RETURNING MATERIALS: ‘PV1531;] Place in book drop to “saunas remove this checkout from .4--zx--L. your record. ‘FINES will ——- be charged if book is returned after the date stamped below. ‘fi‘qm {TIES FACTORS INFLUENCING MALE SECONDARY SCHOOL STUDENTS' CHOICE OF EDUCATIONAL TRACK IN SAUDI ARABIA: SCIENCE VERSUS THE ARTS BY Mansour Ahmed Ghawanni A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education Curriculum & Instruction in Science Education September 1985 g jaw/(970 ’7 ‘ copyright by MANSOUR AHMED GHAWANNI 1985 ABSTRACT THE FACTORS INFLUENCING MALE SECONDARY SCHOOL STUDENTS' CHOICE OF AN EDUCATIONAL TRACK IN SAUDI ARABIA: SCIENCE VERSUS THE ARTS BY Mansour Ahmed Ghawanni This study was undertaken to understand the process by which Saudi male secondary students select either Science or the Arts as an educational track at the end of grade ten. This decision is critical because it can influence options open to students for university study and for carrers. To understand this process,it was necessary to identify and study factors that influence students' decisions. The randomly selected sample consisted of 100 tenth grade males and 100 eleventh and twelfth grade males attending five secondary schools in Medina, Saudi Arabia. Six factors which influence choice of educational track were identified and studied: - (a) studenufl interest, (b) teachers' attitudes, (c) teaching methods, (d) restrictions of the system, (e) difficulty of the curriculum, and (f) family influence. Questionnaires were developed and Mansour Ahmed Ghawanni administered, and interviews conducted to identify students' attitudes and opinions about these six factors. To validate the students' responses additional interviews were conducted of randomly selected students and their parents, teachers, and school principals. Descriptive statistics, such as means, standard deviations, frequencies, and percentages were used to analyze the data which were obtained from the questionnaires, interviews and government documents. Statistical techniques employed were the Multivariate Analysis of Variance (MANOVA) and univariate F- test. 'Students' interest" rinfluenced the selection of educational track more than other factors studied. Also deemed important by all subject groups were ”teachers' attitudes" and ”teaching methods." "Restrictions of the system" were perceived by students to be influential, but were considered less important by their parents, teachers, and principals. "Difficulty of the curriculum“ was identified as an influencing factor by students of the Arts and by school personnel. The least important of the six factors was "family influence." Parents and school personnel stated that "family influence” should be more of a factor in the students' choice of educational track. Most parents preferred that their sons choose the Science track. That track would also be the choice of most Mansour Ahmed Ghawanni students, including many now enrolled in the Arts, if other factors (e.g., ”difficulty of the curriculum") were not considered. Choice of educational track was also influenced by students' career preference and plans for future study. In The Nana Of Allah The lerciful, The Compassionate '0 my Lord! advance no In knowledge' Dedication To my mother Nazeeha (May Allah forgive her and let her soul rest in peace) for her advice and encouragement. To my father, Ahmed, for his encouragement, support and prayers. To my wife, Fouziah for her patience and encouragement at all times. To my son Mohammad and daughter Bian for reducing all the difficulties I faced in my program with their smiles. ii ACKNOWLEDGEMENTS I would like to thank God, who gave me the strength, patience, and ability to successfully complete this report and the research upon which it was based. I wish to express my sincere appreciation to many individuals who helped make this study possible. Grateful acknowledgement is extended to Dr. James Gallagher, Chairperson of my doctoral committee, who gave generously his time, and provided the advice and assistance which made the research and this report possible. Sincere appreciation is also extended to Dr. Ben Bohnhorst, a member of my doctoral committee, for his guidance and assistance. Special thanks and appreciation are also expressed to Dr. Douglas Campbell, a member of my doctoral committee, for his support and advice which contributed greatly to the research and this report. Thanks and appreciation are also expressed to Dr. Kenneth Neff, a member of my doctoral committee, for his encouragement and support. I deeply appreciate the constant encouragement and support of Dr. Reda Obaid, the President of King Abdul-Aziz University. iii I also wish to acknowledge, with sincere appreciation, Dr. Mohammed Ismail Zafer for his assistance and encouragement. Special thanks also go to all professors in the College of Educationimeedina who helped me conduct the study. I wish to extend my thanks and appreciation to all the students, family members, teachers and principals who contributed their time toward the completion of the questionnaire and interviews that were essential in the data collection process. I wish to acknowledge my brothers and sisters for their encouragement and assistance. Thanks also go to the following friends who participated in collecting the data: Adnan Mogharbel, Nasir Al-Qadi, Idriss Al-Turk, Abdul Aziz Al-Sarrani, Ahmed Al- Haidari and Ali-Jarrah. I am grateful to my wife, Fouziah, for her patience and encouragement in each step I made toward the completion of the research and this report. I feel that my wife played a very important part in the success of this project through the wise advice and opinions she offered. Words cannot express the gratitude which is her due. Finally, I would like to express my deep appreciation to my son Mohammad and my daughter Bian for sacrificing their precious moments of fatherly companionship and iv reducing, with their cheerful smiles, the difficulties I faced during my doctoral program. TABLE OF CONTENTS CHAPTER ONE_-THE PROBLEMOOOOOOOOOOOOOOOOOOOOO00.0.0000... 1 Introduction........................................ 1 Statement of the Problem............................ 5 Purpose of the Study................................13 Research Questions..................................16 Importance of the Study.............................16 Delimitations and Generalizability..................l7 Definitions of Terms................................19 Plan of Presentation................................21 CHAPTER TWO--REVIEW OF RELATED LITERATURE...... ..... .....22 Saudi Arabia: Its Islamic Culture and Its Schools.............................................22 Arabia and the Arab People.......................23 Islam and Education..............................26 Saudi Education in Recent Years..................33 The Saudi Schools................................36 The Proportional Decline of Secondary School Science Enrollment..................................36 Declininag Science Enrollments...................38 Factors Influencing Choice of Educational Track.....43 Student's Interest...............................44 Teaching Methods and Teachers' Attitudes.........49 The Difficulty of the Curriculum.................56 Family Influence.................................61 Restrictions of the System.......................66 Summary.............................................74 CHAPTER THREE--METHODS, PROCEDURES AND DESCRIPTIVE STATISTICS FOR SAMPLEOOOCOOOOOCOOOOOOOCOOOOOOOOOOOOO76 Methodology.........................................76 Analysis of Ministry Documents and Literature Review...........................................76 Survey Questionnaires............................77 Face-to-Face Interviews..........................77 Hypotheses Established...........................78 The Nature of the Population and the Samplng Procedure...........................................79 Procedures..........................................82 vi Development of Research Questionnaires and Interview Schedules........ ....... ....... ........ 82 Description of the Questionnaires.... ......... ...85 Description of the Interviews......... ........... 87 Validity of the Questionnaires......... ..... .....88 Reliability.. ....... ...................... ....... 89 Pilot Study......................................90 Data Collection Procedures ................ . ...... 92 Statistical Techniques used for Data Analysis....95 CHAPTER FOUR--PRESENTATION AND ANALYSIS OF DATA..........99 Demographic and Personal Data for Students in 10th, 11th, and 12th Grades........................lOO Categorical Responses of Students to Six Factors That May Influence Their Choice of Educational Track..............................................112 Responses of all Students to Six Factors That May Influence Choice of Major...................113 Testing of the Hypothesis..........................131 Student Interview Results..........................l44 Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question 1......... ...... .......................14S 2......................................146 23.....................................148 3......................................150 ......................................151 ......................................153 ......................................155 ......................................158 0.....OOOOOOOOOO0......0.0.0.000000000161 \OCDQQUIch ......................................163 10.....................................165 11.....................................168 12.....................................17O 13.....................................172 14.....................................175 15.....................................178 16.0.000000000000000000000.0.0000000000186 Family Interview Results...........................187 1......................................187 2......................................187 3......................................188 4......................................189 5......................................190 6......................................191 7......................................192 8......OOOOOOOOOOOOOOOOOOOOO0.00.00.00.194 Teacher/Principal Interview Results................195 1.0.0.0....O....0.0.00.00.00.0000000000195 2A....OOOOOOOOO0.0....00.0.000000000000196 23.....OOOOOOOOOOOCOOOOOOOOI. ..... 0.00.197 3................ ...................... 197 vii Question 4......................................199 Question 5......................................200 Question 6......................................201 Discussion of the Factors..........................203 Student Interest................................203 Teaching Methods and Attitudes..................205 Restriction of the System.......................208 Difficulty of the Curriculum....................211 Family Influence................................214 Summary............................................223 CHAPTER FIVE--SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..227 Summary of the Study...............................227 Summary of the Findings............................231 Conclusions........................................235 Recommendations....................................240 Suggestions for Future Research....................243 APPENDICESOOOOOO...OOOOOOOOOO...OOOOOOOOOOO00.0.0.0....0245 Appendix A: Tables Reflecting Results of Survey of Tenth, Eleventh, and Twelfth Grade Students' Attitudes and Opinions Toward Six Factors That May Influence Their Choice of a Field of Study..245 Appendix B: The English Version of Tenth Grade Students' Questionnaire.........................266 Appendix C: The Arabic Version of Tenth Grade Students' Questionnaire.........................27S Appendix D: The English Version of Eleventh and Twelfth Grade Students' Questionnaire...........285 Appendix E: The Arabic Version of Eleventh and Twelfth Grade Students' Questionnaire...........294 Appendix F: The English Version of the Interview Schedules Used with Students, Parents, Teachers, and Principals..................................304 Appendix G: The English Version of the Interview Checklist.......................................316 Appendix H: The Arabic Version of the Interview Schedule Used with Students, Parents, Teachers and Principals..................................321 Appendix I: Letters................................328 BIBLIOGRAPHYOOOOOOOOOOO...OOOOOOOOOOOOO00.00.000.000.0.0330 viii Table H o H hbafibhb hbwww H o o a a a a a a a a a a mummhu NHUNH N lb 0 \0 LIST OF TABLES Arts and Sciences Enrollments in the Kingdom of Saudi Arabia, 1974-1982 by Number and Percentage (11th graders)...................................... 5 Curriculum Selection of 11th Grade Students in Medina, 1980-1983...................................11 Number of Completed Questionnaires..................80 Interview Subjects by Group.........................83 Reliability of the Questionnaire....................89 Students' Ages.....................................101 11th and 12th Grade Students' Attitudes Toward Their Choice of Major....................................103 Tenth Grade Students' Plans for 11th Grade.........104 Education of Student Respondents' Fathers..........105 Occupations of Students' Fathers...................107 Education of Respondents' Mothers..................108 Persons With Whom the Students Reside..............109 Primary Persons From Whom the Students Seek Support and Advice in Making Educational P1ans.............1ll Rank Order of Items Concerning Student's Interest for All C1asses....................................114 Rank Order of Items Related to Teaching Methods for All C1asses....................................116 Rank Order of Items of Category C Related to Teacher Attitude for All Classes...................118 Rank Order of Items Related to the Difficulty of the Curriculum for all C1asses.....................120 Rank Order of Items Related to Family Influence for All Classes....................................122 Rank Order of Items Related to the Restrictions of the System for all Classes......................124 Rank Order of Factor Categories of Questionnaire Items for All Classes, by Mean Value...............126 Rank Order of Items Related to Student Interest for 10th Grade Students............................130 Means of Factor Categories for 10th, 11th, and 12th Grade Students and All Classes Combined............132 Multivariate Test of Significance for Hypothesis #1.................................................133 Means and Standard Deviations for Tenth Grade Students Who Will Choose Arts and Those Who Will Choose Science.....................................135 ix Multivariate Test of Significance for Hypothesis #2.................................................136 Univariate F-Test with 1,98 Degrees of Freedom.....137 Means and Standard Deviations for Eleventh and Twelfth Grade Students in Arts and Science.........138 Multivariate Test of Significance for Hypothesis #3.................................................139 Univariate F Test With 1,198 Degrees of Freedom....14l Means and Standard Deviatios of Tenth Grade Students and Eleventh and Twelfth Grade Students............143 Students' Responses to Card Sort of Potential In- fluence Items, by Number and Percentage............180 Rank Order of the Students' Card Sort of Seven Potential Influence Items..........................181 Students' Responses to Card Sort of Influence Items by Educational Track, Across Class Levels (Rank Ordered by Percentages)............................185 Figure Figure Figure Figure Figure LIST OF FIGURES The Restricted Direction of Education in saudi ArabiaOOOOOOOOOO...OOOOOOOOOOOOOOOO.7 Comparison of Student Enrollment in Arts and SCience’ 1974-19820.oooooooooooooaoooog Medina Students' Choice Between Arts and SCienceOOOOOOOOOOOOOO0....0.0.0.....012 The Map of Saudi Arabia..................24 General Education System for the Develop- ment Plan - Boys' School.................37 xi CHAPTER I THE PROBLEM Saudi Arabia, like many of the rapidly developing countries, has some problems with its educational system, an otherwise powerful tool in achieving modern industrial and social goals. Educational programs in Saudi Arabia vary according to educational policy that is developed considering human resource needs and demands. The Ministry of Education has emphasized building schools throughout the Kingdom, from pre-elementary schools to secondary schools, community colleges (2 years of study) and science and mathematics centers (3 years of study). The Ministry has also emphasized, to a lesser extent, the provision of centers for adult education and literacy, special education, technical education and teacher training. The country's leaders believe, that Saudi Arabia is in serious need of additional students trained in the Sciences. Presently, it depends heavily on non-Saudi workers to fill a variety of jobs in science-related fields. such as, science teaching, medicine, engineering, medical technologyr and computer science. The government encourages students to enroll in these high priority programs. As one official document states: in locations available. The government wants to ensure that general educational programs reflect economic concerns...and will be relevant to available work opportunities. It is giving encouragement to study in priority degree programs such as science, medicine, engineering, and agriculture. It is also working to strengthen technical and vocational training. (Saudi Arabia, 1982, p.2) Also, there is a significant demand for people trained the Sciences for which there are unlimited jobs places and jobs. The government, in conformity with national strategy, seeks to improve the responsiveness of the education and training system to the needs of economy by ensuring that in higher education appropriate numbers of secondary school graduates enter such priority degree programs as science, medicine, engineering, agriculture, etc. (Ministry of Planning, 1980, p. 305). and Arts track have more limited choices of In spite of’ government priorities, there continue to be serious disparities between the number of students who choose the Sciences and the number that are needed to the demands for Science graduates. ...there are regional disparities in the percentage of the age group enrolled in the general education, and a continuing bias in secondary education toward arts as opposed to the sciences.... There are further imbalances due to excessive enrollments in low priority fields of study (largely as continuation of the arts bias meet in secondary schools). There are also imbalances in the structure of enrollments due to the excessive time required by students to complete their studies. (Ministry of Planning, 1980, p.292). The Saudi government, has put a very heavy emphasis on the economic dimensions of development. In addition, the rapid growth of industry and agriculture has put tremendous pressure on the Saudi social system which has had an important effect on the demand for human resources. The development of Saudi human resources stands at the heart of the development process. The national development plan aims at the formulation of policies necessary for development of these human assets. (Ministry of Planning, 1980, p. 287) Saudi Arabia is developing through the labor of non- Saudi workers because of constraints on the growth of the Saudi workforce. Labor force development has greatly affected the rate of implementation of development projects during the First Plan period. As the requirement for skilled workers builds up, the continued large-scale expansion of the non-Saudi segment of the labor force becomes more and more evident. (Ministry of Planning, 1975, p. 215) High school students are considered to be one of the major sources of supply to satisfy the demand for workers. Although the number of the Saudi students increases each year, the shortage of apropriately trained human resources in the country cannot be solved by simply increasing the number of high school graduates. Those responsible for educating and training the future workforce may pay attention to the mix of skills needed to increase its productivity to sustain the nation's economic growth. The Science curriculum has the potential for providing students with knowledge and skills relevant to Saudi Arabia's economic development. However, in the government's view, too few students elect Science, even though more than 50 percent of the students do select that educational track. Statement of the Problem The proportion of students electing the Science track in Saudi high schools has not changed significantly over the past two decades. In fact, the proportion is going down, (see Table 1.1). However, efforts have been made to increase the proportion of students entering the Science track, such as providing higher stipends for science and engineering studies. Government policy states: ...imbalances in enrollments exist which despite corrective measures (such as higher stipends for science and engineering studies) already implemented, will require adjustment in the Third Plan period. This will be accomplished by controlling the growth of certain branches of higher education, improving admission requirements and opening up vocational-oriented post-secondary education programs. (Ministry of Planning, 1980, p. 290) .vnma .mHQmL< HUsmm wo eoomcax may Ca moflumflumbm Hmcofiumuscm "mumaom m.Nm h.hv ommma mmam vmvn Nmma H.vm m.mv Hamva moms memo Hmma m.vm N.mv vava mmmh ovmo omma Ax. oucoflum ARV muu¢ sz mmucofium a szmwucoflum sz wun< mom» oomso coda ocmuo cuaa muu< oomoo cuaa oomoo chad ocmoo coda Nmmalomma EObmcflx on» CH muoomuo cuaa mo ucoEHHoucm .mfinmo< Assam mo H.H manme mmUcwHUm Ucm muh< Although more high school students are enrolling in the science fields, their numbers are still not sufficient for the country's needs, partly because of a bias in the educational system's rules that favors enrollments in the Arts rather than the Sciences. For example, students in the Science track are able to change at any time to the Arts track, even after entering higher education, but students who are in the Arts curriculum cannot transfer to the Sciences unless they return to the eleventh grade (see Figure 1.1). Other factors that may influence the choice of Science or Arts are discussed later in this report. The country's monarch, King Fahad, has spoken about the need for additional Science majors. When King Fahad met with students who are studying outside the Kingdom, he was asked to recommend academic majors that the government perceives as needed, and in which it would encourage students to epecialize. King Fahad emphasized that any scientific majors will help the country, although both Science and Arts are helpful. In a speech given on August 20, 1984 at Jeddah, Saudi Arabia, King Fahah said: ...the science major in its several branches such as technology, the oil major and its production, engineering, road engineering, electrical engineering are all very helpful so we need to work as best as we can to produce as many graduates in these majors as we can. The benefits of these majors are great and it will be many years before your country has enough of such Saudi expertise... .mflnmu< Hosmm ca ouflocuamcofiumusom mo mcofluoouflo bmuofiuummm Douufieuma Doc pan uu< wo momaaoo uuc ocmuo m Lama \ mocmflum mo ouoaaou one bombs cuss .>uflaflnflmm0Q Hmoflooq COHuMUDUQ MO COfluUGMHU UMHHHEHQQ I oomuo coca eruoucH wow ocmuo cuaa "H.H mmDOHm .emam That does not mean the students who do not major in science are not helpful for the country, both majors are helpful but they are not of the same benefit because the country's need is for more scientists. The Arts students may work as teachers or workers in the government or elsewhere. No doubt we need both fields but I prefer as many as can to major in science because of its benefits. The need to increase the numbers majoring in the Sciences is not new. In 1971, plans were proposed to help increase students majoring in the Sciences by increasing the science and math taught to prospective teachers in colleges of education. ...to increase the numbers of the high school graduates in the science major, the higher education institutes would provide a special program, for students of the Arts and Religion, of the most important foundation of Science and Mathematics and other subjects which are required in the Sciences and in technical colleges.... From 1973, when the proposed plan would start, the Colleges of Education should be focusing on the need for certain subjects which are needed most, such as Science, mathematics, and English. (Zafer, 1971, pp. 221, 224) In spite of the consideration given this problem and the various efforts to overcome it, the trend in favor of the Arts and away from Science has not changed. Table 1.1 shows that the actual number of students enrolling in science programs has increased. However, there has been a decrease in the percentage of students choosing Science as a field. Overall, this trend was downward from 1980 to 1982, with corresponding increases in the percentage omma .oucmflom Lo mbp< CH mafiaaoucw mucmfizbm mflnmu< fiosmm Ham mo coflmflumasou ”N.H mmDOHm whom» Nmma mea omma vm mm mm ov mv vv Amup bombs coda mambo cuss muse mambo cuss mambo chad mambo coda mmmauomoa .mcfloo: :fl mucoozum mambo nuHH no coflbomdom esasofiooso N. .—. THEME 12 m impose Amocoflumv mmma wUCGHUW .HO muh< C®m3umfl mmUHOr—U .WquwUSum. mCHUmZ Nmma Hmma omma (llllllllllllllllx um.H mmDUHm vm mm mm ov Nv 0v mv om Nm vm mm mm 00 mU11 I'D". 'm SAUDI ARABIA I'M \‘umrso '3': (3a 91;; E: ARAB emf} ares 3:2.» (‘0.- ..