according to
students' gender yielded 21 (41%) which were significantly
different. The least number of significant comparisons
were those according to students' academic level (13
services or 25%). The results indicate that the awareness
of provisions were not very much affected by students'
academic level. However, the perceptions differ
significantly between the on- and off-campus students and
between male and female students.
We):

The mean of importance of admission and registration
services for the whole sample was 4.51 indicating high

importance of this function. The off-campus students and

206
seniors rated the importance of this service significantly
higher than the on-campus students and the juniors.

The overall mean of effectiveness of admission and
registration services was 2.29 indicating low effectiveness
of this function. Students rated effectiveness lower than
the faculty and staff. Female and on-campus students
expressed lower effectiveness of this service than male and
off-campus students. Seniors and juniors rated
effectiveness loewr than the rating of the sophomores.

There were seven services included in this study for
admission and registration. The respondents agreed on the
existence of only one service - the provision of facilities
and personnel during registration. They disagreed on the
existence of the services of admission counselors. No
conclusions can be reached about the existence of the
following services: prior-to-admission information, prior-
to-registration information, contacts between advisors and
registration office personnel, student records, and
contacts with perspective students and secondary schools.
W

The high overall mean of importance (4.37) of these
services indicated that counseling and guidance services
were highly needed. Further analysis indicated that there
were no significant differences in the ratings of

importance between all groups. The low overall mean of

207

effectiveness (1.75) indicated very poor performance in the
administration of these services. The results of the
chi-square analysis indicated that faculty and off-campus
students rated the effectiveness higher than students,
staff, and on-campus students respectively, while
comparisons according to students' gender and academic
level failed to detect any differences in their perceptions
of effectiveness.

The majority of the faculty, staff, and students were
not aware of the provisions of two services in counseling
and guidance included in this study. The services were
interviewing students desiring to withdraw from colleges or
the university, and counseling for emotional problems.
W

The overall mean of 4.43 regarding the importance of
housing services indicated the high importance of these
services. While there were no significant differences in
the perceptions of importance among students, statistical
tests showed that faculty and staff rated the importance of
housing services higher than the students. The overall
mean of 2.58 regarding the effectiveness of the services
indicated an average effectiveness in the administration of
these services. Faculty, female students, and on-campus
students rated the effectiveness lower than the staff, male

students, and off-campus students respectively.

208
Comparisons according to students' academic level showed no
significant differences.

As for provisions, six out of eight separate services
included in this study were perceived as available by the
majority of the students and staff. The services were
providing facilities for married student housing,
allocation of apartments to married students, allowing
students to participate in the administration of student
housing, providing quiet and well-maintained living units,
and providing first aid equipment and five extinguishers in
student housing units. One of the services, providing
housing unit counseling staff, was perceived as not
existing, while the provisions of educational, social and
recreational programs received mixed agreement as to
their existence. No conclusions can be made about the
provision of these services.

W

The results of analyses indicated that all respondents
expressed agreement on the high importance of food services
to students (mean of 4.52). Statistical tests showed no
differences in the perceptions for all groups. The
overall mean of 2.48 for the effectiveness indicated that
the effectiveness of food services was about average.
Students, female students and on-campus students, however,

rated the effectiveness lower than staff, male students

209
and off-campus students respectively. Comparisons
according to students' academic level showed insignificant
differences in the perceptions of effectiveness of food
services.

The awareness of provisions were in favor of the
existence of two of the four services included in this
study - provision of well-balanced meals and opportunities
for students' participation in the administration of food
services. The responses indicated that in general the
respondents expressed some uncertainty as to the existence
of the other two services -- approaching students for
comments and suggestions related to food services and the
provision of a well-maintained cafeteria for female
students.

Wires

The overall mean of importance of health services was
4.20, indicating the high importance of health services.
Students and on-campus students expressed lower degrees of
importance of these services when compared to faculty and
off-campus students respectively. Comparisons according to
students' gender and academic level were not significant.

The overall mean of 2.73 for the effectiveness of
health services indicated that the effectiveness was about
average. Further improvement is required in the

administration of health services to increase its

210

effectiveness. Students and on-campus students rated the
effectiveness lower than faculty and off-campus students
respectively. Comparisons according to students' gender
and academic level failed to show significant differences.

Two provisions of services included in this study
received favorable ratings as to their existence - physical
examinations for new students and regular medical services
for all students. The respondents were not aware about the
existence of preventive medicine for students.
W

All groups of respondents placed high importance on
student activities. The overall mean was 4.32. Students
rated the importance of student activities lower than
faculty. The differences in perceptions between student
groups were very small. The overall mean of the
effectiveness of these services was 2.24, indicating
a rather low degree of effectiveness of student activity
services. Students showed significantly lower perceptions
of effectiveness than male and offficampus students.
Comparison according to students' academic level was
insignificant.

As for provisions, from 13 services considered for
this study, only five of them received strong awareness of
the existence of the services. The services were provision

of cultural lectures, provision of religious activity,

211

provision of social activities, and providing opportunities
and facilities to participate in intercollegiate intramural
sport activities. The majority of the respondents were
unaware of the existence of two services: provision of
male and female student centers with recreational
facilities, giving the students the opportunity to decide
on student activity policies and selecting their leaders.

No conclusions can be made about the existence of five
of the services since the responses were almost equally
distributed between "yes", "no", and “not sure'. Those
services were provision of student activities for training
and developing leadership, planning for a balanced and
well-rounded program of student activities, existence of
student organizations for the furtherance of social
contacts and competence, involvement of faculty members in
student organizations, and the provision of a adequate
athletic facilities for all students.
Wm

The overall means of importance and effectiveness of
the orientation program for all groups of respondents were
4.46 and 1.87 respectively. This indicated the high
importance and low effectiveness of this program. However,
students and faculty rated the importance of the
‘orientation program higher than the staff. The students

expressed a very low rating of effectiveness compared to

212
either faculty or staff. Female and on-campus students
rated the effectiveness of this service lower than male and
off-campus students respectively.

Of the four services included in this study, one
received strong awareness indicating the absence of the
service of employing upper class students to help new
students get acquainted with the university during the
orientation period. The existence of the other three
services was uncertain due to the diversity of the
responses. Those services were allocating several days
early in each term for orientation purposes to assist new
students feel important as part of the university's
community. Distribution of booklets and other materials
during orientation days to help new students understand new
environment and to adjust to it, and provision of an
orientation program that would help students become
acquainted with the university's services, rules,
regulations, staff, and physical facilities.
We

The overall means of importance and effectiveness of
special services were 4.25 and 2.51 respectively. This
indicated a high degree of importance and low rating of
effectiveness of these services. The perceptions of
importance did not differ very much between different

groups of respondents. However, students perceived

213

effectiveness very much lower than both the faculty and
staff. Among students, on-campus students rated the
effectiveness lower than off-campus students. The
perceptions were not significantly different when they were
compared according to students' gender, and academic level.

As for the provisions, two out of seven separate
services that were included in this study, received high
percentages of awareness of their existence. The services
were the availability of a bookstore and a well-maintained
mosque on campus. The responses indicated that two of the
services were not available. These services are giving
assistance to special problems of non-Saudi students, and
providing an opportunity for students to publish their own
newsletter on campus. The diversity in responses about the
existence of the three other services indicated that the
majority of respondents were uncertain about their
existence. The services are the cooperation between
university and religious groups which provide religious
activities for students, providing information on campus
traffic and parking regulations for students, and
coordinating with students to organize transportation
regulations and schedules.
W223.

The overall means of importance and effectiveness of

financial aid services were 4.30 and 2.48 respectively,

214

indicating high importance and low rating of effectiveness
of these services. The responses indicated that all groups
of respondents equally agreed on the high importance of the
services. .Students perceived effectiveness lower than
faculty and staff. Among students, the on-campus students
showed lower effectiveness than off-campus students.
Comparisons by students' gender and academic level were
insignificant.

The provision of assistance to students who need to
obtain part-time jobs were perceived as available. The
availability of student personnel staff members to counsel
students (n1 financial problems and concerns was also
perceived as not being available. The respondents showed
inconclusive direction in their awareness regarding the
provision of a clear cut policy for awarding financial aid
to students.

W

The overall quality of student personnel services at
King Faisal university was perceived by students, faculty
members, and student personnel staff as fairly good.
However, students perceived the overall quality of the
services as lower than faculty members or student personnel
staff. While most students, faculty members, and student
personnel staff perceived all services as highly important,
they perceived the services as being ineffectively

performed.