\' f "a ' ,e ...1 ”4.5“ v/irunm Figure 2.1: Map of Saudi Arabia 25 colonized by outside forces. Before 1932 the Arabs had no central government and lived nomadic lives. Thus, in the political sense, they had pratically no international influence. Even though Saudi Arabia became a sovereign state in 1932, some tribes continue to live a nomadic life style. For many centuries, after the time of Mohammad, the Arabian Peninsula continued to be a land of roving tribes of camel, horse, goat and sheep herders as well as merchant- traders. On the coasts, in areas that are now small states, like Bahrain, Kuwait, Oman and Yemen, men fished for pearls and became known around the world as boat-builders and captains of trading ships. Though small coastal states of the Peninsula eventually may have come under the protection and influence of larger world powers, the vast central portion of the Arabian peninsula was never conquered by, or made a protectorate or feudal state of a foreign power. That area, inhabited mostly by nomadic tribes, was eventually united as the Kingdom of Saudi Arabia in 1932. The King was Abdul Aziz Al-Saud. The Kingdom of Saudi Arabia is an Islamic Arab nation that has moved rapidly toward becoming a modern, industrialized nation the pace of change accelerated after the discovery of oil in the 19308 and its rapid exploitation in the 19705 and 19803. Nevertheless, Islam remains the 26 religion of Saudi Arabia and is a central characteristic of its culture today. The Ministry of Education at Riyadh, the capital city, is responsible for the centralized educational system. The Ministry of Education determines educational policy and procedures that are subsequently diffused throughout the Kingdom. Current educational policy follows guidelines provided by islam as well as the educational needs and goals of the Kingdom. Policies are delineated in three five-year Development Plans (1970-1975, 1975-1980, 1980-1985). These policies aim at modernization. However, Islam also provides significant guidelines to developmental educational policy in Saudi Arabia. Islam and Education Mohammad's teaching influenced Arabian human studies and culture in diverse ways. It stimulated learning, encouraged scholary research, and emphasized searching for truth with a free mind. The harmony between the search for truth (i.e., Science) and religion is perhaps Mohammad's greatest contribution as an educator. As man was created with an insatiable desire for knowledge, God made adequate arrangements for him to know the hidden secrets of the universe and taught him the nature and names of all things. Islam's impact on educational policy. Islam is the religion of Saudi Arabia and Mohammad is the Prophet of 27 the Muslim people. Mohammad was not educated in any school or university, nor did he learn reading or writing in his youth. Nevertheless, he was able to teach psychology, philoSOphy, and the principles of education to his companions. In addition, he taught them the fundamental principles of morality, ethics, and religion and gave them eternal values and standards which formed the basis of their culture. This Islamic culture, which arose within a century of Mohammad's death, influenced not only the human civilization and culture of the time, but left a permanent mark on Saudi Arabia's history and the course of cultural events. Mohammed's followers and interpreters believe that human civilization and culture received a tremendous boost from his teachings, especially regarding the development and process of the sciences. A rationale for perceiving Islam as a foundation for modern science might be explained as follows: He is the only individual who can be truly called the moulder of the course of human history. He gave man knowledge in place of ignorance, reason in place of custom and tradition, and freedom of thought and research in place of blindly following in the footsteps of forefathers and religious and political leaders. (Afzalur Rahman 1981, p.203). Mohammad's teachings are contained in the Quran, the Hadith, and the Sunnah (the Prophet's sayings)--which are the sources of all Islamic teachings. More specifically, 28 interpreters of Islam believe that the Quran presents the principles, though not the details, of all science. It is also believed that the Quran, the Hadith, and the Sunnah promote the cultivation of the sciences by emphasizing the virtue of pursuing all knowledge that may provide a confirmation of Divine Unity. Therefore, the Quran, Hadith, and Sunnah form the basis for the metaphysics upon which all Islamic sciences are constructed. These works also encourage intellectual activity to be in conformity with the spirit of Islam. The Islamic science and the intellectual perspectives cultivated in Islam have always been seen in a hierarchy which leads ultimately to the knowledge of the One, of the supreme "substance" this being itself from another point of view the substance of all knowledge. That is why, whenever confronted with sciences originally cultivated by other civilizations, Muslim intellectual authorities sought to integrate them into the Islamic scheme of the hierarchy of knowledge. (Nasr, 1976, p. 32) Consequently, in Saudi Arabia, the overall objectives of education in general, and Science in particular are supported by the Islamic teachings of the Quran, the Hadith and the Sunnah. Provisions of the country's educational policy bear this out. Saudi Arabia's educational policies. The following list of Saudi educational policies and objectives are contained in a current publication of the Ministry of Higher Education (1978). 29 1. 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 values, teachings, and ideals of Islam; to equip him or her with the various skills and knowledge; to develop his conduct in a constructive direction; to develop the society conomically, socially, and culturally; and to prepare the individual to become a useful member in the building of his community. 2. Promoting the spirit of loyalty to Islamic law by denouncing any system or theory that conflicts with this law and by honest action and behavior in conformity with the general provisions of this law. 3. Supplying the individual with the necessary ideas, ideas, feelings, and powers that will enable him to carry the message of Islam. 4. Preaching the Book of God (Quran) and the law of his Prophet by safeguarding them, abiding by their teachings, and acting in accordance with their commands. S. Enforcing Quaranic morality in the Muslim and emphasizing moral restraints for the use of knowledge. 6. Training students in sound sanitary customs and spreading sanitary consciousness. 7. Keeping pace with the characteristics of each phase of the psychological growth of young people; helping the individual to growth spiritually, mentally, emotionally, and 30 socially in a well-rounded way; and emphasizing the spiritual Islamic aspect so that it will be the main guideline of private and public behavior for the individual and the society. These directives demand application and practice which is difficult to achieve in school alone, because children spend a limited amount of time in classes and teachers have little opportunity to observe the application of the practices taught. However, teachers do influence the students strongly, resulting in positive or negative attitudes toward school and school subjects. Parents (especially fathers, regarding their sons) also cooperate in the educational process. Islam is sensitive to the crucial dependence of the child on his or her parents. Their decisive role in forming the child's personality is recognized. According to the Sunnah, if a Muslim died and left a well-developed and well-educated offspring, whenever the offspring did a good deed, the parent would share the spiritual benefit of that deed. Thus, the process of earning 31; (benefit) does not cease when parent dies, but continues because of the education of one's children. These are the aspects of parental responsibility for raising and educating children as well as the consequences for both the parents and the children in the present and future life, according to Islam. 31 Education is one of the major goals of Islam because it enables Muslims to read and write, which in turn enables them to read the Quran, the Haddith, and the Sunnah; to interpret them; and thus to practice their teachings. The Quran recommends cooperation between schools schools and parents to accomplish the desired Islamic objectives through education. The role of Islam in the history of modern science. Science continued to be important to the religion of Islam. In ancient times many great muslim scientists existed, such as: Abu Musa Jabir Ibn Hayan (Geber), Muhammad ibn Musa (Al-Khwarizmi), Thabit Ibn Qurra, and Abu-Bakr Muhammad Ibn Zakariyya Ar-Razi (Rhazes). They were chemists, mathematicians, inventors, explorers, physicists, astronomers, biologists, and physicians. "The foundations of modern science were laid in the days of ancient Greece (at which time the above mentioned muslim scientists were contributing to the development of scientific thought) during the five centuries from 600 B.C. to 100 B.C. and in early modern times from A.D. 1600 to 1800. Since foundations are extremely important, these centuries are stressed in most histories of Science..." (Asimov, 1982, p. xv). It is in the period 100 B.C. - 1600 A.D. that scientific knowledge was kept alive in middle eastern culture, with the majority of that time influenced by muslim 32 teaching. Islamic Science is regarded by scholars as the repository of scientific knowledge during the Dark Ages (476 A.D. - 1000 A.D.). Moreover, it was the discovery of this treasure of scientific knowledge which contributed to the rise of modern science in Europe beginning with the Renaissance (1300 - 1500 A.D.). But Islam did more than provide a safe haven for ancient scientific knowledge of the Greeks. During the period from 100 B.C. - 1600 A.D., islamic scientists added to the fund of knowledge through their observations and recording of new data, for example, Abu Musa Jabir Ibn Hayan contributed to the development of chemistry; Muhammad ibn Musa worked on the discovery of mathematical principales; and Abu-Bakr Muhammad Ibn Zakiriyya Ar-Razi began to perfect important medical techniques. This demonstrates the historical importance of islamic science. It also emphasizes the fact that Islam and Science are compatible in helping humankind understand the nature of the world. In the modern era, Science is more important than ever in the development plans of Saudi Arabia. It is essential that Saudi youth are exposed to scientific thought. 33 Saudi Education In Recent Years Alongside profoundly traditional views, Saudi planners today recognize that rapid industrialization requires a well-trained population. Paulston (1977) sheds light on this phenomenon in his discussion of ”equilibrium” and ”conflict," paradigms for relating education to national development. Each paradigm was broken down into four theories. The equilibrium paradigm was subdivided into "Evolutionary," "Neo- Evolutionary," "Structural Functionists," and "System.” The conflict paradigm was subdivided into "Marxian," "Neo- Marxian,” "Cultural Revitalization,” and "Anarchistic Utopian." These theories incorporated four development issues: (a) preconditions for educational change, (b) rationales for educational change, (c) scope and process of educational change, and (d) major outcomes sought. Of the eight theories, one of them seemed to reflect the situation in Saudi Arabia--the "Neo-Evolutionary" theory--of which rapid industrialization and training are characteristic. The precondition for educational change includes "satisfactory completion of an earlier stage" (p.372). In Saudi Arabia that precondition is represented by the discovery of oil in Saudi Arabia in the 19303. The second issue, rationales for educational change, includes "required to support national modernization efforts" (p.372). The significant efforts that the Saudi government is making to 34 modernize include: port construction, university reform, international trade agreements, educational reform, development of the agricultural sector, and extensive housing programs. The third issue, scope and process of educational change includes "institution building using Western models and technical assistance” (p.372) as one of its characteristics. Saudi planners have complied with this requirement by sending students to the United States and Europe for advanced training. The fourth issue, major outcomes sought, includes "new higher state of education and social differentiation/specialization" (p.372). In Saudi Arabia, this is reflected by the many specific programs designed to promote industrialization. Paulston (1977) encourages followers of this "Neo-Evolutionary" theory to identify specific changes to be made in priorities and programs of development. He also cautions them not to attempt this by "descending from the highers of generality and intuition.” (p.379). Saudi planners have encouraged a high percentage of the population to participate in some form of organized educational program. This precipitates a great enrollment increase, at all levels. In 1964, the number of students enrolled in school was 250,000. By 1982, that number that reached 1,200,000 (Saudi Arabia, 1982). Access to education is becoming a reality for nearly all persons under 15 years old. For example, approximately 35 90 percent of seven year old boys are now enrolled in first grade. Furthermore, this education is entirely subsidized by the government, and generous incentives to study are offered at all levels. The Saudi educational effort is especially significant because today half of Saudi Arabia's population is under age 15. Currently there are 4,000 schools for boys and 3,200 schools for girls. The Third Development Plan (1980-1985) projects expenditures of $30 billion for education alone-- nearly a fifth of the Plan's total budget. During that period, a massive construction program is projected to add more than a combined total of 1,200 primary, intermediate, and secondary schools for boys and nearly 500 for girls. In fact, a new school open every other day in the Kingdom (Saudi Arabia, 1982). Enrollments for girls were expected to increase to 190,000 by 1985 on the intermediate level and 80,000 on the secondary level. Increases in enrollments of 80 percent. were also projected in teacher training and adult education programs. Between 1980 and 1985, the projected increase in the number of Ministry of Education graduates--covering all levels except university--was expected to be 58 percent, reaching more than 180,000 (Saudi Arabia, 1982). 36 The Saudi Schools The types of schools, colleges, and centers under the supervision of the Ministry of Education can be grouped under the following categories: 1. basic schools--pre-e1ementary, elementary, intermediate, and secondary schools that provide K-12 education; teacher training centers—-prepare teachers for elementary, intermediate and, secondary schools; community colleges--prepare teachers for the elementary school level. science and math centers--accept only students who graduated with science majors in secondary schools; technical education centers-~prepare students for industrial, commercial, and agricultural occupations; handicapped centers--assist persons who have mental and/or physical disabilities; and adult education and literacy centers--provides basic academic skills or supplementary skills to adults. The general education system for the development plan for boys' schools is included in Figure 2.2. The following section turns to the general question of enrollment in the sciences in the schools of different nations of the world. The Proportional Decline of Secondary School Science Enrollment Generally, the secondary school curriculum in the United States is different than Saudi Arabia's secondary msmoh sum opmsunno 833$ mpmsfiwno.nmnfl mHoonom .mhom I swam vcmemoam>om onp Mom Eopmzm soapmoscm awhocoo N.N opsmfim whom» dim mug moumuu mud mocmhu mud moumso hymccooomnpmom humcsooom mpmficoenoch zmmpcoEon dado 1905500 Hmoaccooe Adana normal A .985 3E \ - - i- n opmficos hump Hm>acs ‘AIII I: Haccoomw Ammllllll unoch .Iillll IcoEon . - , \ oMmHHoo Honomoe HAHN (I GdCAHHB“ unoacshr Honomoe - \ mHSp do Em< 38 school curriculum, which follows the Egyptian model. In Saudi Arabia, upon completion of the tenth grade, students are required to choose either Arts or Science as an educational track. In the United States, most public schools allow students to elect specific courses in which they are interested, in addition to taking those that are required. For example, after successfully completing the required general science courses, higher level math and science courses (e.g., physics, chemistry, trigonmetry) are elective. 0.8. and European researchers, studying science education in the United States and EurOpe, are investigating why students choose science classes or why they stay away from them. Since there were few similar studies conducted in Saudi Arabia, and in order to understand that which might be applicable to the Saudi situation, the review of the literature depends heavily on research done in the United States and EurOpe. Some studies were not conducted with a general "science track". Therefore, studies are also included about. students who have chosen physics, and chemistry curricula. Declining Science Enrollments A decline in secondary physics enrollments was examined in the United States by Bryant and Doran (1977) who suggested that understanding why students choose or don't 39 choose to enroll in a physics course would be more appropriate than finding an explanation for the decline in physics enrollments in general. Since the early 19505, when the decline in secondary physics enrollments was first observed, the subject of physics enrollments has been a frequent topic for science education research. However, even with all this research, physics enrollments remain low, and no full explanation has been found for the enrollment decline...it appears more appropriate at this time to try to develop a better understanding of the physics enrollment problem and in particular why students do, or do not, elect to enroll in a physics course. Previous research has demonstrated that physics enrollments are dependent on many interrelated variables whose relationships are not easily understood by a set of bivariate descriptive statistics. (Bryant & Doran, 1977, p. 177) Another study about the decline in the physics enrollments among high school students was done by Van Koevering (1971), who described the situation in relation to the shortage of qualified secondary school physics teachers and an innovation of the recent curriculum. The percentage of high school students enrolling in physics has been declining for more than half a century. The phenomenon has long been recognized, but for several reasons it has received substantial publicity only in reCent years. Two situations which have accompanied the decline are: (1) an acute shortage of qualified high school physics teachers, and (2) recent curriculum innovations in high school physics which have not stemmed from that decline. Surprisingly, little research has been undertaken on this problem and consequently reasons for declining physics enrollment, remain in the realm of speculation (p.37) 40 Van Koevering (1972) in another study discussed high school physics and chemistry enrollment in Michigan and summarized several articles that dealt with this problem. The observation that physics enrollments in high schools have been declining for the past several years will not come as a surprise to many readers. Numerous articles have appeared in the literature expressing concern over this situation. Some, on the other hand, have challanged the premise that decreasing enrollments in physics is a serious problem. The problem of decreasing enrollments has also been cited as an indication that substantial changes are needed in the structure and content of the high school physics courses. It is evident, however, from the implementation of PSSC physics that curriculum innovations and federal funding, amounting to nearly ten million dollars are not sufficient to reverse the trend of enrollment decline. From 1960, when PSSC physics was first made available to high schools, until 1965, high school physics enrollments dropped from 24.22 percent of seniors taking physics to 19.61 percent. A review of the literature for the past ten years reveals little agreements on either the severity of the problem or a course of action that will, hopefully, provide a solution. (p. 379) This problem exists, not only in the United States and in Saudi Arabia, but in Israel as well. In a study by Tamir, Arzi, and Zloto (1974) the possible effects of the low enrollments in physical sciences on the potential pool of teachers and engineers were discussed. Low enrollment in the physical sciences have been a professional concern for some time, primarily because of their adverse effect on the general education of high school students, but also because of their possible impact on vocational choice, notably that of potential teachers (1). Several studies attempted to identify the reasons 41 for this phenomenon. Cooley has found that the greatest loss from the "potential scientist pool" (students planning careers in science and engineering) occurs in the eleventh and twelfth grade (2). This has been rightly interpreted to mean that "secondary chemistry and physics courses are screening out potential science majors. (p.75) The following list of factors was offered as a partial explanation for this ”screening out” process: in l. The scarcity of qualified teachers. 2. The nature of the physical science course content. 3. The “difficulty” of courses in the physical sciences. 4. The severity of grading by physics teachers. 5. Characteristics and attitudes of physics teachers. 6. Dissatisfaction developed while taking high school physics courses. (p.75) Fletcher (1978) described the 0.8. enrollment situation secondary school physics and noted that the number students who enrolled in physics increased until the 19603 but declined continuously after that. enrollment Reports regarding enrollment in high school physics show that the number of students enrolled in physics increased until the late 19603 but the percentage enrollments in high school physics has dropped almost continuously. Some reasons for this are that physics courses are generally thought of as college preparatory curriculum and are sometimes directed at the few students who are interested in a college program in one of the sciences. (p.l) of late Bridgham (1972) also studied the decline of science and mentioned that the number of enrollments in 42 chemistry is much higher than the number of enrollments in physics, but that more than half of the 0.8. high school graduates have not studied physical science. One of the concerns of those interested interested in secondary science education, especially education in the physical science, has been the decline in the percentage of eligible students enrolled in high school physics. The percentage decline in physics enrollments began around the turn of the century and has continued unabated since then. The enrollment picture in high school chemistry is somewhat better; it appears that the percentage of high school students enrolled in chemistry has remained reasonably stable over the past decade or 30. Even so, only 40 percent of the eligible students choose to study chemistry and since there is an almost complete overlap of the 20 percent who study physics and those who study chemistry, more than half of the students leaving high school will not have studied a physical science. (p.323) Additional consequences resulting from the decrease in enrollments in high school physics in recent years have also been identified. The concern appears to stem from the assumption that high school physics can and does contribute to the development of individual scientific literacy rather than from the concern for attracting more peOple into the profession of physics-related areas (p.25). In a study of physics teaching in Wisconsin schools, Dietrich and Pella (1974) found that enrollments in physics classes in secondary schools had been low for many years and had not increased in proportion to the population. It was noted that essentially the same findings findings would 43 apply for the other 49 states. In an earlier study, Nelson and Dietrich (1975) eviewed several explanations for the disproportionate decline in physics enrollment and concluded that the phenomenon was probably a result of several factors acting together, rather than any one or two single factors. ...many Science educators concerned with the declining enrollments in physics...have speculated on and searched for causes. Several researchers have implied the decline is the result of one or two factors; others have felt several factors interact to affect enrollment. It seems more plausible that a high school student's decision to take or not take physics is based on several factors which may interact. (Nelson and Dietrich, 1975, p. 606) In this response, six factors are examined which were identified in the literature and during interviews with principals of Saudi schools as those factors which might be associated with students' choice of Arts or Science as an educational track in Saudi Arabia. Factors Influencing Choice of Educational Track A search was made of literature for studies bearing specifically on six variables chosen for examination in the present study: (a) student's interest; (b) teaching methods, (c) teachers' attitudes, (d) the difficulty of the curriculum, (e) family influence, and (f) restrictions of the system. 44 Student's Interest Some students may not choose to study mathematics, biology, chemistry, physics, or geology, because they find them boring, dislike working in labs, or are simply more interested in social studies, religion, etc. Dietrich and Pella (1974), examined the variables that affect enrollment in physics, and found that the reason cited by students enrolled in physics was a personal interest in science. "The personal reasons cited by students in physics in high and low enrollment schools are similar and concerned with personal interest in science and the place of the course in future educational plans." (p.11) In another study done in the U.S., a high school counselor found that the students who were not enrolled in physics did not consider it to be an exciting, dynamic subject (McClary, 1966). Welch (1969) found that the students who take physics are ”...among the academically elite; the capable students with the kind of interest and values generally considered important for success in physics." (p.54) Elliot (1979), Dietrich (1970) and others have indicated that students who take physics have both high ability and high aspirations. The Illinois State Physics Project is a cooperative enterprise involving twelve Illinois colleges and universities that has two related goals: (a) to increase interest in high school physics and (b) to increase 45 enrollments in high school physics classes. Although attainment of the first goal is more difficult to measure than the second, the authors feel that the attainment of the second goal, increased enrollments in physics, is a significant indication that the first goal, increasing interest in physics, has been accomplished (Miller, Prehn and Jensen, 1970). Jordan (1971) suggests using a variety of techniques from day to day would stimulate interest in physics. The result of this teaching strategy could be more enrollments in physics. In a study by Tamir, Arzi and Zloto (1974) about the attitudes of Israeli high school students toward physics, reasons were given to explain the relatively low enrollment of girls in college physics. One of the reasons given was that physics is a rather "dry” and abstract discipline. While the attitude of female students is not the issue in this study, attitude of males and females may be similar in regard to physics classes in high school. This is similar to the situation in Saudi Arabia in that science subjects are considered to emphasize memorization of abstract material and lab work, whereas Arts subjects emphasize more general material that many students feel is more relevant to their own lives. Brombacher (1983) noted that the student's choice of curriculum should be based on high interest in that 46 curriculum; that this increases motivation, self-discipline, and taking responsibility for one's own decisions. The interest of each child should really determine the instructional curriculum for students in the class. Meaningful instruction and learning takes place when specific goals are relevant to the individual learner. In teaching, we try to make life special for each student. The students must be involved in the learning process from beginning to end. Together, the teacher and students can consider different tOpics, methods, materials, resources, timelines, and modes of evaluation. When the kids become involved in the planning and the decision-making process, they begin to take ownership of their own learning. Interest levels remain high, while motivation and discipline seem to improve. Students need to help determine the curriculum. They must accept responsibility for the decisions they make about their own learning. (p.44) Woolfolk and Nicolich (1980) emphasized that a logical way to increase motivation in the students is by creating a good relationship between the students' interests and the school learning experience. It is important for the students to master the basic skills to maintain interest. One seemingly logical way to motivate students is to relate school learning experience to the interest of the students. However, this is not always an easy or even a desirable strategy. There are times when students must master basic skills that hold an intrinsic interest for them. But students interests can be part of many teaching strategies. (p.337) Sylvia Ashton-Warner (1963), for example, describes a system for teaching reading through the use of the students' own stories about topics of interest to them. If a teacher 47 knows what students are interested in, much of the classroom work can be related to those interests. Since it is often impractical to permit students to choose activities freely, observation and other means are needed to discover the students' interests. A number of ways of determining students' interest are suggested by Rust (1977). One way is to ask the students either by using a questionnaire or by talking with them. Interest inventories listing a number of activities are available on which students may rank learning techniques from the most to the least preferred. Teachers may also watch for attentiveness during classroom lessons to discover times when everyone is suddenly focused on a lecture topic or busily working at an assigned task. Once teachers have some idea of what the students are interested in, they can use this information in making decisions about their teaching strategies. They may also help students to develop related new interests that will help them work more effectively in school and give them new interest to pursue after they leave school (Rust, 1977). Wright and Hounshell (1978) examined the development of interest in science among high school students chosen to attend the 1978 North Carolina Junior Science and Humanities Symposium. Student participants (147 in all, 79 males and 68 females) completed a questionnaire designed to explore the depth and breadth of their interest in science. 48 Questionnaire items were designed to provide data to answer five research questions: (a) how intensive was their interest in science? (b) when did it begin? (c) how was this interest initiated and maintained? (d) in what areas of science was their interest strongest? and (e) was there a difference in scientific interest between male and female participants? Responses to several questions indicated, as might be anticipated, that science was considered by the majority of both males and females to be their most interesting school subject, although some students indicated a ”high" interest and others checked ”medium." In analyzing the difference in proportion of high versus medium responses between males and females, it was found that males' interest in science was significantly higher (p .01) than females' interest.... It was (also) found that males became interested in science at an earlier age than did females.... Seventy-four percent of the respondents indicated that their interest in science was mainly developed through schools. School was significantly more influential for females than for males.... High school teachers' were the most influential factor in the school environment. (PP. 378-379) National Science Teacher Association (NSTA) in its fourth volume in a monograph series on what research is saying to science teachers, dealt in one section with attentiveness to science. Among the findings it was noted: (a) there was no growth in interest in science across the years students are in secondary school; (b) fewer than half 49 of high school graduates express any interest in science (only 30 percent of noncollege students); (c) interest in technology is significantly greater for all students than in science (Yager, 1983, p. 37) Hofstein and Lunetta (1982) emphasized that teachers need to stimulate students' interest and shape their attitudes toward science in order to improve achievement in science coursework. Developing favorable attitudes toward science has often been listed as one of the important goals of science teaching. Generally, writers have assumed that the availability of a wide variety of instructional materials will enable teachers to vary classroom procedures to avoid monotony, and to arose interest and attention. Smith, Walberg, Poorman and Schagrin (1968), Selmes, Ashton, Meredith and Newal (1969), Ben-Zvi, Hofstein, Samuel, and Kempa (1966:b), Hofstein et a1 (1976) and Raghubir (1979) found, for example, that students enjoy laboratory work in some courses and that it generally results in positive and improved attitudes toward and interest in the sciences. (p.210) Florito and Dauffenback (1982), in their study about market and nonmarket influences on curriculum choice, found that ”the results for the interest and ability variables suggest that greater attention must be given to these factors in empirical studies of curriculum choice" (p.100). Teaching Methods and Teachers' Attitudes Teachers' personal characteristics, academic ~ preparation, and instructional techniques of science and SO math teachers, have often been investigated for their effects on science enrollments (DeAngelis, 1978; Jordan, 1971; Miller, Prehn & Jensen, 1971; Dietrich & Pella, 1974; Cowan, 1968; Green, 1969; Bridgham, 1972; and Fiske and Kersey, 1974. In general these studies indicated that, in the United States, the above factors have had little or not influence on enrollment in science courses, except for the factor of teacher attitudes and feelings. Therefore, studies of this factor are emphasized here. One of the basic goals of many teachers is to develop within students positive attitudes towards their subjects. Science, in particular, has experienced a decline in students choosing science courses beyond the minimum requirements, both in high school and college. Many changes and counterchanges have been made as to the causes for this response. One in particular is that of attitudes. Some suggest that course instruction is having a negative effect on the students, especially in the required courses, and the result is that students do not want to elect science beyond the minimum. Furthermore, some suggest that course material is not relevant outside the classroom. (DeAngelis, 1978, p. 4) Science instructors have strived to develop in their students desirable attitudes related to science. Geneally, positive attitudes permit growth, while negative attitudes hinder growth. Underlining that point is DeAngelis' (1978) statement: 51 With respect to this dimension of science instruction on the development of attitudes, students with positive attitudes will pursue science learning both in and out of the classroom, while students with negative attitudes are not interested in science beyond the requirements of their course of study. Furthermore, one of the main reasons students do not choose science courses when given the opportunity is because of this negative attitude. (p.5). McGarity and Butts (1984) hypothesized that teachers' management behavior is related to both students' interest and students' science achievement. Those students taught by teachers exhibiting competency in classroom management spent more time engaged, than those students taught by teachers who did not exhibit competency in the management of their classrooms. In addition, these students also achieved more than those students taught by teachers who did not exhibit similar competencies.... The implications for science teachers and science teacher educators are evident. Science teachers should strive to present materials that will be interesting enough to promote engagement. The teacher should also exhibit behaviors that will keep students on task.... A classroom that is well managed and provides an atmosphere conducive to learning makes paying attention easier. A student can be ‘engaged and not achieve, but it is hard for a student to learn a task who was not engaged while that task was being taught. (pp.58; 60) Wright and Hounshell (1978) found high school teachers themselves to be the most influential factor in the school environment. Seventy-one percent of respondents in their study said that teachers in grades 10-12 were most influential in developing their interest in science. Junior 52 high teachers were rated as the second most influential factor (49 percent). That study also indicated that 74 percent of science-oriented students claimed that their strong interest in science was influenced primarily by high school and junior high school science teachers. In Saudi Arabia, student options consist only in whether they will study an Arts curriculum (which does not include study of physics) or a Science curriculum (which requires the study of physics). The study of enrollments in specific sciences, in other nations, is not obviously relevant to the situation in Saudi Arabia. However, resulting from the examination of the above studies as well as those that follow, indicators may be identified that could have an impact on educational development in Saudi Arabia. Dietrich and Pella (1974) also assigned the responsibility for students' lack of interest in science to teachers who, instead of developing the students' interest in science, actually diminish the student's interest in science due to the teachers' conduct in the classroom. Van Koevering (1971) established that physics teachers from high schools with high physics enrollments demonstrated more feeling; they showed more enthusiasm toward the subject they were teaching than their counterparts from high schools with low physics enrollments. In addition, by administering a questionnaire to access student opinion, it was discovered that students from high schools with high 53 physics enrollments believe that their physics teachers have a slightly more enthusiastic attitude toward the subject than do physics students from high schools with low physics enrollments. Miller, Prehn, and Jensen (1971) suggested that, in order to increase physics enrollments, teachers need to make physics more interesting to the students through (a) phenomenological teaching and (b) active encouragement of students to take more classes in physics. Van Koevering (1971) supported this idea, but his own research indicated "that the characteristics of the physics teachers and the physics classes, as measured by the instruments used, for the most part do not have important influences on enrollment” (p.39). The decision to concentrate this study on the personal reasons students' themselves have for choosing science as a field of study was based on the above findings. Those results notwithstanding, teachers' methods and attitudes may be more influential in Saudi Arabia since many of the courses in science are taught by foreign instructors. Shaughnessy, Haladyna and Shaughnessy (1983) studied effects of student, teacher and learning environment variables on attitudes toward mathematics and verified that ”the increase in research on attitudes toward mathematics may reflect recognition on the part of mathematics educators 54 that poor attitudes may be behind a decreased enrollment in advanced mathematics classes in high school." (p.21). Ignatz (1975) emphasized that teachers and administrators do not encourage black students to select more challenging academic programs. Many educators do not agree, but the factor exists and may be one of the most salient factors in low black enrollment in chemistry and physics courses. Olion and Gillis-Olion (1984) also talked about improving the assessment of black students by the teachers' involving him or herself as an active assistant. Teachers have traditionally played a secondary role in the assessment of black students. Teachers, however, can attest to how students respond to various instructional strategies and classroom routines. Teachers have to realize that they must bring information to the test results as well as take information from them. Additionally, teachers must come to understand that the educational difficulties displayed by black students represent a difference rather than a special kind of intellectual deficit. Consequently, teachers should concentrate on how to get students to transfer skills they already have to tasks at hand. (p.27) Saudi Arabia does not experience the issue of racism in school enrollments to the degree that 0.8. schools do. In Saudi Arabia teacher involvement may help reduce contrasts between majority and minority groups. Nevertheless, discrimination is not unknown in Saudi Arabian society (e.g., discrimination of the Bedouin groups). 55 In a study conducted by Ben-Zvi et a1., (1976a), chemistry students were asked to rate the relative effectiveness of instructional methods. Students rated personal laboratory work as the most effective instructional method for stimulating their interest and learning when contrasted with teacher demonstrations, group discussions, filmed experiments, and lectures. Bybee (1970) found similar results in comparing laboratory work with lecture demonstrations in a college-level earth science course. Charen (1966) and Smith et a1. (1968) also established that laboratory work improved students' attitudes toward learning chemistry. Yale (1966) in a study about the enrollments in physics, concluded that the teaching methods and teachers' attitudes influended students not to enroll in physics. It is important that teachers help students concentrate on specific aspects of the learning experience. For example, learners' voluntary control over their attention span will be improved if the teachers' written material is carefully worded and includes explicitly stated objectives to clarify the intent of a lesson, instructions cover the important design features of the experiment during laboratory work, and methods are used to help students discover a worthwhile problem to be solved in carrying out a science activity. 56 Teachers also need to help learners use appropriate ideas from long-term memory in the comprehension of new information by providing appropriate retrieval cues. They can help with written materials by providing explanations, main ideas, inferences, summaries, advanced organizers, questions, analogies and examples (Woolfolk & Nicholich, 1980). The Difficulty of the Curriculum Many pe0p1e believe that the low enrollment in physics is the result of the reputation of physics as a difficult course. "Difficulty," however, is not easy to define. To a student it may refer to conceptual demands that are great, that some of the demands are inconsistent with this own interests, or simply that the student's work is evaluated against a relatively severe standard. If the difficulty of physics is determined by conceptual demands, a redesign of the curriculum could make physics courses more appealing and attract more students. New physics courses have also appeared that attempt to make physics less difficult by redesigning the curriculum, but the result appears to be a relative loss in the percentage of students enrolled in physics (Bridgham & Welch, 1969). In a study by Dietrich and Pella (1974) students were asked to cite their personal reasons for not enrolling in physics. Their answers included the difficulty of mathematics, lack of interest, and fear of low grades. In 57 other studies, similar factors have been related to the declining enrollment in physics: inherent difficulty of the course scarcity of qualified teachers; and severity of physics teachers' grading practices (Bridgham & Welch, 1969). Thompson (1968) believes physics is inherently difficult due to its excellence in fostering creative thought, manipulation of ideas, and analysis of problems. This is similar to the situation in Saudi Arabia where science has a reputation among students as a difficult field. This may reflect the limitations of a rigid, centralized curriculum which cannot be changed by local teachers to suit the needs and abilities of local students. In addition, due to the lack of qualified science teachers in Saudi Arabia, these subjects (more than Arts subjects) tend to be taught by foreign teachers who may fail to relate instructional material to the students' culture and environment, thus making it more difficult for them to understand. Nelson and Dietrich (1975) related declining physics enrollments to its difficulty and indicated that the difficulty exists because the teachers are poorly prepared and lack the knowledge and experience to make physics courses less difficult. 58 Other reasons advanced for declining enrollments stem from teacher characteristics. Cowan (1968) believes that colleges are not producing competent teachers of physics for the secondary school. Green (1969) asserts that a large percent of the secondary school physics classes are taught by teachers who have less than 18 semester hours preparation in physics, therefore, their interest lies in their own major subject and not in physics. As a result the physics course becomes too difficult or too dull. (p.609) McClary (1966), in his study about the reasons for low enrollment in physics, listed four reasons that affect the students' decisions about not enrolling in physics courses: (a) the pressure for getting high grades, (b) physics is considered to be a boring subject, (c) physics is only for the intelligent students, and (d) the fear of mathematics. Miller, Prehn and Jensen (1971) believe that the decline in physics enrollments is due to the fact that other academic courses are less difficult than physics courses. The study presented suggestions from the participant teachers, who "...have agreed that the subject shouldn't be made more difficult than other academic courses and students should be able to obtain equally good grades in physics as they do in other subjects” (pp. 98-99). Bar-Tal and Guttman (1981) compared teachers', students and parents' explanations regarding students academic achievements and the factors that influence achievement. The causes listed were:' ...(a) ability in mathematics, (b) interest in mathematics, (c) difficulty of the material 59 in mathematics, (d) and the difficulty of the exams on which the grade was largely based" (p. 303). The finding also indicated that "failure was attributed by teachers mainly to lack of studying; by pupils mainly to lack of parents' help and difficulty of test; and by parents mainly to inappropriate home conditions and child's low level of interest and ability” (p.304). Comparisons of those teachers', pupils' and parents' explanations that were in agreement showed that "difficulty of material" and the ”diligence of the pupil" were considered to be more important causes of success and failure by teachers, than by pupils and parents. Welch (1973) reviewed the research and evaluation program of the Harvard physics project and found that physics is a difficult subject that needs to be reduced in difficulty. Drozin (1966) agreed that difficulty is one aspect of the problem with physics ,enrollment and suggested a solution. I attributed the continuous decline in percentage enrollment in physics in our high school to the fact that physics is a very difficult and probably the most difficult of all the high school subjects.... The problem to increase enrollment in high school physics is therefore equivalent to the problem of how to make the high school course in physics a less difficult and more attractive one to all or at least to a majority of students. (p. ) 60 In a study by Yale (1966) about the reasons for declining enrollment in physics, he reached the following conclusions were reached: At least three reasons appear to stand out as basic to (all of the ones furnished by science teachers and administrators for low enrollments in the physical sciences in high school. Dominant among these is insufficient previous preparation by students to be able to do well in these science courses. Possibly related to this is the reason that students tend to avoid the difficult subjects in order that they may get good marks with least effort. That high school students are not receiving sufficient, positive advisement and encouragement to enroll in physical sciences is relevant to this problem. A fourth reason, although not mentioned by either the science teachers or the administrators, might well be the methods used together with the attitudes of the teacher. (p.326) Welch (1969) found that "expressed course satisfaction is significantly related to indications of success in the course, [while] satisfaction with the physics course is negatively related to the perceived difficulty of physics" (p.56). Osborne and Wittroch (1984) determined that students often find difficulty in the early stages of solving science problems. Apparently, they are unable to construct meaning from the problem statement or to link that meaning to appropriate knowledge structures, either because of inadequate linkages or because the structures have not been learned earlier. Teachers need to help pupils generate these knowledge structures and develop the ability to derive 61 meanings from problems which can be linked to these structures. To more clearly link instruction which develops sound understanding in science to the solution of problems, to overtly explore the range and type of problems which can be used by particular scientific models, and to overtly encourage strategies which enable pupils to construct meaning from problems, would all be pertinent in terms of the generative learning model. (p.50). Since Saudi students need comparable effort and time in studying physics, attitudes toward the difficulty of physics in 0.8. schools may be compared to attitudes about the difficulty of science in the Saudi schools. However, lab work is not included in the Saudi schools (before college) which may reduce the difficulty of science in Saudi Arabia. Family Influence Family influence may play a large part in students' selection of an educational track. Parents may need their older children to work in a family business. In Saudi Arabia those parents may encourage a child to choose the Arts track because it requires less time than the Sciences. Other parents may want their child to work in the religious community so they advise him to choose the Arts which would best prepare him for that vocation. There may also be reasons that cause parents, uncles, or brothers of a student to require or advise him to choose one field of study rather 62 than the other. Whatever the reason these influences are frequently significant. In the United States, the selection of engineering or science as a career is a selection that is often made during high school years and one in which the family of the student is often intimately involved. Pharris (1973) indicated that the choice of science as a major is often made with family involvement. Imagine yourself to be a student. You have little confidence in your own ability to cope with mathematics, but you want to be an engineer and your family wants you, like papa, to be an engineer. (Pharris, 1973, p. 285) In a survey of North Carolina students, Wright and Hounshell (1978) explored factors that influence students' interest in Science, both inside and outside the school. It was found that books and/or magazines were chosen as the number one factor in developing interest in Science (65 percent). Parents were the second most influential factors (40 percent). Television ranked third (35 percent). De Angelis' (1978) similar investigation of factors outside the classroom established that parental pressure toward practical job-related skills courses also influenced students' decisions (DeAngelis, 1978). Ignatz (1975) identified other factors that contribute to the low enrollment of black students in science courses. 