215

The means of importance and effectiveness and the
provisions of services in various areas are presented in
Table 76. Relatively, food and admission and registration
services received highest rankings of importance, while
health services received the lowest rating. As for
effectiveness, housing and health services were rated as
being the most effectively performed services, while
counseling and guidance services were rated as the least
effectively performed services. As for provisions, from
the total of 51 currently existing services, 19 services
were acknowledged as available, 22 services were
acknowledged as uncertain of their availability, while 10
of the services were confirmed as unavailable.

The percentages of significant comparisons as shown in
Table 77 indicate that status of respondents and students'
place of residence were the most important predictors of
the perceptions of respondents regarding student personnel

services as compared to students' gender or academic level.

Importance, Effectiveness and Provisions

216

Table 76

of Services for Total Respondents

 

 

immaruuxga fiflkstfiuzuse .__Jasmisn3L___

 

 

 

Ebt
AnzLeszzxnxs JEan. HENL_____IflilDJEflEJEEal
Admission and Registration 4.51 2.29 l 1 5 7
counseling and Guidance 4.37 1.75 0 4 0 4
Housing 4.43 2.78 6 1 2 9
Food 4.52 2.48 2 0 2 4
Health 4.20 2.73 2 l l 4
Student Activity 4.32 2.24 5 4 S 14
Orientation 4.46 l. 87 0 l 3 4
Special Activity 4.25 2.51 2 4 3 9
Financial Aid $.3Q. 2.&§ .1. .2 .1. .1
Overall 4.36 2.38 19 18 22 59
Table 77

The Number and Percentage of Significant Comparisons

 

 

CREEELIEQH

 

Status of Respondent
Students'
Students'
Students'

Gender
Academic Level

Place of Residence

Total.£isnifisant_zsrssntass
72 57 79%
72 52 72%
72 31 43%
72 19 26%

 

217
We

The conclusions for this study are divided into two

types.

General conclusions are those drawn from all

respondents. Specific conclusions deal with a specific

group or service.

W

1.

The overall quality of student personnel services
at King Faisal University is perceived by
students, faculty members and student personnel
staff as fairly good.

Students, faculty members, and student personnel
staff perceive all student personnel services as
a highly important aspect of higher education.

-Similar results were revealed in the studies done

by Rackham (1950), Fitzgerald (1959), Zimmerman
(1963), Dunlap (1970), Pinsky (1978), Al-Omran
(1981), and Byrts (1983).

Students, faculty members, and student personnel
staff perceive the performance of orientation,
counseling, and guidance services at King Faisal
University as ineffective.

An approximately equal number of important
student personnel services are perceived as
either existing or uncertain.

Status of respondents and students' place of
residence are the more important factors when
which influence the perceptions of student
personnel services. Students' academic level is
the least influential factor.

Many findings indicated that the participants'
responses showed strong direction toward
uncertainty and especially faculty members who,
in many cases, reported uncertainty about the
existence of various services. So, a lack of
publicity and/or ineffective participation on the
part of faculty members was evidently displayed
in this study.

218

Wireless

Students perceive the overall quality, importance
and effectiveness of student personnel services
lower than faculty members or student personnel
staff. 7A-similar pattern of perceptions of
overall quality was also reported in Pinsky's
(1978) and Pinsky and Marks' (1980) studies.
Student perceptions more closely approached the
perceptions of the faculty members than those of
the personnel services staff. This result
confirms the findings revealed by Hendry's (1977)
study.

Services in all areas are rated as highly
important. Food, admission and registration, and
orientation services received the highest
ratings.

Housing, health and food services received
relatively higher ratings in effectiveness, while
counseling and guidance services received the
lowest rating in effectiveness.

Seniors apparently consider admission and
registration, student activity, and special
services more important than juniors and
sophomores.

This study revealed that students were not being
involved in decisions regarding policies, rules
and regulations that affected their conduct. A
similar result was found in Dunlop's (1970)
study.

This study revealed that students, faculty
members, and student personnel staff differ
significantly in their perceptions of importance,
effectiveness, and provisions of most of the
student personnel services. This confirms the
findings from McIver's (1976) and Pinsky's (1978)
studies.

Significant differences were found in the
perceptions of importance, effectiveness, and
provisions of some student personnel services
when they were compared according to gender and
place of residence of students. These results
were similar to those found in Robinsons's (1979)
study.

219
W

Based on the findings of this research and the review

of literature, the following recommendations are brought to

the attention of King Faisal University in particular, and

the other universities in general.