63 He found that the parents failed to encourage their children to enroll in these courses. Many parents, black and white, may not show sufficient concern for their children's education, black parents are more likely to have had less education and fewer opportunities for advancement offered to them and therefore may not be aware of the opportunities and the differences among the high school courses.... Progress can be made, first of all, through communication. Guidance counselors and science teachers must become aware of the existing inequalities in educational opportunities wherever they are found. Parents also must become more aware of how they can help their children educationally. Money and legislation may speed efforts toward educational equality. (PP. 572-573) This is similar to the situation in Saudi Arabia. Because the formal educational system there is relatively new (1940) and not yet universal or mandatory for all students. Parents who are illiterate or have limited schooling may fail to encourage their sons to take prerequisite science courses before the eleventh grade in order to be permitted to an educational track. Studies of family influence cited above indicate how the family may improve constrains on student's enrollment choices. Conversely, schools may enlist family influence as a positive factor to foster choices of enrollment. Law and Mincey (1983), who studied parents' role in decision-making, found that parents were to be included in the decision-making process regarding selection of their children's educational programs as well as the 64 administration of those programs. Siudies by Lusthans, Lusthans, and Gibbs (1981); and Prolifka (1981) (txtlud.v that parents want to play a more active role in the plant'rg of educational programs for their children. Lusthans et a1., (1981) stated that parents perceived their role as that of "information giver and receiver," and, that was the role they wished to play. According to the study, parents wanted to expand their role in three decision areas: (a) the kinds of information maintained on their children; (b) medical services for their children, and (c) transfer of their children to other schools. It was concluded that ”parents and professionals tend to have similar ideas about who should be making educational decisions" (p. 257). Students in high school may need more advice from their parents and family because they are not sure of what they want. Therefore, parental influence on students in high school is usually greater than parental influence on college students, but studies show that even in college, parents influence their sons' decisions. The relationship between the college students' choice of major ‘and the occupation of the father and mother is complex. Kelly (1976) attempted to determine whether a relationship existed between family background and students' tendencies to specialize in different subjects. Collier (1938) and Kensall (1957) agreed that following fathers into professions, particularly law and medicine, was a well-known 65 phenomenon. Other researchers have observed that science students tend to come from families with scientific backgrounds (Butcher, 1969). Tillery (1973) agreed that the influence of parents and family was a factor in college choice, but saw the father's occupation as less significant than the general lifestyle of the family. Kahl (1953) evaluated the effects of parents social position, measured by the father's socioeconomic status (SES), on the educational and oCcupational plans of adolescent boys. It was established that higher socioeconomic status has a positive influence on educational aspirations. Harrison (1977) pointed out that the range of parental influence on academic decisions varied from tacit support to strongly expressed demands regarding the students' future, accompanied by encouragement in particular directions. Rehberg and Westby (1967), in a study of the college plans of sophomore boys in Pennsylvania, found that parental influence, at least for certain populations, was the strongest indicator of college intentions. Another study, by Bordau (1960), acknowledge parental influence on offspring to pursue college educations. Encouragement from parents had a direct influence on college aspirations and more pressure was exerted on the girls than the boys. The quality of parent-child interaction is measured by the level and quality of communication, as well as reliance 66 on parental advice. In determining external pressures on students, each are considerations in measuring the level of influence of the parents on the college choices made by their offspring (Morris, 1964; Clausen, 1968; Furstenberg, 1971). Other research has shown that the children themselves, in many cases, desire assistance and advice from parents on vocational and college choices (Hurlock, 1964; Venerable, 1974). Some studies have shown a positive relationship between parental concern regarding how well the child performs in school and the manner in which parents encourage a child to attend college (Williams, 1972; Schwarzweller, 1974). Simpson (1962), Brittain (1963), and McDill (1965), all agreed that parents play significant roles when their children make educational choices. Restrictions of the System Few articles were found that dealt directly or indirectly with the effects of the restrictions of the system on students' important educational choices. The United States and other countries with well developed educational facilities do not emphasize the same restrictions on the educational system that exist in Saudi Arabia. Research studies done on Saudi education do not include this factor. Therefore, studies with topics that are even remotely related to ”restriction of the system" 67 could serve as a starting point to examine the effects of those restrictions. After the tenth grade, Saudi students decide whether to continue in the Arts or Science track. Later on, those who are in the Science track can change to the Arts by taking, and passing, a pretest. However, students in the Arts cannot transfer to Science, unless they return to the eleventh grade. If a male student decides he is interested in science during eleventh or twelfth grade or even after he has finished the high school arts curriculum, he cannot elect to go into the Science track unless he starts the eleventh grade over again. For the purpose of understanding the possible influence that "restrictions of the system" may have, studies were chosen whose topics may be indirectly related to the factor ”restrictions of the system.” The relationship between those studies and purposes of research described in the report is examined. Topics included: (a) restriction against black students; (b) including handicapped students in programs for educational and economic growth; (c) new educational practices by elementary school teachers; (d) general readiness for changes; (e) admission standards in England and Wales, (f) academic placement of students from Venezuela in educational institutions in the United States; (g) admission requirements based on equivalent backgrounds in Austria; (h) transfer problems of community college graduates; (i) the 68 transfer of undergraduate credits from abroad; and (j) transferring from one subject to another. Restriction against black students. Limitations and bias in the educational system militate against enrollments in the sciences. In a study conducted by 0gbu (1975) it was reported that blacks were "tracked" within their system and low levels and given no alternatives for later decision- making. This is similar to the Saudi situation in which students are limited in making free choices. For example, if a student wishes to enter the Science track in the twelfth grade, he must go back to the beginning and do all the eleventh grade coursework. He must either repeat the eleventh grade or remain in the Arts. Likewise, a student who discovers his interest in science after he completes high school must repeat two grades to. enter the science track. No tests or other means of demonstrating equivalent competency in skills is available to allow older students an alternative to repeating high school years if they decide they wish to enter Science after the start of eleventh grade. Including handicapped students in programs for educational and economic growth. One of the recommendations from a national task force is that "states and school systems should specifically include handicapped students in programs for education and economic growth" (Task Force on Education for Economic Growth, 1983, p. ). 69 In this study, in order to improve education for economic growth, it was recommended that schools include handicapped, indeed, all students who desire to achieve. The Saudi situation regarding choices of the Arts or Science is similar. Arts students who desire to change to Science in order to achieve the country's goals, should be permitted to do so. This increase in the number of students who enrolled in Science would increase who may contribute to economic growth. This could be done by providing a pretest of science knowledge. Students should not be restricted by the system, especially if it causes some problems in educational achievement. New educational practices by elementary school teachers Gottlieb and Brookover (1966) discussed acceptance of new educational practices by elementary school teachers and suggested that one should not expect an individual to reject or accept a given change on the basis of his generalized orientation to change. Acceptance or rejection of a given change would depend, in part, upon those attitudes that are directly associated with that change. In fact, we would be inclined to expect that the specific characteristics of any particular change and the conditions surrounding its use might, as a result of an individual's more intimate connection with the change and with the role behavior, be more important in influencing the perception of compatibilities and incompatibilities than would a generalized orientation. (p. ) Educational authorities in Saudi Arabia believe that the change from the Arts to Science is not appropriate 70 because the Arts students will have difficulty with the Science materials. General readiness for change. In the above study, it was observed that acceptance of change in general (as measured by the change scale) was influenced by a general readiness to accept "all” changes. 80 in the case of Saudi Arabian students, changes from the Arts to Science might be considered appropriate if they are "ready” for that (i.e., the Science major). There will be no harm if the student is completely ready for the Science major. The problem is to demonstrate in a way acceptable to educational authorities that students can be ready without starting eleventh grade over again. Admission standards in England and Wales. In the World Education Series (1963) it was mentioned that "in England and Wales, students gain admission to the secondary grammar school by obtaining a certain score in the eleven plus examination” (p.25). In Saudi Arabia the science students can gain admission into the Arts by taking a pretest. However, Arts students can not pass a test to change to Science. Some Saudi educators question why the Arts students can't change to Science simply by taking a similar pretest. Academicyplacement of students from Venezuela in educa- tational institutions in the United States. In 1961, the World Education Series, discussed the academic placement of 71 students from Venezuela in educational institutions in the United States. There were restrictions for admission to military training which required particular courses and completion of secondary education. To be eligible for admission to military training a student must have earned a Certificate of General Secondary Education (first cycle of Secondary Education) or must have completed the third year of normal school education. One of the goals of the military school is to complete the secondary education of the Cadet so that when he graduates as a second lieutenant he will also be awarded the degree of Bachelor. The academic subjects stressed are mathematics, language and literature, physics, chemistry, and the social sciences, especially world history and the history of Venezuela. (p.11) Admission measurement based on equivalent backgrounds in Austria. The World Education Series (1910) in another study about Austrian education, reported that the requirements foreign students should possess in order to enroll in Austrian institutions of higher education, consist of the equivalent of the background required of Austrian students. High schools in Saudi Arabia should have similar arrangements to enable Arts students to change to the Science field of study. In other words, if Arts students have the equivalent of the background required of Science students, they would be permitted to change from the Arts to Science if they wished to do 30. Transfer problems of community college students. Remley and Stripling (1983) discussed transfer problems 72 experienced by community college graduates and referred to poor academic preparation and transfer difficulties as some of the problems that impede movement from community college to 4-year colleges and universities. Early articulation literature indicated that problems existed in the following areas: transfer of courses from community colleges to transfer institutions, poor academic preparation of community college students, denial admission and difficulties with quarter and semester calendars (Remley and Stripling, 1983 p. 43). Educators in Saudi Arabia believe that students who are enrolled in the Arts major are poorly prepared for Science, and, therefore, would find it to difficult to achieve academically if they were allowed to change to Science. Transfer of undergraduate credits from abroad. In a study by Haas (1982) about undergraduate transfer credits from abroad, it was mentioned that, It is no wonder that many of us feel at least a bit uneasy when trying to determine the acceptability of transfer credits. Part of our problem is the impression of what a credit means at our respective institutions. All of us are familiar with situations where there is an unevenness in the work required for say a three credit course. Only those of us with the worst memories would say all of the courses we personally completed were equal in the effort required for each credit (p.218). This is similar to the problem educators in Saudi Arabia ,face in trying to equate Science and the Arts and allow the Arts students the same transfer privilges (to 73 Science) as Science majors are allowed (to transfer to the arts) by passing a test. Saudi educators believe that the two majors (Science and the Arts) are uneven in everything such as difficulty, abilities required, interest of the students, etc. Transferring from one subject to another. In the same study by Haas (1982) it was suggested that students need at least one semester of maturation before transferring from one subject to another. Ostensibly, this procedure leads to at least another semester to maturation before the student would join your institution. A 13 year system may or may not be worthy of advanced standing. Was the extra year require because the student changed languages? Can the above average student complete the 13 (years) in 12? Were there laboratories available for the science courses? What educational qualifications were required of the teachers? (p.220) Questions about a 13th or even 14th year are faced by any Arts student in Saudi Arabia who wants to change from the Arts to Science. Since he will need to repeat one year or more in order to transfer (by returning to eleventh grade), he has to consider whether the change to Science is worth the year(s) he will lose in order to make the transfers, whether it is worth the social costs of no longer attending classes with the friends he has shared classes with for many years, whether the changes is worth starting another year or two of high school when his age peers and former classmates are graduating and going to college, and 74 whether it is worth delaying his entry to paid employment for what are essentially a 13th or 14th year of school. These questions are especially difficult for boys in the later high school years. As we will see later in this report, the peer group takes on major importance for 11th and 12th grade boys. Their progress toward adult status is also important. The administrative restriction--requiring those who want to transfer to Science to begin the 11th grade over again--may be too great a penalty to pay for having made the wrong choice at 10th grade. Boys who chose the Arts by suppressing their interest in Science because they weren't confident of their ability, but gained confidence as they matured, may be willing to hire tutors and double their class loads and home work to catch up. If they were allowed to take a qualifying exam and transfer, these boys could be lost to Science because of the restrictions of the system. Summary In this chapter the related literature was reviewed in three parts. The first part was literature related to the background of Saudi Arabia and its educational system. The second part concerned literature related to declining Science enrollments, and the third part, reviewed literature related to the six factors, selected for this 75 study. Most of the above studies were done in cultures different than the one that is the subject of this research report. Many important factors that influenced students' choice of either the Arts of Science educational track were identified. Do these same factors influence Saudi Arabian students when they are choosing an educational track or are other factors more influential? CHAPTER III METHODS, PROCEDURES, AND DESCRIPTIVE STATISTICS USED TO SELECT SAMPLE The purpose of this chapter is to present the methods that were employed to investigate the impact of six factors affecting Saudi male students' selections of either the Science or Arts educational tracks. It includes a description of the sample, and the methods used to select the sample and collect the data. The research procedures and statistical techniques used for this study are also discussed. Methodology Three methodologies were used as a means of collecting data. These were an analysis of written materials, survey questionnaires, and face-to-face interviews. Analysis of Ministry Documents and Literature Review Ministry of Education data and other official documents, including recent vital statistics, educational reports and policies, and other officially published information related to the study were obtained from the various educational administrators and from other 76 77 authorities in the Kingdom of Saudi Arabia. These documents were used to analyze the cause of the problem, and to make estimations of the prospective need for and supply of graduates in the science track. General literature in the field of science education and administration, student election of tracks and related areas was obtained from the Michigan State University Library and MSU's College of Education. Surveypguestionnaires Questionnaires were used to study selected factors which may affect high school students' choices in selecting or rejecting science as an educational track. With students who had already made their choice, questionnaires were used to determine how the decision about that choice was made (See Appendices B through E). Face-to-Face Interviews Personal interviews were conducted by the researcher with students, family members, teachers, and principals to obtain the ideas and opinions of those who are responsible for education and have relevant experience with the subjects of the study. The researcher's goal was to determine the way in which the choice of an educational track was made, who made the decision, and how and when the decision was made. The interview was used to generate data in addition to that which was collected by using questionnaires during the 78 survey. It was hoped that the more open nature of a one-on- one interview would identify other factors influencing choice of educational track. Interviews would also provide the researcher the opportunity to probe into the reasons why the subjects of the study reponded the way they did to items in the questionnaire. Each subject was asked orally about his ideas and opinions regarding the choice students must make and the factors that influenced him (or his son or student) in making the choice (See Appendices F through H). Hypotheses Established To answer the first research question, the descriptive statistics of the questionnaire's first section and the data from face-to-face interviews were used. To answer the second research question, descriptive statistics of the second section of the questionnaire and face-to-face interview were employed. To answer the third research question, delineated earlier, the following hypotheses were tested: Hol: There will be no significant differences between tenth grade students who intend to enroll in the Arts track and those who intend to enroll in the Science track with respect to the six factors. H02: There will be no significant differences between eleventh and twelfth grade students in Arts track and those in the Science track with respect to the six factors. H03: There will be no significant differences between students in tenth grade and students in eleventh and twelfth grades with respect to the six factors. 79 The Nature of the Population and the Sampling Procedure The sample for the questionnaire survey was selected from the population of all male tenth, eleventh and twelfth grade students enrolled in five secondary (or high school) programs in Medina, Saudi Arabia. Sample subjects were selected from the following groups: 1. 100 tenth grade male students who were selecting Science or Arts as an educational track during the 1984-1985 academic year 2. 25 eleventh grade male students who had already selected Arts as their educational track. 3. 25 eleventh grade male students who had already selected the Science track. 4. 25 twelfth grade male-students who had already selected the Arts as their field of study and were in the second dear in that track. 5. 25 twelfth grade male students who had selected Science as an educational track and were in the second year in that track (Table 3.1). As noted, the location of the study was Medina, Saudi Arabia. Sample subjects were randomly selected (using school enrollment lists and a random numbers table for each of the five previously mentioned groups until a total sample of 200 had been drawn). 80 Table 3.1 Number of Completed Questionnaires Number of Grade and Major Respondents Percent 10th grade 100 50 11th grade Arts 25 12.5 11th grade Science 25 12.5 12th grade Arts 25 12.5 12th grade Science 25 12.5 Total 200 100.0 After obtaining the permission and cooperation of school officials, the survey questionnaire was administered in Science and Arts classes during the regular school day, at all five schools. The focus of the questionnaire was on the reasons for the students' enrollment or non-enrollment in the science track and the most significant influences related to the students' choices. The pOpulation for the face-to-face interviews consisted of male tenth grade, eleventh grade, and twelfth grade students; male principals, male teachers (Science and Arts, Saudi and non-Saudi), and male parents of the students interviewed. These subjects were selected from the five 81 secondary schools in Medina and are characterized as follows: 1. nine tenth grade male students (3 who intended to choose Science, 3 who intended to choose Arts, and 3 who had not decided yet). 2. three eleventh grade students who had already selected Science as their educational track. 3. three eleventh grade students who had already selected the Arts as their educational track. 4. Three twelfth grade students who had selected Science as their educational track and were in their second year in that track. 5. three twelfth grade students who had selected Arts as their educational track and were in their second year in that‘track. Selections were made from the five schools using school enrollment lists and a random numbers table. The rationale for their selection was to get opinions from subjects with with diverse attitudes toward the two educational tracks. The total sample of tenth, eleventh, and twelfth grade students was 21. They represented both fields of study and three levels of experience in their chosen tracks. 6. 21 male parents (or whoever was most responsible concerning the students' choice of educational track, such as guardians, uncles, brothers, etc.) of those students selected for the interview. In used. 82 These subjects were selected to obtain opinions and ideas not only from the students, but their parents or those responsible for their choice of educational track as well. Eight teachers were selected (using school employee lists and a random numbers table) from the five schools: two Saudi science teachers, two Saudi arts teachers, two non-Saudi science teachers, and two non-Saudi Arts teachers. These choices were made to get a variety of indigenous and foreign subjects from both Science and the Arts who may have different ideas and opinions regarding the issues of this study. Five principals (one from each school) were interviewed because they had had experience with the students and teachers and might have some good ideas and opinions regarding the study's problem (Table 3.2). Procedures collecting the data the following procedures were Development of Research Questionnaires and InterviewISchedules" The development of the questionnaires and the interview schedules involved several steps: 83 Table 3.2 Interview Subjects by Group Subjects Number Students in the 10th grade who will choose Science 3 Students in the 10th grade who will choose the Arts 3 Students in the 10th grade who are not decided yet 3 Students in the 11th grade who already selected Science 3 Students in the 11th grade who already selected the Arts 3 Students in the 12th grade who already selected Science 3 Students in the 12th grade who already selected the Arts 3 Male parents or guardians of above students 21 Saudi teachers who teach Science 2 Saudi teachers who teach Arts 2 Non-Saudi teachers who teach Science 2 Non-Saudi teachers who teach Arts 2 Principals of all five schools 5 TOTAL 55 1. 84 A comprehensive review of the literature was performed to gain some knowledge in the construction of a questionnaire and interview schedule relevant to the study. The pilot study with the principals clarified some points about student choice. As a result, questions asked in both the questionnaire and interviews were provided. The researcher's experience as a science teacher in the intermediate schools helped with selecting, and organizing the questionnaire and interview items. Advice was provided by the major advisor, as well as the other committee members, about questions that needed to be added or eliminated and about their organization. Assistance was provided by a professional in questionnaire formation regarding the organization and wording of the questionnaire.- Assistance was also provided by several friends studying at MSU and who have good backgrounds in questionnaire and interview formation and organization. Some help was provided by a research consultant who who helped identify questions that should be added or eliminated. 85 8. The questionnaire and interview were translated into Arabic by a bilingual professor under the researcher's supervision to make sure that the translated questions would elecit the data sought by the researcher. 