1.

3.

Ensuring the effectiveness of a student personnel
program at a college: A college should formulate
and agree upon the goals and objectives of its
student personnel services through appropriate
institutional governance structure. Faculty,
student personnel staff, and students should be
involved in this process.

Disseminating information about the available

~services‘on campus should be increased among

faculty, staff and students. This will
strengthen the interest and awareness about the
importance of these services. This can be
achieved through lectures, well-designed
brochures, pamphlets, and correspondence.

Facilitating a variety of student activities such
as a student association. Students through this
association can participate in conducting
activities on-campus while contributing to
leadership training and development. Some
faculty members and staff should become involved
in helping students plan, conduct, and evaluate
student activities and programs.

The student personnel department should employ
counselors with specialized functions to deal
effectively with various student problems.

Prior to admission, information on the
university's requirements, programs, activities,
regulations and services should be provided to
prospective students. Admission counselors
should be made available to help students decide
on the choice of programs.

Prior to registration, information on class
schedules and offerings should be provided to
students and advisors.

10.

11.

12.

13.

14.

15.

16.

220

A counseling center should be provided with
specialized counselors to work with students and
faculty members on problems such as study habits,
time scheduling, and other factors which may
affect scholastic inefficiency.

A diagnostic testing service should be made
available to assist students in the determination
of academic aptitudes, achievement, vocational
interests, and personality development.

Housing unit counseling staff should be provided
to help students with problems and assist them in
planning appropriate activities.

Preventive medicine should be provided, including
systematic examinations, programs of inoculation,
and health information through lectures and other
means.

A student center should be provided for male
and female students. It should include a small
cafeteria and some recreational, social,
cultural, and artistic facilities.

Opportunities should be given to students to
decide student activity policies and in selecting
student leaders while helping students to learn
and practice decision making.

Remedial services and study skills information
should be provided to student groups.

An opportunity should be provided for students to
publish their own newsletter on campus.

Information about available jobs, job market and
salaries related to different academic programs
should be made available to students.

Providing orientation for new students each term
to help them become familiar with the available
services on-campus, and to help them overcome
anxiety produced by the unfamiliar environment.

221
MW

Based on the findings of this research and review of

literature, the following recommendations for further

research are suggested.

1.

Further research should be conducted across
campuses and universities in Saudi Arabia
regarding the student personnel services.

A more thorough research should be done to
determine the causes which contribute to the
differences in quality, importance,
effectiveness, and provisions of student
personnel services between faculty, staff, and
students; between male and female students;
between on-campus and offecampus students; and
between sophomores, juniors, and seniors.

Research should be conducted to ascertain whether
university communities in Saudi Arabia understand
the goals and objectives of student personnel
services.

Research should be dedicated to investigating
individual programs in detail, especially such
programs as counseling and guidance, orientation,
student activities, and some special services.

SQEEBIX

The final chapter contains the summary which includes

the purpose, methodology, and findings of the present

study.

General and specific conclusions were also

presented in this chapter. Finally, based on the findings

of this study, recommendations for program implementation

and further research were suggested.

APPENDIX A

222

Dear Participant:

This study is designed to ascertain the perceptions of
students, faculty members, and student affairs adminis-
trators at King Faisal University of the importance
of, provision of, and effectiveness of each student
personnel service at King Faisal University. Your
participation will be appreciated and will be of greatest
importance for the development and implementation of the
Student Services Program on this campus.

Your cooperation is needed and appreciated, therefore, the
investigator would like to assure you that:

l. the responses to the enclosed questionnaire will be
kept strictly confidential:

2. will by used only for statistical purposes:
3. your participation is entirely voluntary;

4. your return of the completed questionnaire will be
considered as consent to participate in this study.

5. you are not required to sign your name on the
questionnaire or on any answer sheet.

6. the questionnaire will not include any clues which
might indicate your identity.

7. on your request, and within these restrictions, results
will be made available to you.

This questionnaire consists of four sections. In Section
I, you are requested to provide some personal data. In
Section II, there are 10 statements regarding your
perception of the overall quality of the Student Personnel
Services Program of this university. You are requested to
select one (1) response from five options:

1. strongly agree

2. agree

3. fairly agree

4. disagree

5. strongly disagree

In Section III, there are fifty-nine (59) statements
representing functional services. According to your

223

a. How important is this service to college students'
education at KFU (according to your experience)?

 

b. Whether or.not this service isgprovided by this
university.

c. How do you rate the effectiveness of this service as it
is performed at KFU?

Please read each statement carefully and indicate your
response by circling the proper number.

,In Section IV, please read the list of selected services
and jot down your comments and/or suggestions in regard to
any changes or improvements you feel are needed.

Please return your completed questionnaire in the enclosed
return envelope (students and Student Affairs administra-
tors return the completed questionnaire to the box avail-
able in the office of the Vice Dean for Student Affairs,
Administration Building, Ground Floor, KFU). Faculty
members may return completed questionnaires to their
Dean's office.

Thank you for your cooperation and your help in this
investigation.

Sincerely,

Khalid Alhaider

Office of the Vice President
for Academic Affairs

King Faisal University,
Al-Hasa, Saudi Arabia

AJ8/D5/hl

224
Section I

Personal Data - Students Only
Please place a check ( ) by the item in each of the
following categories which best describes you at the
current time.
1. Sex
Male

Female

 

2. Where do you live while attending KFU?
On-campus

Off-campus

 

3. In what college are you currently enrolled?
College of Education
College of Agriculture
College of Veterinary Medicine
4. What is your class standing?
Sophomore
Junior
Senior

Please continue to record your answers for the following
three sections.

225

 

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naoco>HHooHHm Ho Ho>o4
u coHHoosa m coHunoac < coHunozc

 

 

 

 

 

 

 

uoanca onu nucooouaou bong nonlac one oHuuHu

 

 

.HHnou uaoa uou oHnnuHsu floou :oa

.ucoloucuo one ou vcoaoouuoo noHna Au can .n .<H ucoHuaozv

oounu on» no name paw nozncn ouaHuaouaeo oco onu oaoono conu use HHHsuoumo ucoaoucuu nooo poo» oaaoHH

HHH coHuuom

 

2133

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.chuo o>HuooHuo
now onHo ou vocHnuchanHoz use
H N n c n H N n H N n e n uonv one auHc: wcH>HH ucowauo one .mN
.ouHc: wcHnaon acovauu Ho coHuouuu
IHcHavo onu cH ouoaHUHuuoa a» canon
H H n s n H H n H N n e n -=.u so. covH>oua on. .oH.H=:.uoaao .eu
.uoHHHsou uHonu use nucovzua
H N n e m H N n H N n c n uoHuuma uou vovH>oua ouu oucoauuan< .NN
e_N .8 an 1. A .u “u .A e n. 1.“. n. 1. A
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neoco>HuuoHHa Hc Ho>on
U coHHnosc n coHumoso < ccHuooac

 

 

 

 

 

 

 

 

 

 

 

uoancm onu nucooouaou unnu nonasc onu oHouHu

.HHaou uso» you oHnmuHsn soon so»

.ucoaououo on» cu vcoaoouuoo noHn3 Ho can .m .<v acoHuaozv

oounu one Ho nuco ecu uoauco oumHHAOHan oco onu ouoono conu ecu HHHsuouoo acosoumua nomo coon onaon

HHH coHuoom

 

234

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.uHuououoo HuHauo>Hca
onu nascenu mucousun now oHnm
H N n e n H N n H N n e n IHHc>o ova! ouo nHuoB voocuHonaHHoz .oN
.noHuH>Huoa oumHuaouaan wchcmHn cu
Iona uanao ecu oHoHnoua nuHa aucov
noun oHon on ouHc: mcHazon acovzuo
H N n c m H N n H N n v m :H vocH>oua «H Human wcHHoaczoo .NN
.uuHc: ucHnson on» c«
H N n c m H N n H N m c n vovHaoum one uoHuH>Huoc Ho Huouuca < .oN
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uoaacu onu automouaou uonu uonazc one oHuuHu .ucoaouuuu onu ou acoaoouuoo nana Ho can .m .<V ocoHunoae
oounu one Ho noao uou noises ouuHuaouaao oco onu ouoonu cone vze HHHauouao ucosouauu noao coon ouuon

HHH coHuuom

 

.HuHauo>H:: oHnu

cH mooH>uoo coon no coHuauuanchc
onu cH ouoaHOHuuon ou nucovzuu

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.auH-uo>Hc: cHnu an sovH>oum
0H nucovzuu oHulou haw vouucmHnov
H N n a n H N n H N n c n oHuououcu cocuouchIIHHoi c .on