9. Under the researcher's supervision, the translated questionnaire and interview schedule were edited by an Arabic professor who teaches Arabic. 10. The translated questionnaire and interview schedule were revised by the researcher and some Arab professors in science education to make sure that the questionnaire and interview schedule were in the best possible form. 11. The questionnaire was tested by the researcher using 60 students from four classes (two tenth grade classes of 15 students each, 15 eleventh grade Science students and 15 of twelfth grade students of the Arts). After scoring, the questionnaire was revised based on the results and observations made by students. 12. Finally, the questionnaire and interview schedules were typed in Arabic, copied and prepared for administration. Description of the Questionnaires Two sets of questionnaires were developed, one for tenth grade students and one for eleventh and twelfth grade 86 students. Each of the two questionnaires consisted of two sections. The first section contained items designed to collect personal data relevant to the purpose of the study, such as class level, the person responsible for academic decisions, and parents' level of education. The second section contained a list of 42 items which were designed to collect reasons, feelings, and opinions that might reflect the students' situation and attitudes toward each educational track. The respondents were asked to indicate whether they fully agreed, agreed, were undecided, disagreed, or fully disagreed. The items of the questionnaire were mixed in such a way as to avoid contaminating some responses by the content of previous items. This was also done to prevent bias caused by the emphasis of the research on Science enrollment. Questions were designed to reflect the influence of the following six factors on the student's choice of educational track: 1. student's interest 2. teachers' attitudes 3. teaching methods 4. difficulty of the curriculum 5. family influence 6. restrictions of the system. 87 The questionnaire was accompanied by a letter that explained the nature, purpose, and importance of the study. It also encouraged the subjects to be frank in their responses. Sample questionnaires and letters are in Appendices B and D (English Version) and Appendices C and E (Arabic Version). Description of the Interviews The researcher constructed five interview schedules for subjects in the following groups: 1. tenth grade students, 2. eleventh and twelfth grade students (in Science and Arts), 3. male parents or adult responsible for the students' academic decisions, 4. teachers (Saudis who teach Science, Saudis who teach Arts, non-Saudis who teach Science, and non- Saudis who teach Arts), and 5. school's principals. Each of the five interview schedules consisted of two sections. The first section contained an introduction about the research and the purpose of the interview and encouraged the subjects to be frank. It assured them that their answers would be kept confidential. Individual responses would be seen only by the researcher. The second section was designed to elicit their comments, ideas, and opinions about the research questions. The interview schedules are 88 shown in Appendix F (English version) and Appendix H (Arabic version). Validitonf the Questionnaires According to Mosher and Kalton (1972), "validity is the ability of the survey instrument to measure what it sets out to measure” (p.356). They pointed out that “the assessment of content validity is essentially a matter of judgment; the judgment may be made by the surveyor or, better, by a team of judges engaged for the purpose" (p.356). The validity of the questionnaire and interview schedule were enhanced by the following actions: 1. consulting with members of the researcher's doctoral committee to receive their comments and suggestions. 2. seeking advice from graduate student friends who are studying at MSU and have been teachers in Saudi secondary schools. 3. testing the subject's understanding of the questionnaire items by pilot testing the instruments as described earlier in this chapter Using the aforementioned procedures, the questionnaire was improved and was then readied to be administered to the subjects of the research. 89 Reliability Determination of the reliability of the questionnaire was a matter to be considered in doing the study. Reliability refers to consistency, to obtaining the same results again.... The degree of reliability (consistency) sets limits to the degree of validity possible: validity cannot rise above a certain point if the measure is inconsistent to some degree. On the other hand, if we find that a measure has excellent validity, then it must also be reliable. (Oppenheim, 1966, pp. 69-70) To test the reliability of the questionnaires, Cronbach's Alpha, a statistical approach to determining the reliability of a survey instrument, was used. Table 3.3 shows the Alpha Cronbach reliability coefficients for each of the questionnaires. Table 3.3 Reliability of the Questionnaires Alpha Cronbach Relia- Questionnaire bility Coefficient 1. 10th grade questionnaire 0.77 2. 11th and 12th grade questionnaire 0.76 90 The table indicates that these two questionnaire had high reliability coefficients, which meant there is high consistency in the students' responses to the questionnaire items. Thus, it could be concluded that the research questionnaire had an acceptable level of reliability for the purposes of the research. Pilot Study Before deciding which factors would be used in this study, the researcher conducted as interview of about 30 minutes duration with each high school principal. Questions were asked about the reasons for which students choose a particular major. Factors were then obtained from their responses. Before developing the questionnaire of this study, the researcher initially selected nine factors that were generally agreed upon by the high school principals. Factors were also derived from literature that related to the decline in Science enrollments. Before designing the study's questionnaire, the researcher had to exclude three of the nine factors in order to ask more questions about fewer factors. The three factors that were excluded are peer influence, reward system, and intention to leave school. The high school principals perceived these factors as least important. The literature also emphasized these factors the least. 91 Most of the related literature emphasized the importance of the students' interest, teachers method and attitudes, family influence, and the difficulty of the curriculum, in influencing the students' choice of a particular field of study. There was no emphasis in the literature on the restriction of the system as an important factor in influencing the student's choice of an educational track. However, resulting from the pilot interviews and the researcher's experience in the educational system in Saudi Arabia, this factor was considered to be as potentially significant as the others. Before distributing the questionnaire to the study's sample: another pilot study with the questionnaire was used to identify the students reaction to the questionnaire items. Whether or not the items were understandable .was also assessed. Sixty high school (30 tenth grade, 15 Science students in the 11th grade and 15 students of the Arts in 12th grade) responded to the questionnaire items during a class period which lasted 45 minutes. Several adjustments to the questionnaire were made based upon the student's reactions to the questionnaire items. For example, before the pilot study, the response alternatives were ”strongly agree," "agree," ”undecided," "disagree," and "strongly disagree." It was determined during the test that students thought the word "strongly" referred to a physical response, therefore, the researcher 92 had to change the responses to "fully agree," "agree," "undecided," "disagree," and "fully disagree". Before the pilot study the students were asked to use X in the desired column. During the test, some students reacted to that sign as an "undesired" item, therefore, the researcher had to change it to an ( ). Some questions that included the words "attitudes," "reflect," and "criteria," were confusing for the students. Other words that have the general meaning in Arabic were used instead. Finally, the questionnaire was revised, based on the feedback from the students. It was retyped and distributed to the main study sample. Data Collection Procedures To distribute the questionnaires and do the interviews, special arrangements had to be made. The researcher carried a letter from King Abdul Aziz University (College of Education) in Medina to the director of the General Directorate of Education in Medina. The letter explained the researcher's purpose and the study's goals and asked for cooperation from the general directorate in facilitating the research work. The researcher received assistance, help, and cooperation from the director in Medina who sent each school 93 principal a letter asking for his cooperation with the research. The researcher had a very short time to collect the data, but received so much help from each school principal that his task was easier than expected. Starting by meeting with each principal and explaining the goals of the study, the researcher received permission and cooperation in every school. The researcher arranged with each school principal for the distribution of questionnaires and interviews. The principals introduced the researcher to teachers, students and parents by calling some of them and encouraging their cooperation. The researcher assured the principal, teachers, parents and students about the confidentiality of the information. After the researcher collected his data he visited each principal to thank him and tell him how much he appreciated the cooperation that facilitated his task. The interviews were conducted by the researcher who met with students, teachers, and principals in the schools and interviewed each subject individually. The responses were recorded by using check lists as well as c0pying the subjects' responses. A tape recorder was not used because it was thought it might affect the subject's responses. The researcher met with the family members at locations that 94 were convenient for them such as their homes or coffee shOps. Once the responses were recorded, they were coded in English. Similar responses were combined to make better comparisons. For example, students were asked about whether they had discussed choosing an educational track with anyone else. Three students who had not decided yet replied as follows: 1. "I will not discuss choosing my major with anyone else because I am the only one who cares most about that choice." 2. "I will not discuss that with anybody because if I did not choose the right choice, nobody will be hurt but me." 3. "Nobody else, because everyone will care about himself more than anybody else, and I will have to think carefully before I choose." The above are responses from three different students, but because of their similarity to combine them into one response which, once coded, became: "Nobody else, because nobody else would care about my choice." This procedure was used consistently when coding and combining the interview response of the students, parents, teachers, and principals. Coding and combining the interview's responses, was also completed in the following case. When the students 95 were asked if their choice was the same as their family's choice and why three students who were to choose Science responded as follows: 1. "Yes, because my family wants me to be in the Science track." 2. ”Yes, because Science has always been the favorite major of my father." 3. "Yes, because my father and mother want my brothers and I to be in the Science colleges so we can become medical doctors or engineers." The three above quotes are also very similar and it is more reasonable to combine them as one response than analyze them as three one response which is: major.” Finally, the coding and respones were validated. different responses. "Yes, After the interview They were combined as because they prefer that combining of the interview items were coded and combined the interview and questionnaire responses were compared to determine if the two groups with regards to influencing students' choice. were the same or different were Statistical Techniques used for Data Analysis Frequencies processes and means were used to there was agreement between the most important factors How and why the responses also analyzed. investigate the and factors that influence male students' choices 96 of an educational track. The impact of: students' interest, teaching methods, teacher attitudes, the difficulty of the curriculum, family, and restrictions of the system were examined. Then, the multivariate analysis of variance (MANOVA) was used to test hypothesized differences between grade levels and majors on the six selected factors associated with the students choice of field of study. Three hypothesis were tested at the significance level of 0.05. In the questionnaire, the respondents were asked to indicate on a Likert (five-point) scale whether they fully agreed, agreed, were undecided, disagreed, or fully disagreed with each item. The data were collected and coded for computer use. For each of the 42 items in the questionnaire that employed the five point scale, a point score was applied as follows: 1 for fully agree, 2 for agree, 3 for undecided, 4 for disagree, and 5 for fully disagree. The SPSS package was used to carry out the analysis required and descriptive statistics were used to describe the distribution of each variable involved in the study. The descriptive statistics consisted of finding the mean, standard deviation, and frequencies. The mean was used to indicate the influence of each item and showed whether the factor was very influential, influential, uninfluential or entirely uninfluential. The 97 lower the mean, the more influential the item was considered to be and vice versa. The standard deviation was used to show how large a variance existed between respondents' answers on a particular item. If the standard deviation was low it meant that most of the responses were located around the mean of that item. If the standard deviation was high, it meant that the responses to that item were spread across the range of responses from the highest to the lowest. In other words, the lower the standard deviation, the more agreement existed between respondents. A higher standard deviation, meant there is less agreement between respondents. The 42 items of the questionnaire represented six categories with each category representing one factor. The items within each factor were arranged in rank order according to their means from lowest to highest. This order helped to identify the items with respect to their influence within each of the six factors according to the following criteria: 1. items with means between 1.0 and 2.0 were considered very influential 2. items with means between 2.0 and 3.0 were considered influential. 3. items with means between 3.0 and 4.0 were considered as uninfluential. 4. items with means between 4.0 and 5.0 were considered entirely uninfluential. 98 To compare the tenth grade students and eleventh and twelfth grade students, with respect to all the six factors combined, a multivariate analysis of variance (MANOVA) was used to determine whether the two groups significantly differed from each other. The same procedure was used to compare the 10th grade students who intended to choose the Arts with those who intended to choose Science, and eleventh and twelfth grade students enrolled in the Arts with those enrolled in Science. A univariate analysis of variance was used to compare the two groups on each factor individually. This showed which factor, if any, were contributing significantly to the differences between the two groups. The six factor categories each contained five to eight items designed to elicit student responses to clarify the influence of each of the six factors. To find out which factors were more significant than others, the overall mean for each factor was calculated by adding the students' scores for each of the items within each factor category then dividing the sum by the number of items in that category to derive an average score for each student on each factor. To get the mean for each factor the scores obtained for the students on each factor were averaged. The six factors were then rank ordered from low to high according to their means. The lower the mean, the more important the factor was considered to be, and vice versa. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA In an effort to understand the processes by which students and their parents in Saudi Arabia make decisions about the selection of an educational track, surveys and face-to-face interviews were carried out. Students and personnel from five high schools in Medina were the respondents. This chapter includes a description and analysis of the data obtained from questionnaires used in the surveys and interviews. Data are presented in tabular and narrative form. The first section covers personnel and demographic information concerning the 200 tenth, eleventh and twelfth grade students who responded to the questionnaires. The second section presents data and analysis of all the students' responses to questionnaire items about the six factors that may affect their choice of a educational track: (a) students' interests, (b) teaching methods, (c) teachers' attitudes, (d) difficulty of the curriculum, (e) family influence and (f) restrictions of the system. In the third, fourth and fifth sections, the data are divided to indicate the influences on the students' choices of educational track by grade level in school. In 99 100 succeeding sections, then, comparisons are made between students of the Arts and Sciences. The results of interviews with students, parents, teachers, and principals are also discussed. Finally, a summary of the analysis concludes the chapter. Demographic and Personal Data for Students ii 10th 11th and 12th Grades Students from five high schools in Medina participated in the study, including 100 students in the tenth grade, fifty students in the eleventh grade, and fifty students in the twelfth grade (See Table 3.1). Table 4.1 shows the ages of the students in all classes combined and then by grade level. Ages of all students combined ranged from 15 to 22 years, with 89 percent of the students between 15-19 years old and about 10 percent older than 19 years. The mean age for all the students was 17.3, with a standard deviation of 1.667, which confirms that students' ages tended to cluster at the lower end of the age range. Ages of tenth grade students ranged from 15-20 years, with 85 percent of the students between 15-17 years, and about 15 percent older than 17 years. The mean of the tenth grade students' ages was 16.4 with a standard deviation of 1.217, which confirmed that 10th grade students ages tended to cluster between 15 and 17 years old. 101 mama >o>usm "muusom o.ooH om o.ooa om o.coH 00H o.ooH oom Hmuoe o.o m In an In In m.H m mm o.va n o.~ a In I: o.v m Hm o.va n o.v N o.N N m.m Ha om o.o~ ma o.oa m o.o o m.mH 5N ma o.om 0H o.mH m o.m m o.ma mm ma o.oH m 0.0m mm o.v~ «N m.mm hm ha o.v m o.oH m o.hm hm o.NN vv ma 1: In o.m H o.mm mm o.NH vm ma >Ucwwwmum >ucoymwum xocwwmwum zocwyflwum >Ucmywwum >Ucmwwwum >Ucmywwum >ocoyflwum mm< ombmsnoa ousaomna omumsnoa musaomna omumafloa obsflomna boomsfloa obsaomna memes sausage @mumumv £UC®>OHM mambo chaos mmmmmau Doceneou nm>o>usm mucoUSum mo mmma H.v THOMB 102 Eleveth grade students ranged from 15 to 21 years of age, with 94 percent of the students between 15-19 years and 6 percent older than 19 years. The mean of the eleventh grade students' ages was 17.54 with a standard deviation of 1.182, which confirmed that 11th grade students' ages tended to cluster between 16 and 18 years. Ages of the twelfth grade students ranged from 16 to 22 years with 94 percent of the students between 16 and 21 years old and 6 percent older than 21 years. The means of the twelfth grade students' ages was 18.9 with a standard deviation of 1.577, which confirmed that 12th grade students' ages tended to cluster between 17 and 20 years. Table 4.2 shows the students' attitudes toward their choice of educational track. Those considered included the eleventh and twelfth grade students combined and those at each grade level. Tenth grade students were not included because they had not yet chosen their majors. Table 4.2 shows that 81 eleventh and twelfth grade students (81 percent), a large majority, reported that they were content with their choices. Only 13 students indicated that they wished they had chosen the other track. Only two students said they had had little choice because someone else had made the decision for them. Table 4.3 shows the 10th grade students' plans for 11th grade, as to whether they would choose Science, the Arts, or 103 mama >o>usm "mousom o.OOH om o.OOH om o.ocH OOH Hmuoe o.oH m o.oH m o.MH MH sosnm mo oHoflm porno mcu comono Um: H cmHz H u- -- o.m a o.v a cohmaomn hangs on» mUmE H umnu musm Doc an H o.~ H o.~ H cam N we not us omono mmHm mcomsom mwsmomn mUHosU LOSE m>mc uo: CHC H o.mm we o.ee em o.Hm Hm moaoco we usonm omHo em H Axe 12C Ass sz Axe sz oncommmm mosuflbba >Ucosooum >Ucmsvoum omumsfloa ousaomnc >ucosvoum >ocosomum ooumsnn< ousHomn< >ocmsvmum >Ucosvoum toumsflo« musHomnc mvmuu bombs cbmHoze mbmuo momuw nuco>on oocHQEOU mwomuo nueamze a nuco>mam goose HmcoHumosnm Ho ooHocO uHone Unmzoe .mucoosbm mambo cumHmze ocm zuco>on moosusbua N.v mHQmB 104 Table 4.3 Tenth Grade Students' Plans for Eleventh Grade Plans for Absolute Adjusted Major Frequency (N) Frequency (%) Arts Section 10 10.0 Science Section 67 67.0 Undecided 23 23.0 Total 100 100.0 Source: Survey Data had not yet decided. These data were parallel to the data on attitude toward choice solicited from upper class students because the 10th graders had not yet chosen their majors. Table 4.3 indicates that the majority of the students (67 percent) were planning to choose Science as their field of study, only 10 percent were planning to choose the Arts, and 23 of the students had not decided their choices. Table 4.4 shows the distribution of fathers' levels of education for all students correspond to students' by class level and track. Overall, 60 percent of the fathers had had formal education at some level; 40 percent had no formal education. The mean of father's level of education, for all classes combined, was 3.655, which falls between intermediate and elementary level with a standard deviation (SD) of 1.664. 105 mama >o>usm "mousom o.ooH om o.OOH om o.o0H oOH o.OOH oom Hmboe o.m v o.o~ oH o.HH HH m.~H mm oumuouHHHH o.v~ NH o.vm 5H o.m~ mm m.h~ mm coHumoscm Hmeuom 0: bag oumuouHa o.mH m o.o~ CH o.mH ma m.mH Am sumbcoemHm 0.3H A o.oH m o.mv NH o.