 

.huHauo>ch onu an voHoUHoa ecu
unmaoa oua nooH>uoo voou ou couoHou

 

2135

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H N n c n H N n H N n c n acoHuuownzu can oucoflloo .aucocaum .eN
um .11.. m n m m. m H... mm mm... m m. u
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cooco>HaooHHm Hc Ho>on
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.aHaou usoa uou oHnnqua soon so»

uoincm one nucoaouao» ucnu nonasc onu oHuuHo .ucolouauu onu ou ecoemouuou nUan Ho can .n .<v acoHuoosv
oounu onu Ho nuoo ecu houses oucHunouaan oco one oooono conu ecu HHHauoumo acoeoucuo noco coon ooooHH

HHH coHuuom

236

 

.coHuucHoHuuuc auHuuo>Hc1 Ho uecusoe
onu you unocuHu uHonu wcHeuuwou
eoHHHuuuHo ouu uucoesuu .coHu

H N n c m H N n H N n e n nucHEuxo HuoHuane c No uHuun onu cc .cn

 

.ucuoa conuo

ecu uouzuooH nwaounu coHquuoucH
nuHuon ecu .cOHuuHsooccH uo uluunouu
.ucoHuucHauxo oHuuBouuau mcHeuHocH

H N n c m H N n H N n c n .eoeH>oun uH ocHoHeoI o>Huco>oum .nn

 

.uucoecuu to: Ho

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H N n e n H N n H N n e n eouHaoou ouu ucoHuucHluuu HuoHuhnm .Nn
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.aHaou ~10» uou oHnuuch looe :oa
you-cu on» uncououcou aunu nonscc onu oHouHu .ucoaouuuu onu ou econuouuoo nana Ho ecu .n .<H ucoHuuoco
oounu on» no nouo you quucu ouuHuaouaau oco onu ouoono cone ecu HHchouuo acolouuuu nuuo euou ouuon

HHH coHuuom

 

237

 

.HUHuuo>Hc: anu an eoeH>ouc
H N n c m H N n H N n c n ouu uoucuooH HuucuHco uo HuoHuu> < .Nn

 

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cHnuuoeuoH ucoecuu no mchHuuu
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fl N n e~ W F N H d N n ¢ “ OH ”UUCQUCfi 30%;, UQHUfl>fiuua Hemvaum con

 

.uucoeauu HHu new eoeH>

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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HHH coHuuom

 

 

.oucouocsou HnuHuon
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H N m e m H N n H N n e m one how uuon ucoHuuchumuo ucoesum .cc

 

.auumoua eoecsouuHHoa ecu eoocuHun
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.auHuuo>Hc3
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238

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H N n e m H N n H N n e n uH HuH>Huuu uconHHou Ho Huumoua < .on
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HHH coHuuom

 

2:39

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.oaHu ace use mcHuae nucoeaum
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HHH coHHucm

 

 

 

.uuHUHHoc
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H N n c m H N n H N n q n ecu acoeauu u no coHuH>oua 05h .mc

 

2‘40

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.chou uaox new «Hpuuch love so»
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HHH coHHuum

 

241

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.uuHuH>Huuu uuuocu cH uuuaHu
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H N n c m H N n H N n u n man no. eueH>auc uuu uuHuHccuuocco .Nn

 

2442

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H N n e n H N n H N n c m eueH>oua uH auuwoun coHuuucuHuo c< .cn
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HHH coHuoum

 

2443

 

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30c uHusu ecuuuuuec: uucueauu 30c
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244

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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HHH :oHuuom

 

2‘45

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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249

Section IV

Please write any comments and/or suggestions you deem
helpful for improving student personnel services program at
KFU with reference to the following selected functional
services and activities:

1. Admissions, Records, and Registration

2. Housing Services

3. Counseling Services

4. Health Services

5. Food Services

6. Student Activities (social, cultural, athletic,
religious, etc.)

7. The Orientation Program

8. Special Services (such as provision of bookstore,
student association, and Student Center).

9. Placement and Financial Aid.

APPENDIX B

250

661028 PAISAL SJ

14908 JUN 23 84 1118 PTS
023166123+

ELMIYAH HOU

661028 FAISAL SJ

OUR NO. KFU/1321 DATED JUNE 23, 1984

H.E. THE SAUDI EDUCATIONAL ATTACHE
HOUSTON

RE: STUDENT KHALID AL-HAIDER

PLEASE BE INFORMED THAT KING FAISAL UNIVERSITY APPROVES
MR. AL-HAIDER'S EDUCATIONAL FIELD TRIP TO SAUDI ARABIA (TWO
MONTHS PERIOD) TO COLLECT DATA TOWARD HIS PH.D. DEGREE AT
THE UNIVERSITY OF MICHIGAN. PLEASE EXPEDITE AND
ACKNOWLEDGE.

THANKS.

DR. SALAH OSMAN. ACTING DEAN
DEANSHIP OF GRADUATE STUDIES
KING FAISAL UNIVERSITY
661028 FAISAL SU

ELMIYAH 800

TIME 0001.7 MINS

251
MICHIGAN STATE UNIVERSITY

 

COILIGI O! DUCATION EAST LANSING 0 MICHIGAN 0 «823-1034
DOM OI DUCATDNAI. WHO"
mu "All.

July 25, 1984

The Rector

King Faisal University

Post Office Box 400 - ALHOFUF
ALAHSA, Saudi Arabia

Dear Sir:

I am most pleased to report that Khalid Al-Haider's
dissertation proposal was approved by his doctoral guidance
committee on July 23, 1986. He will be conducting his research in
Saudi Arabia between September 1 and December 1, 1984. The
guidance committee is enthusiastic about the research he has
proposed.

Any assistance you may give hin.in assisting him in
his research efforts will be greatly appreciated.

    

(2:322n/ . .ehnuuh~v’
v /

Eldon R. Nonnamaker
Professor

MSU is . Alfie-Alive Anise/Equal Opportunity Immune

252

September 24. 1984

Dr. Henry E. Bredeck
Chairman, UCRIHS

238 Administration Building
MICHIGAN STATE UNIVERSITY
East Lansing, MI 48824
U.S.A.

Dear Sir:

Hith reference to your letter to Dr. Eldon R. Nonnamaker dated July
27, 1984 concerning the approval of my dissertation project by UCRIHS,
it is my pleasure to inform you that I have already made some changes
in the procedure of collecting and administering the data for my
study.

1. On page 25, second paragraph. the statement which referes to face-
to-face meeting with respondent has been omitted and an self-
addressed, return envelope will be used for the purpose of
collecting the completed questionnaires.

2. The statement that refers to using code numbers has been omitted
and there will be no code numbers, nor any other signs which might
identify any participant personally.

3. A covering letter is enclosed.

Thank you for your consideration in this matter.

Sinc' ely,

  

Khal in Al ider

cc: Professor Eldon Nonnamaker

M7/05/hl

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ems ms“ umveesm @0163)“
Immmnlnmnmum Sléfifiéihdfl

 

TO WHOM IT MAY CONCERN

This is to certify that Mr. Khalid A. Al-aaider had arrived
in AZ-Hasa, Saudi Arabia, and contacted us at King Faisal
University for the purpose of collecting data and infimmatmmi
for his thesis which addresses the student personnel services
at King Faisal University.

Fa(“J-W Of Agriculture had cooperated with him to carryout his
aims of collecting the needed data. He had already distri-
buted his questionnaires to three groups representing
students, faculty members, and student personnel administrators
at King Faisal University.

The distribution started on the 20th of November, 1984 and
the completed returned questionnaires received during December
1984 through the first half of January 1985..

DEAN
COLLEGE OF AGRICULTURE AND

FOOD SCIENCES
KING FAISAL UNIVERSITY.

 

.CV'eoeaA: ‘Vee'efl\‘.'v.¢fu3 .A‘eeo. afi“\0'hfl'QOv.’O‘-‘YI No. . . .5)

Date 7 322‘”
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ummnaumnaeaumn . . \\ qtznmi;rmgu,
ems lAlSAl. umveesm WW
um seem my; ”my

 

 

TO WHOM IT MAY CONCERN

This is to certify that Mr. Khalid A. Al-Haider had arrived
in Al-Hasa, Saudi Arabia, and contacted us at King Faisal
University for the purpose of collecting data and inflmmatnmi
for his thesis which'addresses the student personnel services
at King Faisal University. ~
DeanI'll-iiiOf'Studel'xts had cooperated with him to carryout his
aims of collecting the needed data. He had already distri—
buted his questionnaires to three groups representing

students, faculty members, and student personnel administrators
at King Faisal University.