~H am Hoozom coax uoHcSH no oumflcoeumucH o.NH o o.m m c.mH mH m.MH hm mumsomuo Hoocom nos: o.v~ NH 0.0H m o.mH mH o.oH mm mumscmuo . oOoHHOO ARV sz ARC sz ARV sz Axv A2. couoHosou >ocosqoum >ocosvoum >ucosvoum >Ucosvoum >ocosvofim>ocosvohm>ocosvoum >ucosqmumcoHumosnm coumsnb< ousHomQ< boumshvc ousHomn< voumsnc< musHomn< soumsn©< ousHomn< Ho Ho>oq oucoHom muu< mucobsum ocmuo spook mobmuu cocHnsou umocon mucocsum ocmno cuHHoze 0cm cuco>on mumcumm m.ucm05um Ho coHumusnm v.v THEME 106 This indicates that the numbers were spread across all the grades. Lack of formal education was highest among fathers of twelfth graders (54 percent) and relatively few had gone beyond elementary school (28 percent). Science students seem to have better educated fathers. Table 4.5 shows fathers' occupations for all student subjects corresponding to grades and tracks. It is apparent that the highest percentage (41.5 percent) of the fathers were employed in civil service. Another 21.5 percent were businessmen. On the other hand, very low percentages of the fathers were laborers, farmers, or professionals, occupations which are mostly filled by foreigners. Fathers of Science students in grades eleven and twelve include more businessmen and Civil Service workers than fathers of students of the Arts. Table 4.6 indicates the educational level of the students' mother, for the combined grade levels and then by separate grades and tracks. Over 60 percent of students' mothers had no formal education. Very few were college, high school, or intermediate school graduates which was why the mean of the responses was 4.729, between the "elementary school" level and ”literate but no formal education.” The standard deviation (SD) was 1.431. Science students seem to have better educated mothers. Table 4.7 identifies the adults with whom the students lived. The data show that most of the students (84 percent) mama >m>usm "ouusom 107 o.o0H om c.00H om c.00H ooH c.00H CON Hmuoe o.oH m o.Nm 0H o.mN mN o.NN we bonpo o.N H I) In o.m m o.m oH HmconmmHoum o.Nm mH o.mH m o.mH mH m.HN mv cmemmochsm o.v N In I: o.m m m.N m umeumm o.mv vN c.0v 0N o.mm mm m.Hv mm oUH>uom HH>HO o.v N o.OH m o.m m m.n mH nouonma ARV sz ARV AZ. AR. .zv ARV sz coHumdsuuo >Ucosvoum >Ucmskum >Ucmsvmum >Ucmsvmum >Ucosvmum >ocwsvmum >Ucoskum >Ucmzvmum voumsflc< ousHomQ< toumsno< musHomQ< Umumshb< ousHomn< noumsflo< ousHomQ< oucmHuw, muu¢ . onmuo canoe mommmHU cocHQEou mucoUSDm ocmuo cuHHoze 0cm cuco>mHm muocumm .mucofisum Ho mcoHummsooo m.v mHnt mama >m>usm "muusom 108 0.00H om o.o0H om o.ooH OOH o.ooH CON Hauoe o.mN VH o.vv NN o.mv mv b.Hv vm mumLOUHHHH o.mm mH o.VN NH o.NH NH m.HN mv coHumODUm Hchom 0: use oumhouHa o.mH a o.o~ OH o.mH mH H.mH mm sumucoeon o.a N o.m a o.e A m.o mH Hoocom non HoHcsb no oumHUmEHoucH o.o m o.q N o.cH oH m.h mH mumsvmuo Hoonom coH: o.o m I: In o.v v m.m n oumWUmuo mmoHHoo Axv sz ARV sz ARV sz Axv sz couoHdsoo >Ucosomum >ocosvoum >ocosvmum >Ucosvmum >ocmskum >Ucwsvoum >ocm30oum Nocwsvmum coHumuscm woum5n0< musHomn< boumsmb< musHomnc topmSnbc ousHomn< counsflt¢ mumHomn¢ Ho Hm>mq oocoHom muu< oomuo canoe mommMHO UocHnEOO amoanz mucoezum onmbo cuHHoze new cuco>on muosuoz .muc003um Ho coHumosom m.v mHnt 109 mumo >m>usm "mousom 0.00H om o.COH om o.ooH 00H o.oOH CON Hmuoe In In o.N H o.H H o.H N Hocuo o.N H o.N H o.N N o.N v mo>HumHom c.0H m o.NH o o.m m o.m SH AHco Hotbox o.o m -- .. o.A A o.m OH AHco monumm o.Nw Ha 9.3m Nv o.mm mm o.vm mmH mucmumm cuom HAL sz Ax. sz ARV Hz. Ax. sz Home: >Ucmsvmum >Ucmsvmum >Ucosvmum >Ucosvmum >Ucmsumum Nocwsvwnm >Ucosvmum >ocwsumum >Hoomumu BoomsAoa ousHomna omomsfloa musHomna omhmsAoa musHomna cobmsAo< musHomne occmHom muu< momuu sucwfi mommmHU UmcHQEOO mucwbsum mvmuo cumeSB Ucm cucm>mHm mchmm mnemosum was soc: 23H: mcommma h.v mHQmB 110 lived with both parents, a fact that may suggest considerable stability among Saudi Arabian families. Art students and Science students seem to have similar situations in regard with whom they like. To help determine the influence of family members in the students' selection of educational track, students were asked whom they sought out for support and advice in making educational plans. By rank ordering a short list of family members, students indicated their first, second, third, (etc.) preferred sources for educational advice. Table 4.8 shows the first choices of all groups. In the majority of cases, the father was the first choice. This result was not unexpected since the father is considered the head of the household in Saudi Arabia. Male dominance in the society was further demonstrated by selection of a brother as the second most popular source of support and advice by 19.5 percent of the students, ahead of the mother who was selected by 14 percent. Arts and Science students seem to experience similar situations regarding from whom they seek support and advice. In the following sections, family influence is further examined in addition to the examination of five other factors influencing students' choice of an educational track. All of the students' questionnaire responses are considered in the next section. mama >m>usm ”muusom 111 o.ooH om o.ooH om o.ooH QOH o.OOH OON Hmuoe o.m a o.m v o.v a m.o mH moocuo o.N H o.N H o.N N m.N m Hmnuoum m.hocuoz 0.0 m o.N H o.v v o.v m Honuoum m.uocumm o.NN HH 0.0m mH o.mH mH m.mH am Hocuoum o.oN oH o.oN 0H o.oH OH o.VH wN Lonuoz o.Nv HN o.mm mH 0.50 no m.mm hoH umnumm ARV sz ARV sz ARV sz ARV Hz. Hobma >Ucmsqmum wocosvoum >Ucmsvmum >ocwsvmum >ocosvoum >Ucmsvmum >ocmsomum xucosvoum >Hoooumu Umumsfl©< ousHomnc kumshb< ousHomn< voumSnU< wquomnc vmuw3n0< musHomn¢ mucmHum muu< mcmuo cucoe mommmHU UmcHQEOU mucousum ocmbo cbmHoze new cuco>mHm mcmHm HmcoHumusom mCmez CH on>U< Ucm uuoadsm xmwm mucobsum may 50:: song mcomuom >HmEHLm m.v oHnt 112 Categorical Responses of Students to Six Factors That May Influence Their Choice of Educational Track This section presents analysis of the responses of student subjects to the six topical areas of the questionnaire. Each category reflects items related to one of the six factors that may influence students' choice of major. The items of each category are rank-ordered from lowest to highest by mean value to show the importance of each item from very ”influential" to ”entirely uninfluential." The total mean of all items in each category is provided for comparison across categories. The analytical procedure is carried out four times. Thus, the first subsection includes all classes to show overall mean and SD for all items. It should be noted that the items for all classes are stated in the present tense, although they were stated in the future tense in the questionnaire completed by tenth grade students who had not yet chosen their majors. The same procedure is used in the second section to represent responses to the six areas and their related items by tenth grade students who will soon make their choice of majors. The third presentation includes responses to the six categories and their related items by eleventh grade students who have recently made the choice. The fourth subsection includes responses of twelfth grade students who have been enrolled in their choice of major for over a year. (The second, third and fourth sections are included in Appendix A). 113 Responses of all Students to Six Factors That May Influence Choice of Major In Table 4.9 the eight items of Category A which comprise items related to the students' interest are rank ordered from lowest to highest. Table 4.9 shows that of the eight items related to students' interest, four items (numbers 15, 1, 18 ,14) were considered to be very influential in the students' choice of field of Study. Each of them had a mean between 1.0 and 2.0. Item number 15 was related to the importance of the field of study, number 1 was related to the subject's reflection of the students' interest, number 18 was related to the potential of the most demanding subject to be interesting, and number 14 was related to the frequency with which the student talked to his friends about his educational track. Four of the items were considered to be moderately influential for the students' choice of educational track. Each of them had a mean between 2.0 and 3.0 (item numbers 26, 8, 11, and 7). Item number 26 was related to the importance of participating in activities related to the educational track, number 8 was related to whether the educational track is enjoyable, number 11 was related to the practical application of the curriculum in daily living, and number 7 was related to whether the educational track is boring. None of the items were considered to be uninfluential. 114 mumo >w>usm "mousom omv. hmm.H u coo: HHmuo>o OCHHOQ mum >Osum Ho 5mm. mmm.N nHoHH As 5H whomAnsm may do hmoz A m ocH>HH >HHMU 5H coHumoHHaam HmUHuumuQ muH so mvcmawb EDHDUHHHSU may cH mosHocH Cu umcz ocHUHuoU HOH Nam. mmH.N coHsmano on» Anson mo oHon As :H HH A mHQm>ohcm >Hm> mum mam. oHH.N Aesbm to nHon As :H mbooAnam one a a >Usum Ho UHoHH >5 Ho muoom (Dam mcu Ou cmumHoH moHuH>Huom ocu NAN. oHo.N cH oumnHpobma ob acmunoasH mH 5H eN m >03um Ho UHoHH >5 ou UsumHoH moammH Nam. omm.H usonm mccoHHH >5 On meu cmumo H «H v mco>um>o ou mcHHmmaam Ucm ocHummumucH 0505 on son Ho mH mocmH (305x UHEmUmum Ho coHuHMHsvom .mmoum 5AA. ANA.H HomAnsm acHocmemc umoe one cm>o :H NH m mumououcH >5 muuonmH NNm. mmA.H Anson Ho nHoHH As cH whoonnsm 8:9 H N .oHHH eunusw >5 How maA. mov.H acmuuoaeH som> mH Nessa Ho nHmHH A: mH H .Q.m 5mm: EmuH HmDEDZ cmoz >m EouH Hmouo xcmm coe monmuo How m>Ho39 cmsoune zumoooucH hemosum= ob ombmHom memuH mo boobs xcmm m.v OHDMB 115 It seems from the items' means that the factor of student interest is very influential, a finding which is supported by the overall mean of all items which is 1.987 and the standard deviation 0.430. This factor is very influential because the overall mean is between 1.0 and 2.0. Table 4.10 shows the rank order from lowest to highest of the six items of Category B, which comprised items related to teaching methods. Table 4.10 indicates that of the six items related to teaching methods, one item (number 17) was considered to be very influential in the students' choice of educational track, because it had a mean between 1.0 and 2.0. That item is related to praise from the teacher when the students answer correctly. Four items were considered to be moderately influential for the students' choice of an educational track. Each of them had a mean between 2.0 and 3.0 (numbers 28, 12, 27, and 2). Item #28 was related to teachers showing students how to correct their mistakes, #12 was related to stimulation of motivation, #27 concerned homework, and #2 was related to the quality of teachers in the students' educational track. One item (number 3) was considered to be uninfluential for the students' choice of educational track,because it had a mean between 3.0 and 4.0. Item number 3 was related to 116 mama >m>usm "ouusom mmm. Hmv.N u 5mm: HHmum>O >nsum Ho UHmHH >5 mchoocu cH uOuumH ocouum m mmz >Usum Ho chHH uozuo Amm.H mom.m on» :H muocumou mo AHHHmso hood 8:9 m a pH mchoocu cH Hobomm vacuum m mm3 >U:um Ho onHH oHN.H mNm.N As :H mhmcomou No AHHHmsv 58H: one N m xu03m50c Ho uoH m omH.H on.N m>Ho muonummu .>U:um Ho UHmHH >5 5H AN v coHum>Hu05 ommoHOCH o» mucocsum 0:05m coHuHquEOU oumHDEHpm Op >Hu >vsum moo.H NHm.N Ho UHoHH >5 5H muocomou 0:» Ho umoz NH m moxmumHE >5 uomuuou on 30: m5 mHo.H mmH.N 305m mbocommu .Aosum 50 onHH Ne cH mN N >Huowuuoo Hmzmcm H con: 05 mNm. OAS.H omHmna mnocomou Ansbm No oHon As :H AH H .Q.m 5mm: m5ouH muHmccoHumoso Lon532 5mm: >n EouH umbuo xcmm coB mmflmuo .EPH :mbocumz mchommB: Cu UmumHom m5ouH Ho Hmbuo xcmm o>HwBB nmsouce OH.v mHnt 117 the influence of poor quality teachers on the student's choice of educational track. The overall mean of all items in this category was 2.461 and the standard deviation 0.533. Using the criteria stated earlier, this indicates that "teaching method” is influential. Overall mean response to the item was between 2.0 and 3.0. Table 4.11 rank orders, from lowest to highest, the eight items in Category C, which contained questions related to teacher attitudes. Two items are considered to be very influential in the students' choice of educational track, because they had means between 1.0 and 2.0. Item number 10 was related to teachers' long experience and item number 41 concerned good teacher-student relationships. Five items, with means between 2.0 and 3.0, are considered to be moderately influential for the students' choice of educational track. Those items were numbers 5, 16, 32, 39, and 4. Item number 5 concerned the teachers' fair and impartial treatment of students. Item number 16 was related to teacher enthusiasm. Item numbers 32, 39 and 4 were related to teachers' support of students in their studies, their attitude toward students, and their self- control, respectively. One item was considered to be uninfluential for the students' choice of educational track, because it had a mean between 3.0 and 4.0. Item number 31 was related to the 118 mama >m>usm "mousom mom. vmm.N u Cmoz HHmuo>o >Usum Ho AHm.H ovv.m UHoHH >5 mxHH m5 oxm5 muonumou COHouom Hm m woman >HHmmm uOC UCm coHHouuCou HHom mum >vsum NHo.H mom.N Ho UHmHH >5 CH muocomou >HHmuoCow v n mquCsum Unmzog ocsuHuum boom BAA. mov.N m m>mc Nosbm Ho oHoHN As :H mnmcomme mm o moHUsum >5 CH uuoaasm 65 o>Hm moo.H oov.N m>m3Hm >Usum Ho UHmHH >5 CH muocomoe Nm m Homhnsm HHmCu OCHCUmou CH UHummHmsCuCo mmm. mmN.N eomm Assam «0 cHoHH As :H mbonomoe SH 3 mucocsum Ho uCo5umouu uHmCu CH w>Huoon Ino UCm HMHuquEH .uHmw mum >©sum omo.H mHN.N Ho UHoHH >5 CH muonumou .>HHmHoCoo m m >Uaum Ho UHoHH >5 CH mumcomou on» Ho um05 mvm. mHm.H CuH3 QHCmCoHumHmH boom >Hm> m o>mC H Hv N mCchmou CH oUCoHumoxo oCOH om: o>mC 0C: muocomou mOA. oov.H omocu >HCo mHHC cHsocm mHoonom Hmooq oH H .C.m Cmmz EouH Conesz Cmm: eouH >n noose mem o>Hm3B Cosoune COB WOUMLC HOW :WQUSUHHHd .mhmr—UMQB: 0U UGHGme WEOUH HO HQUHO xcmm HH.v wHDmB 119 influence of foreign teachers on students' attitudes toward their educational track. The overall mean of all items in this category was 2.334, with a SD of 0.565. This indicates that teacher attitudes are influential because the overall mean falls between 2.0 and 3.0. Table 4.12 rank orders, from lowest to highest, the six items of Category D which contained items related to the difficulty of the curriculum. One item was considered to be very influential, for the students' choice of educational track, because it had a mean between 1.0 and 2.0. That item was number 19 which concerned the importance of understanding the subjects in the educational track. Two items were considered to be moderately influential with a mean between 2.0 and 3.0. These items were numbers 9 and 25. Item number 9 concerned the difficulty of the other educational track for the student and number 25 concerned the difficulty of the textbooks. The other three items (numbers 6, 34 and 33) were considered to be uninfluential for the students' choice of educational track. Thus, difficulty of the annual exams, difficulty in understanding the subjects or an educational track, and/or the difficulty of the homework do not appear to be of great influence in the students' choice of educational track. The overall mean for all items in this category was 2.887. The standard deviation was 0.544. Based on an muma >m>usm "ouusom 120 quo meoN U ENG: HHMM$>O wCOU xuoszOC on» ooH.H mHm.N mcHuHmm osHu ohm; m m>mc msmsz H mm a >Usum Ho CHOHH >5 CH muooflnsm oCu Nmo.H mvv.m mcHocmbmbmecs oeHu new: Anm> m m>mc H «m m HHaoHH mno.H omo.m IHHU >HHmsms mum m5mxm HmSCCm one o v >Usum Ho vaHH >5 oCHmoocu CH Novomm OCOHum m mm: UHmHH HoCuo oCu CH Cwuowmo muoonnsm mvv.H mmm.m 0H5ocmom o50m Ho >uHsoHHHHc 0:9 m m UCmumHoUCs Cu >mmm mum mxoonpxmu NHo.H mHm.N UHEOomum OCH .>Uzum HO UHOHH >5 CH mN N >Csum Ho UHmHH >5 oCHmOOCU CH Houomm quHHOQEH Cm mm: >Usum Ho UHwHH >5 Cu OwumHmH muuon NHm. >>.H unsm UHEmUmom on» Ho @CHUCmumHoUC: CC mH H .Q.m mez EmuH oHHmCCoHummso HmQECZ Cmmz >m EmuH Hovuo mem o>Ho35 CmsouCH COB mmnmuo How :ESHSOHHHSU on» Ho >HHSOHHHHQ= OH UmumHmm mEmHH Ho HOUHO mem NH.v oHflmB 121 overall mean between 2.0 and 3.0, then, the difficulty of the curriculum is moderately influential in the students' choice of educational track. Table 4.13 rank orders, from lowest to highest, the eight items of questionnaire "Category E" which contained items related to family influence. Two items were considered to be moderately influential for the students' choice of educational track, because they had means between 2.0 and 3.0 (Item numbers 36 and 35). Item number 36 concerned obtaining family permission before changing majors and item number 35 asked whether the student discussed this decision with the family before the choice was made. Five items were considered to be uninfluential because they had means between 3.0 and 4.0. (Item number 23, 20, 38, 13, and 29). Thus, the relationship of the educational track to the father's work, the influence of the family in their son's choice of major, the family's concern about whether the tenth grade student is mature enough to make this choice alone, whether they feel their son can achieve successfuly in a particular field of study, and the families' concern about their son's choice of field of study, were uninfluential. One item was considered entirely uninfluential or irrelevant for the students' choice of educational track, because it had a mean between 4.0 and 5.0; that item was number 24 which inquired whether the mums >m>usm "mousom Mm©.O mHm.N H 8mm: HHMMG>O 122 05 How pH omozu Amm>HumHoH .muCoumav >HH5mH >5 omsmown >Usum Ho UHUHH oAm.o OAH.H As H0 moHoeo nose o>mc so: 8H8 H 3N m >osum MO UHOHM MO OUHOSU >E uDOQm OHMO HOE ANN.H OOA.m 8H6 imm>HbmHmH .mucmumac AHHemH >2 AN A Anson Ho oHoHH Hocuo one :H >HHCHmmmousm m>oHCUm Cmu H xCHCu HOC oH.H 0H3.m 8H8 Amo>HbmHms .mucoumas AHHemH A: mH o >HuCoUCoQ IoUCH >Csum Ho @HoHH uHmCu omoocu Cu CoCOCm musum5 uOC mum mcmuo CuoH oCu DocmHCHH umsn o>mC 0:3 muCoosum omv.H mvm.m umCu o>oHHon muCoqu .HmuoCoo CH mm m Aosum Ho chHH m H0 ooHoco >5 Co oUCwsHHCH OCouum >Ho> HAm.H oom.m m can Amo>HumHoH .muCoumav >HHEMH >2 oN v x503 mHC CH HoCHmH >5 QHoC Cmo H oHa.H mAN.m Hero on Assam Ho oHoHH chu mmoco H MN m >csum Ho UHoHH mHCu Hoqu Cu 65 toucmz >ocu mCommou on» .>USum Ho UHoHH mHCu wmocu H muoHoQ .o5 Cqu commso mmm.H mm>.N ImHU Amm>HumHoH .mucmumav >HH5mH >2 mm N mmCmCU may OCmeE muowmn >HH5mH >5 Ho ConmHEHmQ mCu CHmuno fiHsoz H >vsum Hmm.H ooN.N mo nHmHH As mocmco ob who: H HH mm H .o.m Cmo: EmuH muHmCCoHumosO Hon532 Cmoz NW 5muH Hovuo xcmm m>Ho39 Cmsoucfi Cos mocmuw Low :oocosHHCH >HH5mm: Cu UwumHom memuH Ho HoUHO xcmm MH.v mHnt 123 student had much choice in selecting his educational track or his family chose it for him. The overall mean of all items in this category was 3.318. The standard deviation was 0.653. It was indicated that this factor, family influence, is uninfluential because its overall mean for all items was between 3.0 and 4.0. Table 4.14 rank orders, from lowest to highest, the five items of "Category F" which contained questionnaire items related to the restrictions of the system. Three items were considered to be moderately influential for the students' choice of educational track, because each one had a mean between 2.0 and 3.0. Those items were numberse 42, 22, and 21. Item number 42 asked whether it is a good idea to give qualification exams for those who want to change from one field to another. Item number 22 asked whether the students would consider changing his major if he had the Opportunity to do 30. Item number 21 considered the fairness of the restrictions of the system. Two items, with means between 3.0 and 4.0, were considered to be uninfluential for the students' choice of educational track. Those items, number 30 and 37, asked whether it would be a good idea to allow students to change more easily from one track to another after Grade 11 and whether the restrictions of the system influenced the students' choice of educational track. 124 mama >0>H3m “GORDOW ham.o mN>.N n Cmoz HHmHo>O mON.H va.H oHN.H Hmm.H OHv.m CON.m om>.N HhN.N ovo.N Neabm Ho eHoHH Ho oOHOCU >5 UmUCosHHCH >05um H0 CHwHH on» oCHqcmCU Co and mCoHuoHHummH 055 HH wvmuo kumm >HHmmm 0505 .mucmHOm 0H mHHC 50HH .HOnmE mOCmCU UHsou muCotsam HH Coupon on DHsoz pH muCoosum H0 uoH m 0H HHMHC: mum HoCHOCm 0H >Usum H0 UHoHH 0C0 50pm GCHUCCCU C0 Ewum>m 0:» H0 mCoHuUHHumoH mzu umcu xCHCu H .mmCmCU on» OCmeE HomeCoo u0C UHzoz H .>03um H0 UHmHH >5 mOCmCU 0p >uHC3uHoaao on» Um: H HH >Usum H0 onHH 30C wCu Ho muumhnsm OHEmUmom may CH m5mxo CoHumoHHHHmsU oxmu 0H >Usum H0 UHUHH HHmCH mOCMCU Cu quz 023 mucwtsum mmocu HOH mmcH 0000 >Hm> m on UHSOB HH hm om HN NN Nv H Cmmz EwuH oHHMCCoHumoCO HoQESZ EOHH mez Na HUUHO xcmm mCoHuOHHummm: m>H039 Cmsouce C09 monmuo HOH :50»m>m on» H0 vH.v mHflmB one o» eonHom meoHH Ho Combo xcmm 125 The overall mean for all items in this category was 2.728 and the standard deviation was 0.597. That indicated that the restrictions of the system are moderately influential because the overall mean was between 2.0 and 3.0. Table 4.15 rank orders, from lowest to highest, the six factor categories (A, B, C, D, E, and F) by their mean values to compare their relative influence on students' choice across factors, in other words, to determine the most influential and the least influential factors. Table 4.15 indicates, that of the factors that may influence of student's choice of educational track, one factor may be considered to be very influential in making that choice because it had a mean between 1.0 and 2.0. That factor is "student interest," which suggests that students care most about what they feel they like. This is supported by data in Table 4.2. When the students were asked to describe their feelings about their choice of major, more than 80 percent of them indicated that they were glad about their choice. Four factors were considered to be moderately influential for the students' choice of educational track, because each one had a mean between 2.0 and 3.0. Those factors were teachers' attitudes (C), teaching method (B), restrictions of the system (F), and difficulty of the curriculum (D). 126 wumo >0>u=m u0uusom mme.o mHm.N mocmsHHcH NHHemC Amt o evm.o Nam 4N esHslouso 0:» Ho HuHsoHHHHC Hot m Amm.o mNA.N emumsm on» 00 mcoHuloumom it. e mmm.o Hev.N bosom: ocHnomoe Amt m omo.o 3mm.N moosuHuuc Hmcomoe .05 N omv.o Amm.H umohmucH ucoosum H9 H0UHO xcmm 0>H039 Cosouce C05 m0©muo "00H0> C002 >0 050uH 0HH0CC0Hum0CO Ho m0Huoo0umU Houumm Ho H0050 mem mH.v 0Hnt 127 Factors C and B which are related to the quality of teaching were expected to be influential because the students consider the teacher their model and the better he teaches and treats them, the more attracted to his subject they will be and vice versa. Factor F, "restrictions of the system," was anticipated to be influential because it is a controversial issue in Saudi Arabia and students in eleventh and twelfth grades may suffer from these restrictions if they made a less than ideal choice after tenth grade. Factor D, "difficulty of the curriculum," was thought to be influential because the students worry about whether they will succeed or fail in the educational track they have chosen (or will soon choose). One factor may be considered as having little influence on students' choice of educational track, because it had a mean between 3.0 and 4.0. That factor is the family influence (E). The finding that family influence (Factor E) exerts no substantial effect on the children's choice of educational track is partially explained by data shown in Tables 4.4, 4.6, and 4.8. The demographic data showed fathers' educational mean was between elementary and intermediate school, and mothers' mean level of education was between literate and elementary. This shows that the parents lack the educational experience to help their sons choose an educational track. On the other hand, most of 128 the students selected their fathers and mothers as the first peOple from whom to seek advice, so we can see that such advice may carry little weight because a large portion of parents have little education. Also, by referring to Table 4.2, it is apparent that 81 percent of the respondents indicated that they are glad about their choice, which may be a good indication that the students chose what they liked, which may reduce the influence of the family. Moreover, in Table 4.2, only two students indicated that they did not have much choice of educational track because someone chose it for them. This low figure supports the lack of family influence on the students' choice of educational track. In addition, education in Saudi Arabia is very recent and not considered by most families to be sufficiently important so that they would be likely to offer advice and discuss it with their children. However, the results from the data indicate that the "students' interest" was the most influential factor, "teacher attitudes” was the second most influential factor, "teaching methods" the third most influential factor, and "restrictions of the system" the fourth influential factor. The difficulty of the curriculum and family influence ranked fifth and sixth, respectively. In Appendix A, tables A.l through A.21 contain data regarding the students' responses to the six selected 129 factors, broken down by grade level (i.e., for tenth, eleventh and twelfth grade students). These tables represented the six categories that corresponded to the six factors. Also, the items within each factor were arranged in rank order according to their means from lowest to highest. This order helped to identify the items with respect to their influence within each of the six factors according to the same criteria used with all the classes combined. Table 4.16 is a summary of that data, that is, a comparison of the means and standard deviations for tenth, eleventh, and twelfth grades and all classes combined. Table 4.16 shows the mean values of the six categories of the questionnaire according to the responses by tenth grade students, eleventh grade students, twelfth grade students, and all students combined. Table 4.16 indicates that 10th grade respondents, llth grade respondents, 12th grade respondents, and all the respondents combined, agreed about the importance of the six factors. That is, that "student interest" was the most influential factor, "teacher attitude" the second most influential factor, ”teaching method” was the third most influential factor, and "restrictions of the system " was the fourth most influential factor. " Difficulty of the curriculum" and "family influence” were not considered influential although some items in these categories were influential. This delineation answered the second research 130 mpmo >m>usm "mousom mam.m omm.m nmv.m nma.m mocmSchH >HHEmm Amy 0 nmmpm oHo.m omo.m mvh.m enasofiuuzu on» mo >uasoflMMflQ ADV m mm>.~ mHm.N voo.m omm.m emumsm mcu mo mcofluoflbammm Ame v Hov.~ omm.~ oom.~ omm.~ oocumz ocanumms Ame m vmm.m mHm.N oov.m oam.m monufluu< umcomme AU. N nmm.a omm.a hhm.a Hmm.a ummnmucH mucmpsum Amam cocoa “mono xcmm cam: Umcflneou mmpmuo aac Ucm mucwczum wcmuo cumam3e .cucm>wam .cucme Mow mmflnoowumu nobomm mo memo: oa.q mHQmB l3l question which was: what are the most significant factors influencing students' educational track? That is, what is the comparative influence of "student's interest," ”teaching methods,” "teacher attitude," "difficulty of the curriculum", "family influence," and "restrictions of the system?" The descriptive analysis of the first section of the questionnaire answered part of the first research question which was ”How are the decisions about the educational track made?" That is, who discussses it with the students and when is the decision made? More answers were provided to the first research question by data derived from the interviews of students, parents, teachers, and principals. Testing of the Hypotheses Several hypotheses were developed in order to answer the third research question, which was: "How do students from different grades and different majors differ in their perceptions of the factors that influenced their choice of educational track?" Hypotheses 1: "There will be no significant differences between tenth grade students who intend to enroll in the Arts track and those who intend to enroll in the Science track. with respect to the six factors." 132 A multivariate analysis of variance (MANOVA) was employed to test the hypothesis, using a significance level of 0.05. Table 4.17 shows the test for overall differences on the six factors between tenth grade students who intended to enroll in the Arts track and those who intended to enroll in Science. Table 4.17 Multivariate Test of Significance for Hypothesis 1 Test Degree of Freedom Significance Name F Value (D.F.) of F Wilks 2.400 (6, 70) 0.036* *Significant at alpha = .05 Source: Survey Data F was significant at the .05 level, so the first hypothesis is rejected. This means there were significant differences between tenth grade students who intended to enroll in the Arts track and those who intended to enroll in the Science track with respect to the six factors. The results of a univariate analysis of variance carried out to compare the two groups on each factor individually are shown in Table 4.18. Table 4.18 shows the breakdown for comparison of the two groups on each of the six factors and that none of the six factors has a mama >m>u3m "muusom mungm cmm: u mzxx 133 ovm.o moo.o m>~.o Hoo.o emumsm may no mcofluofluymmm m mmo.o mmo.m mmm.o moo.H mucmsamcH saflemm m Nod.o mme.~ Hmm.o mnm.o esasoflsuso mes mo sufisuflmmfla a mvm.o mmm.a mo~.o nm~.o mosufluua smnomme o mvm.o mmm.H mo~.o >m~.o oonumz ocflnomms m «mm.o omm.o vm~.o mam.o umwumucH acmospm a m mo m I m: f. m: 5803.8 “chums xcmm mocmuflMHcmHm Houum mammcuoa>m muchSHm compo cucme neocmmum mo mmmummo me.a cuflz muasmwm ummeum mumflum>flca ma.v magma 134 significant F. The explanation is: the differences between the two groups' responses were very small on each individual factor (see Table 4.19). Therefore, the differences on each factor were not significant, but when the comparison was carried out for all six factors, combined, there was a significant difference between the two groups. Accordingly, the first hypothesis was rejected but which factor(s) caused the difference between tenth grade students who intend to enroll in the Arts track and those who intend to enroll in the Science track was not determined. Hypothesis 2: There will be no significant differences between eleventh and twelfth grade students in the Arts track and those in the Science track with respect to the six factors. A multivariate analysis of variance (MANOVA) was used to test the hypothesis at the significance level of 0.05. Table 4.20 shows the test for overall differences on the six factors between eleventh and twelfth grade students in the Arts and those in Science. It can be seen that F is significant at .05, therefore the second hypothesis was rejected. This means there is a significant difference between eleventh and twelfth grade students in the Arts and those in Science, with respect to the six factors. To determine which factor category was responsible, a univariate analysis of variance was carried out to compare the two groups on each factor. 135 mama >m>u3m "wousom ovv.o hmo.m mam.o oop.m swum>m mew mo mcofluofluummm Amy mom.o vom.m omm.o mmo.m mocmSHmcH >Hfiemm Amv mom.o nwm.m va.o omo.~ ESHSUHHHDU msu mo suasuHMMHo Ame mom.o mmm.~ vov.o mHm.N mpzufluu< monommfi ADV omv.o mmm.m vmm.o vam.m nocumz ocflcomme Amy vmq.o mmm.a mam.o mmh.a ummumucH mucwcsum Auommumu mocmfiom mmooco Mae: on: mucmosum momuo spams muse omooco ass: 0:: mucmosum momuu shame mucmflom mmooco Add: 0:: mmoce ocm mesa may mmooco HHHz on: mDCGUSum mpmuo Loewe pom mcoflumfl>ma pumocmum Ucm memo: ma.v mant 136 Table 4.20 Multivariate Test of Significance for Hypothesis 2: Differences Between the Arts and Science Students in llth and 12th Grades Test F Degrees of Freedom Significance of Name Value (D.F.) F Wilks 2.805 (6, 93) 0.015* *Significant at alpha = .05 Source: Survey Data Table 4.21 shows the breakdown for comparison of the two groups on each of the six factors. It is apparent that one of the six factors, the "difficulty of the curriculum," has a significant F, which indicates that there is a significant difference between eleventh and twelfth grade students in the Arts track and those in the Science track with respect to the difficulty of the curriculum. To determine which of the two groups considered the difficulty of the curriculum as a more important factor, the investigator referred to each group's mean with regards to that factor. Table 4.22 shows the mean of both groups for the six factors. The mean for eleventh and twelfth grade students in the Arts, regarding the difficulty of the curriculum, was 3.043 and the mean for eleventh and twelfth grade students in Science was 3. The eleventh and twelfth grade Art students considered the difficulty of the curriculum a more important factor, because their response 137 mama >m>usm "muusom mumsgm memo: m: a« Hm>ms mc.o may pm pcmoflmflcofim: mmH.o mmm.m mmv.o oom.o smumsm we» mo mcoflbofluummm Ame omm.o evo.o nov.o mao.o mucosawcH saflemm Ame .*moo.o emo.m mvm.o noo.m enasofluuso any to spasoHMMAo on mme.o mnv.o mov.o HmH.o mosufluu< umcomme on smo.o mmm.m nom.o mam.o oocumz ocficomme Ame mam.o smm.o emH.o mqo.o ummumscH ucmossm lav a co m «4m: :«mz whoomumo mochHchon uouum mammcuoa>m wocmflom 0cm muuc CH mucmcaum compo numHmze 0cm zucm>mam neopmmum mo mmmuomo mm.a spa: umme m mumfium>flca HN.v mHDmB 138 mumo >m>uzm ”mousom mum.o mmm.~ mv>.o Nmo.~ emumsm on» mo mcofluofluummm Amv vmo.o mmm.m mmm.o mmm.m mucmsawcH saflemm Ame mmv.o omm.m mom.o mvo.m ezflsofluuzo may mo >uasoHMMHo in. wa.o ~o¢.~ ovo.o mHm.N mosufluu< umcomme Aoc Nnm.o smv.~ 0mm.o mmo.~ nocumz ocficomme Ame vem.o mam.a vsm.o oom.a ummumbcH ucmosum Amam muu< CH mucwcSHm momuo nowamze cam cucm>mam mocmflum Ucm muu< cfl mucmcsum wcmuu cuwamze pom nucm>mHm pow mcofiumfl>mo pumccmum Ucm mcmmz NN.v THEME 139 mean was less than the response mean of those who are in the Science track. This may be explained by the fact that the Arts curriculum is considered by most students to be easier than the Science curriculum. Therefore, (besides not being interested in Science) the students who did not choose Science might be afraid of its difficulty. The reason that ”difficulty of the curriculum" is more of a choice factor for them than for Science students may be that Science students are unlikely to have chosen their major due to concern for its degree of difficulty. Hypothesis 3: There will be no significant differences between students in tenth grade and students in eleventh and twelfth grades with respect to the six factors. A multivariate analysis Of variance (MANOVA) was used to test the hypothesis, at a significance level of .05. Table 4.23 shows the test for the overall difference on the six factors between students in tenth grade and students in eleventh and twelfth grades. Table 4.23 Multivariate Test of Significance for Hypothesis 3 Test F Degree of Freedom Signifiance Name Value (D.F.) of F Wilks 8.063 (6, 193) 0.000* *Significance at alpha = .05 Source: Survey Data 140 It is apparent that F is significant at the .05 level. Therefore, the third hypothesis is rejected, which means there is a significant difference between students in the tenth grade and students in the eleventh and twelfth grades with respect to the six facctors. A univariate analysis of variance was carried out to compare the two groups on each factor. Table 4.24 shows the breakdown for comparison of the two groups on each of the six factors indicating that three of the six factors have a significant F. That is, for the factors of "teaching method,” "difficulty of the curriculum" and "family influence,” there are significant differences between students in tenth grade and students in the eleventh and twelfth grades. To find out which of the two groups considered each of these three factors to be more important, the means on each factor for each group were examined. Table 4.25 shows the means of both groups for the six factors. The tenth grade mean for teaching method was 2.330 and the eleventh and twelfth grade mean for teaching method was 2.592. In comparing the mean of the two groups, we find that tenth grade students placed more importance on teaching methods than the eleventh and twelfth grade students. The explanation for this difference between the two groups is that the students who would decide what track to choose were compared to those who had already chosen a 141 muma >m>05m ”mousom mumsgm cmwz u m2«« 0m>m0 00.0 00 0cm0000000m 0 000.0 000.0 000.0 000.0 560000 600 00 m0000o000mmm 000 0000.0 000.00 000.0 000.00 8000:0000 000200 000 0000.0 000.00 000.0 000.0 22000000so 0:0 00 0000000000 000 000.0 000.0 000.0 000.0 00000000 0620009 on 0000.0 000.00 000.0 000.0 00000: 0:0nomme 000 000.0 000.0 000.0 000.0 00006000 0cmos0m 000 0 0o 0 00m: 0002 00008000 mocm0000c00m 0000a m0mmnuoa>m mucmos0m womuo nuwamze cam cucm>m0m pcm mucwozum mcmuo cucme neopmmum mo mmwuooo mm0.0 £003 0mme m w0maum>0ca vm.v manme 142 track. Thus, it was possible for someone to think that a particular factor would influence his choice but felt more affected by other factors when he made the actual decision. Also, when someone is asked about a decision he made almost two years ago, he may indicate factors that are different than the factors that actually affected his choice at the time. The mean of students in the tenth grade for "difficulty of the curriculum" was 2.743 and 3.030 for students in eleventh and twelfth grades. In comparing the means of the two groups we find that the tenth grade students placed more importance on the ”difficulty of the curriculum” than eleventh and twelfth grade students. The mean for tenth graders is less than the mean of those who are in the eleventh and twelfth grade. It is likely that in anticipation the difficulty of the curriculum appeared greater to tenth graders than it did in retrospect for eleventh and twelfth graders. The mean for students in tenth grade on. "family influence" was 3.157 and 3.479 for students in eleventh and twelfth grades. In comparing the means of the two groups it was determined that the tenth grade students placed more importance on family influence than the eleventh and twelfth grade students. Their mean was less than that of all eleventh and twelfth graders. muma >m>05m "wuusom 143 000.0 000.0 000.0 000.0 000000 000 00 000000000000 100 000.0 000.0 000.0 000.0 000000000 000000 000 000.0 000.0 000.0 000.0 0000000000 000 00 0000000000 000 000.0 000.0 000.0 000.0 00000000 0000000 A00 000.0 000.0 000.0 000.0 00000: 00000009 00. 000.0 000.0 000.0 000.0 00000000 0000000 100 am :00: am c002 >0ommumu mwcmmuflum GUMHU 00anng .w £HCO>®HM 00000000 00000 00000 ocm 20cm>m0m Ucm 00000000 0000000 00000 0000030 .0000030m 06000 20000 000 0000000 0:00:030MCH mo 0coflum0>ma ©0mcc00m 0:0 0:00: mN.v 00309 144 This is supported by the findings in Table 4.16; that the older the students were the more independent of their families. It is also consistent with Hetherington and Parke's (1979) findings reported in their book about child development, that the older the child becomes the more independent from his home he will be and the more he will be influenced by his peers who are closer to his age. The shift toward increased social play and a greater preference for playing with peers rather than adults.... It was found that not only parent-child interaction decreases markedly as the child grows older, but interactions with teachers decrease. (Hetherington and Parke, 1979, p. 479). Student Interview Results Five groups of students were interviewed: (a) tenth grade students who intended to choose the Arts, (b) tenth grade students who intended to choose Science, (c) tenth grade students who had not yet decided, (d) eleventh and twelfth grade students who had chosen the Arts, and (e) eleventh and twelfth grade students who had chosen Science. The interviews were undertaken to answer the first research question: How are the decisions about the educational track made? That is, who discusses it with the students and when is the decision made? The interview was also conducted to support the questionnaire data identifying the most significant factors 145 that influence the students' choice of educational track. For this reason, interview questions tended to follow the questionnaire (See Appendix F). Sixteen questions were presented to the students to achieve the interview objectives, and all students were asked the same questions. A check list procedure was used during the interview to provide for accurate recording of data. Besides the checklist, the card sort procedure also was used. The questions and responses given by the students are reported below. Question 1 The following question was intended to elicit information regarding the tenth grade students' plan for choosing an educational track and eleventh and twelfth grade students for the track they had already chosen. ”What do you think you will chose as your educational track for the next year?" or "What is your educational track?" This question was asked to identify the subject selection, put subjects at ease. and focus their thinking for the rest of the interview. Otherwise it was unnecessary because the researcher had specifically selected three tenth grade students who said they would choose Arts, three who would choose Science, three students who had not decided 146 yet, six eleventh and twelfth grade students in Arts, and six eleventh and twelfth grade students in Science. Question 2 The following question was intended to elicit information regarding the rationale supporting the students' choice of educational track. "Why did (will) you choose that major?" Responses of tenth_grade students who will choose the Arts. A total number of 3 students who will choose the Arts, responded to the question. 1. Because I like it and feel interested in it (2 out of 3). 2. Because it is easier, since my first interest was in Science (1 out of 3). Responses of the tenth grade students who will choose Science. A total number of 3 students who will choose Science, responded to the question. 1. Because 1 like it and feel interested in it (2 out of 3). 2. Because I wish to become a medical doctor (1 out of 3). 147 Responses of the tenth grade students who have not decided yet, A total number of 3 students who have not decided yet, responded to the question. 1. I will choose the major that I am interested in (1 out of 3). 2. I will choose the easier major (1 out of 3). 3. I will choose the major in which I will achieve (1 out of 3). Response of the eleventh and twelfth grade students in Arts. A total number of 6 students who had chosen the Arts, responded to the question. 1. Because I am interested in that major (4 out of 6). 2. Because it is easier (2 out of 6). Responses of the eleventh and twelfth grade students in Science. A total number of 6 students who had chosen Science, responded to the question. 1. Because I am interested in that track (4 out of 6). 2. Because I will have a wider range of options for jobs (1 out of 6). 3. Because I will achieve better in this track (1 out of 6). 148 InterpretationcmfResponses: For the students responses to question 2A, it can be seen that most students of different grades and tracks considered their "interest" the important factor in their choice of educational track. However, "difficulty of the curriculum" was identified by two students of the Arts, one who will choose the Arts, and one undecided student as their reason for the choice. One Science student and one who will chose Science considered ”future career" as a reason for their choice. Achievement potential was considered by one student in Science and one undecided student as a reason for the choice. Question 2B The following question was intended to determine which influence students to make their decision about an educational track. “How was (will) this choice (be) made?" Responses of the tenthggrade students who will choose Arts. A total number of 3 students who will choose the Arts responded to the question. 1. My decision only (2 out of 3). 2. My parents provided me some advice (1 out of 3). 149 Responses of the tenth grade students who will choose Sciene. A total number of 3 students who will choose Science, responded to the question. 1. My decision only (1 out of 3). 2. My parents provided me some advice (2 out of 3). Responses of the tenth grade students who have not yet Decided. A total number of 3 students, who have not decided yet, responded to the question. 1. I will decide independently (2 out of 3). 2. I will seek some advice from my parents (1 out of 3). Responses of the eleventh and twelfth grade students in arts. A total number of 6 students who had chosen the Arts, responded to the question. 1. My decision only (4 out of 6). 2. My father and brothers provided me some advice, then left me the freedom of choice (2 out of 6). Responses of the eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 150 1. My decision only (3 out of 6). 2. My father and brothers provided me some advice, then left me the freedom of choice (2 out of 6). 3. My father advised me to chose it (1 out of 6). Interpretation of responses. From the students' responses it may be noted that most of the students in different grades and tracks made their choices themselves, which means that the "students' interest" was important. Some students sought advice from their parents, but it was noted that the Science students were influenced more by their parents than the Arts students. Also, the eleventh and twelfth grade students sought advice from their brothers more than the tenth grade students. The family seems to provide advice and then leave the final choice to the student rather than selecting a particular educational track for them. Question 3 The following question was intended to provide information regarding the students' feeling about their choice. ”Do you (think you will) feel happy about your choice?” Responses of all the students. A total number of 21 students responded to the question. 1. Yes, I (will) feel happy about my choice. 151 Interpretation of responses. Responses from all 21 students indicated that they are or will feel happy about their choices. This again underscores the importance of the students' interest in their choice of educational track. Question 4 The following question was intended to elicit information regarding the rational for the students' feeling. "Why, (what makes you happy or unhappy)?” Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. Because I am interested in that major (2 out of 3). 2. Because it is easier (1 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. Because I am interested in that major (2 out of 3). 2. Because two of my brothers in that major are happy about it (1 out of 3). 152 Responses of the tenthygrade students who have not yet Decided. A total number of 3 students who have not decided yet, responded to the question. 1. Because I will choose the major that interests me (2 out of 3). 2. Because I will choose the major in which I can achieve well (1 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. Because I am interested in that track (5 out of 6). 2. Because I found it easy (1 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. Because I am interested in that track (4 out of 6). 2. Because I like the teachers in that track (1 out of 6). 3. Because I am achieving well in that track (1 out of 6). Interpretation of Responses. From the students' responses to Question 4, it can be seen that most of the 153 students of different grades and tracks considered "student interest" as very important in their choice. However, "difficulty of the curriculum" was considered by one of the Arts students and one who will choose the Arts as a reason for their choice. One Science student and one undecided student considered “achievement" as a reason for his choice. Another student choose the major because he liked the teachers in his track. Question 5 The following question was intended to determine the influence of the students' choice on their future life. "How will (does) this choice affect your future life?" Responses of the tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. It will restrict me to a few colleges (2 out of 3). 2. It will allow me some time to work part-time (1 out of 3). Responses of tenthggrade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 154 1. I will have unlimited chances for finding a job (2 out of 3). 2. I will be admitted to the college of my choice (1 out of 3). Responses of tenth grade students who have notgyet decided. A total number of 3 students, who have not decided yet, responded to the question. 1. I will choose the major that gives me the best chance of find jobs (1 out of 3). 2. I will choose the major that allows me to be admitted to the college of my choice (1 out of 3). 3. I will choose the major that allows me to work part-time (1 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students who had chosen the Arts, responded to the question. 1. It will restrict me to a few colleges (2 out of 6). 2. It will restrict me to a few jobs (2 out of 6). 3. It will give me a chance to work part-time (2 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 155 1. It will give me unlimited chance of finding a job (2 out of 6). 2. I will be admitted to the college of my choice (3 out of 6). 3. I will be in a better social position, since every body respects the science person (1 out of 6). Interpretation of Responses. From the students' responses to question 5, it is apparent that many of the students considered the "restrictions of the system" to be an important consideration in choosing a major since the Arts students will be limited in the jobs and colleges to which they can realistically aspire. On the other hand, the science students have almost unlimited access to jobs and colleges. However, the Art students and undecided students considered working part-time as important, which is related to Factor D (the difficulty of the curriculum), since the Arts major is considered to be easier giving the student a chance to work part-time. Question 6 The following question who intended to determine whether the student discussed his choice with the family. "Have (did) you discussed choosing a major with your family? Who? How? Why? 156 Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. I have not discussed it with anybody, because I am the only one who knows what I like (1 out of 3). 2. I discussed it with my parents and they gave me some advice before I chose (1 out of 3). 3. They left me the full freedom to choose what I want (1 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. I discussed it with my father and he provided me with some advice before I decided (1 out of 3). 2. My father advised me to choose this major (2 out of 3). Response of tenth grade students who had notpyet Decided. A total number of 3 students, who had not decided yet, responded to the question. 1. I will decide about my major without any help from anybody, because nobody knows what I want but me (1 out of 3). 157 2. I will discuss it with my parents to seek advice from them before I decide (1 out of 3). 3. I will discuss it with my older brother who has had experience in one of the two majors, then I will decide about what to choose (1 out of 3). Responses of eleventh and twelfthpgrade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. I did not discuss it with anybody because I will be responsible for that choice (2 out of 6). 2. I discussed it with my father who provided me some advice, then left me full freedom to chose what I want (1 out of 6). 3. I discussed it with my father and brother who gave me some advice before I chose (1 out of 6). 4. I discussed it with my brother who advised me to choose what I wanted (2 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. I did not discuss it With anybody because I know what I want (2 out of 6). 158 2. I discussed it with my father who encouraged me to choose this major (2 out of 6). 3. I discussed it with my father and uncle who supported my choice (1 out of 6). 4. I discussed it with my brother who encouraged me to choose it (1 out of 6). Interpretation of Responses. From the students' responses to Question 6, we can see that many students received some advice from family members. Most influence from the families was indirect since they just provided advice and support, rather than mandating or instructing their child to choose a particular major. The Science students, however, seemed to be under greater family pressure to choose that major than those in the Arts. Another point is that the tenth grade students seemed to be more influenced by their parents than those who were in eleventh and twelfth grades, who tended to be influenced more by their brothers and other relatives. Question 7 The following question was intended to determine whether the student discussed the decision with others. ”Have you discussed it with anyone else? Who? Why? How?" 159 Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. Nobody else, because nobody else cares about my choice (1 out of 3). 2. I have discussed it with my teacher, because he knows what major would be appropriate for me (2 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. Nobody else, because nobody else cares about my choice (2 out of 3). 2. I have discussed it with my teacher, because he knows the major that would be appropriate for me (1 out of 3). Responses of tenth grade students who have not yet Decided. A total number of 3 students, who have not decided yet, responded to the question. 1. Nobody else, because nobody else would care about my choice (3 out of 3). 160 Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. Nobody else, because I was the only one who was responsible for that choice (3 out of 6). 2. My friends, because we wanted to be together to continue our friendship (2 out of 6). 3. My teacher, because he knew about the major that would be appropriate for me (1 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. Nobody else, because I was the only one who was responsible for my choice (4 out of 6). 2. My friend, because we wanted to be together to continue our friendship (2 out of 6). Interpretation of Responses. From the students' responses to question 7, it can be seen that most of the students of different levels and majors didn't seek advice from persons outside their families. However, the tenth grade students did seem to discuss the choice of educational track with teachers more than the eleventh and twelfth grade students and the eleventh and twelfth grade students seemed 161 to discuss their choice of major with friends more often than the tenth grade students. It should be noted that we are comparing two different groups, the tenth graders who had not actually chosen a particular major, with those in the eleventh and twelfth grade who had decided one or‘ two years ago. It is possible that some students might have planned to seek help from teachers, but will be influenced by others when he makes the actual decision. Question 8 The following question was intended to elicit information regarding choice preferences of both the student and his family. "Is your choice the same as the choice your family favors? Why?” Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. Yes, because their favored major is the one that I like (1 out of 3). 2. No, because my family prefers the other major (2 out of 3). 162 Responses of the tenth grade students who will choose Science. A total number of 3 students who will choose Science, responded to the question. 1. Yes, because they prefer that major (3 out of 3). Responses of tenth grade students who have notpyet Decided. A total number of 3 students, who have not decided yet, responded to the question. 1. I have not decided yet, but my family prefers Science (2 out of 3). 2. My family doesn't have any particular major that they prefer and they will leave me full freedom to choose what I like (1 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who have chosen the Arts, responded to the question. 1. Yes, because I convinced them about my educational track (2 out 6). 2. No, because they wanted me in the other educational track (3 out of 6). 3. Yes, because they wanted me to be a religious man and go to a religious college (1 out of 6). 163 Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. Yes, because they want me to go to a Science college to study for a profession such as physician or engineer (4 out of 6). 