I

_ The distribution started on the 29th df November, 1984 and
the completed returned questionnaires received during December
1984 through the first half of January 1985.

DEAN OF STUDENTS AFFAIRS
KING FAISAL UNIVERSITY.

/ I
AOVVOOOUfln ‘Voe'ofl\‘5'v.¢fw1 .A‘eeee Ofl\‘\oW-9.Jel_pyl No. "'"In

Date ‘ ftld‘
Dammam P. 0 80: m: Telex 670010 Tel. “770“ Al - Ahss P. O. Box 300 Telex 661020 Tel. 5860000 éug.

255

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mmmwumwvsuumn . -*\ .figsfié;;mym
«mo ms“ umvasm ‘ $34M)“
um MUM W’s-“m

 

 

TO WHOM IT MAY CONCERN

This is to certify that Mr. Khalid A. Al-Haider had arrived
in Al-Hasa, Saudi Arabia, and contacted us at King Faisal
University for the purpose of collecting data and information
for his thesis which addresses the student personnel services
at King Faisal University.

Faculty Of VEt- MEd- had cooperated with him to carryout his
aims of collecting the needed data. He had already distri-
buted his questionnaires to three groups representing

students, faculty members, and student personnel administrators
at King Faisal University.

The distribution started on the 20th of November, 1984 and
the completed returned questionnaires received during December
1984 through the first half of January 1985.

a) ’ I, y‘dud’
DEAN

COLLEGE OF VET. MEDICINE AND
ANIMAL RESOURCES:
KING FAISAL UNIVERSITY.

 

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I

2556

MICHIGAN STATE UNIVERSITY

 

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new» sunsets «scams»
m «owmsnnnos output.

151') mom. 4 October l0, l98‘l

Hr. Khalid Alhaider

King Faisal University

Vice Rector’s Office

P.0. Box 380

Al-Hasa, Saudi Arabia 31982

Dear Mr. Alhaider:

Subject: Proposal Entitled, ”The Importance, Provision, and Effectiveness
of Student Personnel Services at King Faisal University in
Saudi Arabia. as Perceived by Students. Student Affairs Staff,
and Facultygflembers”

I am pleased to advise that I concur with your evaluation that this project is
exempt from full UCRIHS review, and approval is herewith granted for conduct
of the project.

You are reminded that UCRIHS approval is valid for one calendar year. if you
plan to continue this project beyond one year, please make provisions for
obtaining appropriate UCRIHS approval prior to October ID, 1985.

Any changes in procedures involving human subjects must be reviewed by the
UCRIHS prior to initiation of tne change. UCRIHS must also be notified
promptly of any problems (unexpected side effects. complaints. etc.) involving
human subjects during the course of the work.

Thank you for bringing this project to my attention. If I can be of any future
help, please do nOt hesitate to let me know.

Sincerely,

i ‘==-;\- k.—
I\- ova ‘4']

/ ‘1 J L

Henry E. Bredeck
Chairman. UCRIHS

HEB/jms

cc: Dr. Eldon Nonnamaker

USU a as Mir—am Acme/w Opponent, least-cae-

JG”).- 4 5...).- 9413654 EBI-JJ‘LSPJ‘LQN

 

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ems IAIIAI umvnsm WW
eunmuluunmum ‘495"33‘”

 

TO WHOM IT MAY CONCERN

This is to certify that Mr. Khalid A. Al-aaider had arrived
in Al-Hasa, Saudi Arabia, and contacted us at King Faisal
University for the purpose of collecting data and infimmathxi
for his thesis which addresses the student personnel services
at King Faisal University.

Faculty Of Educaticm had cooperated with him to carryout his
aimm of collecting the needed data. He had already distri-
buted his questionnaires to three groups representing
students, faculty members, and student personnel administhIKs
at King Faisal University.

The distribution started on the 20th of November, 1984 and
the completed returned questionnaires received during December
1984 through.the first half of January 1985.

DEAN
COLLEGE OF EDUCATION
KING EAISAL UNIVERSITY.

 

NCVVOeeOA. "90'0fi\‘fl'¥.wfu‘ .A‘eeee 0A.“\O'Qfl'.'ve’OL-DYI ~0. .. . .Jj‘
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