2. Yes, because I will have unlimited options of colleges and jobs (2 out of 6). Inteppretation of Responses. From the students' responses to Question 8, it can be seen that most of the families preferred to have their children choose Science. Although we can see that many students did not favor their family members' choice, they tended to respond to their interest more than anything else. Question 9 The following question was intended to establish information regarding the students' vocational plan. "Are you planning to follow your father's occupation or enter a family business? How? Why?" Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 164 1. No, because it is different than my interest and the job I will choose (2 out of 3). 2. Yes, because my father needs me in that job to help him (1 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. No, because it is different from my interests and the job I will choose (2 out of 3). 2. Yes, because I like the same job (1 out of 3). Responses of tenth grade students who have not_yet decided. A total number of 3 students, who have not decided yet, responded to the question. 1. No, because it is different from my interests and the job I will choose (2 out of 3). 2. No, because my father advised me not to choose the same job (1 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. No, because it is different than my interests and the job I will choose (5 out of 6). 165 2. Yes, because I like the same job (1 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. No, because it is different than my interests and the job I will choose (4 out of 6). 2. No, because my father is having a hard time in that job (2 out of 6). Interpretation of Responses. From the students' responses to Question 9, it is apparent that most of the students of different grades and tracks were not planning to follow their fathers' occupations or join family businesses. Generally, they were not interested in the same job, but some of the Art students planned to help their fathers in their jobs. Some students plan to choose the same occupation because they like it. Other students would not choose their fathers' job because their fathers advised them not or or they noticed that their fathers' jobs are very hard. Question 10 The following question was intended to elicit information regarding the influence of the students' choice on their planned occupation. 166 ”How will (did) this affect your choice of track?" Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. It will not affect my choice, because I choose the major that I like (2 out of 3). 2. I will choose my major so I can be admitted to a particular job (1 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. I will choose my major so I can be admitted to a particular college (2 out of 3). 2. I will choose my major so I can be admitted to a particular job (1 out of 3). Responses of tenth grade students who have not yet decided. A total number of 3 students, who had not decided yet, responded to the question. 1. I will choose the major that allows me to enter a particular college (2 out of 3). 2. I will choose the major that allows me to enter a particular job (1 out of 3). 167 Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. I choose this major so I could work while I am studying (1 out of 6). 2. I choose this major so I can enter the college I want (2 out of 6). 3. I choose this major so I can enter the job I like (3 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of six students, who had chosen Science, responded to the question. 1. I chose this major so I could enter the college I like (4 out of 6). 2. I chose this major so I can enter the job I like 2 out of 6). Interpretation of Responses From the students' response to Question 10, it was apparent that most of the students chose their major so they could enter a particular college or a particular job. However, it was indicated by a student of the Arts that he choose his major so he could work part- time while he was attending school. 168 Question 11 The following question was intended to provide information regarding the influence of the students' academic preparation on their choice. "How does (did) your own academic ability affect your choice? Why?" Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. I don't have the ability to study a lot, therefore I'll choose the Arts major (1 out of 3). 2. I don't have the ability to understand, but I like memorization (2 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. I have the ability to study Science materials which I am interested in (2 out of 3). 2. I don't have the ability to memorize a lot but I have the ability to understand (1 out of 3). Responses of tenth grade students who have notpyet decided. A total number of 3 students, who have not decided yet, responded to the question. 169 l. I will make sure to choose the major that I have the ability to deal with, otherwise my achievement will suffer (3 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. I don't have the ability to study a lot, therefore, I chose this major (2 out of 6). 2. I don't have the ability to understand, but I like to memorize (4 out of 6). Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. I have the ability to deal easily with Science material in which I am interested (3 out of 6). 2. I have the ability to understand, but I don't like to memorize (3 out of 6). Interpretation of Responses. The students' responses to question 11, indicated that the choices of most of the students were affected by their perceptions of their own academic ability, which caused them to choose one major or the other. Some of the science students indicated that they like dealing with Science material in which they are 170 interested. Moreover, some of the Arts students indicated that they didn't have the ability to study a lot, which supports the notion that the science major is more demanding and time consuming. Question 12 The following question was intended to elicit information regarding the relation between the students' high ability to learn and their choice. ”If you were a genius who could learn anything, very quickly, what would you choose to study first? Why?" Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. I will choose Science because it gives me a wider choice of Options for future study and career (1 out of 3). 2. I will choose the Arts because I am interested in that major (2 out of 3). Respones of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 171 l. I will choose Science because it gives me a wider choice of options for future study and career (1 out of 3). 2. I will choose Science because I am interested in that major (2 out of 3). Responses Of tenth grade students who have not_yet decided. A total number of 3 students, who have not decided yet, responded to the question. 1. I will choose Science because it gives me a wider choice of Options for future study and career (1 out Of 3). 2. I will choose the major that interests me (2 out of 3). Responses of eleventh and twelfth grade students in the Arts. A total number Of 6 students, who had chosen the Arts, responded to the question. 1. I will choose Science because it would give me a wider choice of Options for future study and career (2 out of 6). 2. I would choose the Arts because I am interested in the Arts (4 out of 6). 172 Responses of eleventh and twelfth grade students in Science. A total number of 6 students, who had chosen Science, responded to the question. 1. I would choose Science because it gives me a wider choice of Options for future study and career (3 out of 6). 2. I would choose Science because I am interested in that major (3 out of 6). Interpretation of Responses. The students' responses to question 12, suggested that two reasons seemed to be important in the students' choices. These were the students' interest in a particular major, and access to a wider choice of future Options for college and career. Even many of the Arts students would have chosen Science because of its advantages for colleges and career access, but the combination Of their interest in the Arts and the reputed difficulty of the Science major, influenced their final choice, a point which is confirmed by data in Tables 4.19 and 4.22. Question 13 The following question was intended to determine the teachers' impact on the students' choice. ”How have (did) your teachers influence your choice? Why?" 173 Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded to the question. 1. The teachers in the major I will choose are very friendly and attracted me more toward that major (2 out of 3). 2. The teachers in the other major are very stern and not friendly at all, which increases my desire to choose the other major (1 out Of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. The teachers in the major I will choose use very good teaching methods which attracted me more toward this major (2 out of 3). 2. The teacher in the major I will choose will keep us very busy with the homework, but I am still interested in choosing that major (1 out of 3). Responses of tenth grade students who have not yet decided. A total number Of 3 students, who have not decided yet, responded to the question. 174 The teaching method and teachers' attitudes will attract me more toward a particular major (2 out Of 3). If I like the teachers, I will like the classes they teach (1 out of 3). Responses Of eleventh and twelfth grade students in the Arts. A total number of 6 students, who had chosen the Arts, responded to the question. 1. The teachers in my major are very friendly which increased my desire to choose this major (3 out Of 6). The teachers in the other major are very stern which kept me from choosing that major (1 out Of 6). The teachers have no affect on my choice because my interest in that major is tOO strong to care about teachers (2 out Of 6). Responses of eleventh and twelfth grade students in Science. A total number of six students, who had chosen Science, responded to the question. 1. The teachers in my major use good teaching methods which increased my interest in that major (3 out of 6). 175 2. The teachers in the other major let students depend on the book, not on their teaching (2 out of 6). 3. The teacher had no affect on my choice since my interest in this major was tOO strong to be affected by teachers (1 out of 6). Interpretation Of Responses. The students' responses to Question 13, indicated that the "teachers' methods and attitudes” have some influence on the students' choice. However, it is noted that the Arts students see their teachers as more friendly, and the Science students see their teachers as teaching better. Although we can see that most of the students considered the teachers to be an important factor in their choice, the tenth grade students considered the teachers a more important factor in their choice than the eleventh and twelfth grade students. Science students considered the teaching method more important, and students of the Arts considered the teachers' attitudes more important (See Table 4.19 and 4.22). Question 14 The following question was intended to elicit information regarding the influence of "the restrictions" Of the system” on the students' choice. "Will (did) the restrictions of the system on changing from one major to another have any influence on your choice? How? Why? 176 Responses of tenth grade students who will choose the Arts. A total number of 3 students, who will choose the Arts, responded tO the question. 1. NO, because I will choose the major that I want, so changing my major will not be a concern (3 out of 3). Responses of tenth grade students who will choose Science. A total number of 3 students, who will choose Science, responded to the question. 1. NO, because I will choose the major that I am interested in, so changing will not be a concern (2 out Of 3). 2. Yes, since I have to be careful in making that choice (1 out of 3). Responses of tenth grade students who have not yet decided. 1. NO, because I will choose the major that I am interested in without thinking about changing it (2 out Of 3). 2. Yes, because I have to be careful in making that choice (1 out Of 3). 177 Response of eleventh and twelfth grade students in the Arts. A total number of six students, who had chosen the Arts, responded to the question. 1. No, because I chose the major that I am interested in so I do not need to think about changing (5 out of 6). 2. Yes, because I had to think fully before I chose the major. I discussed that choice with my brother because I was worried about it (1 out Of 6). Responses Of eleventh and twelfth grade students in Science. A total number Of six students, who had chosen Science, responded to the question. 1. No, because I choose the major that I am interested in so I do not need to think about changing (4 out of 6). 2. Yes, because I am not sure that I will want to continue in my major (2 out Of 6). Interpretation of Responses. From the student responses to question 14, it can be seen that most students were not affected by the "restrictions of the system," however, it was noted that three Science and one student of the Arts, one undecided student, and one who will choose 178 Science considered the "restrictions of the system" to be an important factor. Question 15 The following question was intended to establish the importance of the factors on the students' choice. ”The seven cards I am giving you show factors that may (have) influence(d) your choice of major. Please put them in order from most to least important." The influencing factors included: 1. My parents wanted me to choose it. 2. I chose (will choose) it because the teachers in that field of study teach better (more effectively). 3. I will choose it because it gives me a wider choice Of Options for future study and career. 4. I will choose it because I like the teachers in that field of study. 5. It is possible to change to the other major anytime. 6. The subjects interest me. 7. I need it for my career. Two factors were included in the card sorts, but they were not included in the questionnaire: (a) study and career influence, and (b) need for career. The justification for including these two factors is derived from the researcher experiences working as a science teacher. That experience generated sufficient evidence to suggest that the two factors might be significant influences. 179 The researcher scored the responses to this question by giving seven points to the respondents' first choice, six points to the respondents' second choice, and so forth. Then, points of all the respondents on each item were added together to determine the items' weights. Since the first choice of three members of each tenth grade group would be worth 21 points (3 x 7), and the first choice Of six members of each eleventh and twelfth grade group would be worth 42 points (6 x 7), the weighted scores for all items were divided by these ”ideal" scores to determine what percent of the possible score each item had Obtained (Table 4.26). In Table 4.27 the students' responses to question 15 (the card sort) are rank ordered. Data derived from the students' responses to question 15 show that all respondents generally agreed that item F, "student interest," was the most important factor in their choices. For the Arts students and those who will choose the Arts, factors F, (student interest), D (teacher attitude), and B (teacher method) were the three most important reasons for their choice. Items A, C, G, and E seemed to be less important. The Science students, those who will choose Science, and the undecided students agreed that F (student interest), G (needed for career), C (wider study/career Options) and B (teacher methods) were the most important factors in their choices. 180 00506300 00 600000050560 000360000Q 0000 6000 ”000som 000 flow 000 xmv N00 000 000 u NV\mm va u Nv\om u NV\om Xmm u Nv\mm n Nv\mH XFH n NV\> u NV\mH Xmm u Nv\mm H NV\Hm xmv u NV\mH N Nu\mm xmh u NV\mm Nv\m Rom n ~v\mH Rob HN\@H Rmm HN\MH Rom fl HN\mH me u HN\hH va n HN\> Xmm n HN\HH Rmm u Hm\m xmv u HN\OH Rom n HN\mH me u HN\HH fivm Nmm u HN\MH Rho u HN\vH RVH Hm\m Nmm Hm\m Rmv xmm fivm Rmm $00 $00 000000 >6 00H 00 600: H .m HN\m me 000 (00000 00000000 000 .0 HN\oN 0500>cm 00005 00500 O50 00 005050 00 OHQHmmOQ mH 0H .0 HN\m >6sum HO 6HOHH 0050 :0 00050000 050 mxHH H 0000003 00 0000050 H003. 00050 H .6 HN\mH HN\m H$0HMU DEM >6sum muzusm 00H 05000 (no Ho 000050 00603 O we mm>Hm 00 0050003 00 0000050 HHH3. 00050 H .U 00\00 0000000000 00020 000005 50000 00000 00 00000 0000 00 00050000 050 wmsmomn 00 0000050 HHHBV 00050 H .5 H~\HH 00 000050 00 we 600503 mucmuma >2 .0 mucmHom 00:06:0m 06000 5000039 650 5ucm>mHm mu0< 60600065: mocmHom muu< EOHH uHOm @Hmu WUCQUSUW OUMHU LUCOB mwmucmu0mm 650 005232 >5 0:00:030H5H >HHmH0cm0om 00 mmmCOQmmm mm.v OHQmB "00000mm .00000000 00500000 00 000000050500 000000000 0000 0000 000000 000 000002 00000050 0500000 E000>m 00 05000000000m 00000000< 0050009 0500000 000000 0 >000m 000500: 0050008 00500005H 050000 0m mo 00:00:00 00000 c0000 hN.v 00309 00500000 >0 00000 x50m 182 Students of the Arts considered less important factors were C (a wider choice of study/career Options), G (subjects needed for career), and E (restrictions of the system). All these are consistent with expectations, since those choosing the Arts are aware they will not have as wide a choice of college and career options as Science graduates, who are known to be more in demand. It would also be expected that the Arts majors, because of the nature of their major, would be less concerned with specific career preparation in high school. As with their more limited college and career options. The Arts students tacitly accepted the restrictions on changing majors when they choose the Arts major. If it can be assumed that students are aware of the restriction, it can also be assumed that any who felt they might want to change to Science would initially choose that major, knowing they can change to the Arts later just by taking a test. ”Wider study/career options” (C) and "subjects needed for career” (G), two factors favored by Science students (after student interest), are consistent with expectations for them. C and G specifically refer to advantages and preparation peculiar to the Science track. Also consistent with expectations was the greater importance placed on "teacher methods" (B) by Science students and on ”teacher attitudes" (D) by the Arts students. This was expected because the more objective course content of the Science 183 curriculum and the requirements of daily homework assignments mean Science majors will tend to be more concerned with how the material is taught. The more subjective content of the Arts curriculum would lead Arts students to be as concerned with the teacher's attitude as his methods. The low value Science students placed on "liking the teacher's (attitude)" may also indicate that Science students felt less comfortable with their Science teachers than the Arts students (who rated this factor second only to student interest), felt about teachers of the Arts. This, too, might be expected, since Arts teachers tend to be Saudis and many, if not most Science teachers, are non-Saudis. This does not indicate Science students dislike their foreign teachers. On the contrary, they value their competence very highly, especially those tenth graders who will choose Science-~but they may not feel the personal affinity, nor identify as much, with teachers from another culture. Responses on the card sort question of those tenth graders who would choose Science were more similar to the responses of the eleventh and twelfth graders enrolled in Science than the responses of other tenth graders. This was also the case for those who would choose, and those who were enrolled in the Arts. To accentuate the differences between students' responses by educational track, and to determine any differences between those committed to either field and 184 the undecided group, data for those who would choose and those who had already chosen were combined to form three groups: Committed to Arts, Committed to Science, and Undecided (Table 4.28). When all the tenth, eleventh and twelfth graders who have declared their interest in pursuing Science as a field of study are grouped together, the differences between their responses and those of a similar group who have declared their interest in the Arts are even more distinctive. For example, after ”student interest" which is the most influential factor for all groups, "teacher attitudes“ is ranked second from the top by the Arts students-~and second from the bottom by Science students. Therefore, it appears that this factor is one of the most, it not the most marked discriminator between those in the two majors. It suggests that those interested in increasing enrollment in Science might be advised to investigate the attitudes being projected by science teachers among younger students who have not yet made their choice of an educational track. If these students are given a chance to observe in the Science teachers the same attitudes they value in the Arts teachers, more of them might be influenced to major in Science. Comparing the undecided group with those in the Arts and those in Science, it is clear that the factors considered most influential by those who haven't made up their minds resemble the rankings of the Science group with 185 Table 4.28 Students' Responses to Card Sort of Influence Items by Educational Track, Across Class Levels (Rank Ordered by Percentages) Commited Commited Rank to Arts Undecided to Science Order N = 9 N = 3 N = 9 l F=94% F=96% F=83.5% 2 D=84.5% C=86% G=70% 3 B=77% G=76% C=63% 4 G=45.5% B=62% B=6l% 5 A=44% D=38% E=47.S% 6 C=34.5% E=34% D=45.S% 7 E=20.5% A=l4% A=29.5% A: Family Influence = Teacher Methods = Study and Career Options = Teacher Attitudes E= Restrictions of the System = Student Interest G: Needed for Career Source: Card Sort procedure administered to students 186 much more than those in the Arts groups, with the factors peculiar to the Science field ranked just behind "student interest." Given the factors these students consider important, it is likely they will enroll in Science next year. The only factor that suggests otherwise is the low ranking given ”restrictions of the system" (B). Among those who are undecided, one would expect to find more interest in the factor that will force them to choose Science or make an almost irrevocable choice of the Arts that will require relinquishing any aspirations they may have in Science. Question 16 The following question was intended to determine more factors that may have influenced the students' choice. "What other factors (do you think may have) influence(d) your choice of educational track? All of the students responded negatively to this question, indicating they could not suggest any more factors that might have influenced their choices, beyond those which have been listed or previously discussed. This was considered as an indication that the researcher had exhausted the range of possible influences on choice of major and the interviews were terminated. (It should be noted for clarification that in response to Question 15, the card sort, two additional factors were found to influence 187 students' choice of educational track: (a) future study and career options, and (b)needed for career.) Family Interview Results Twenty-one family members were interviewed to determine their responses and compare them with the students' responses. The family member could be a father, brother, or other close male relative of the students. Question 1 The following question was intended to establish the respondents' occupations. "What is your occupation?" Responses of the family members. Family members' responses covered such a wide variety of occupations and employment that there is no advantage to be gained by listing them here. Question 2 The following question was intended to identify the students' choice. "What is (or will be) your sons' choice of educational track?” Responses of the family members. A total number of 21 family members responded to the question. 188 1. Arts (6 out of 21). 2. Science (11 out of 21). 3. As he wishes or prefers, even though I prefer Science (2 out of 21). 4. I don't care, as long as he chooses what he likes (2 out of 21). Interpretation of Responses. Family members' answers to question 2 establishes that most of their sons have chosen or will choose Science, while a minority have chosen the Arts. Two family members preferred Science for their sons, but left him the full freedom of the decision, while the two others indicated that they didn't have any preference as long as their sons chose what interested them. Question 3 The following question was intended to determine the family influence of the students' choices. ”How have you and your wife tried to influence your son's choice of field of study? Why? Responses of the family members. A total number of 21 family members responded to the question. 1. We respect his choice, because he will be responsible for his decision, but we gave him some advice (9 out of 21). 189 2. We tried to advise him as to the best major for him, but then we left the final decision to him (5 out of 21). 3. We did not participate at all in his choice (7 out of 21). Interpretation of Responses. From the family members responses to question 3, it is apparent that none of the family members felt their student was incapable of making this decision for himself, but most of them (two-thirds) consciously tried to influence his choice. The other third had not participated at all in the choice. Question 4 The following question was intended to determine whether the guardian's job had any impact on the student's choices. ”Will your job influence your son's choice of occupation? How? Why?" Responses of the family members. A total number of 21 family members responded to the question. 1. Yes, because we don't want him in the same hard job, we want him to have a better position (5 out of 21). 190 2. No, he chooses what he wants, no matter what my job is (14 out of 21). 3. Yes, I want him to be in the same good job which I have (2 out of 21). Interpretation of Responses. Family members' responses to question 4, suggested that most family members did not think that their jobs had an influence on their sons choice of educational track. Some of the family members indicated that they advised their sons not to choose their occupations because it was hard work. Very few family members indicated that they wanted their sons to choose the same occupation for the advantages it offers. Question 5 The following question was intended to elicit information regarding the guardian's reaction if he was unhappy with the student's choices. ”If you feel you son's choice of educational track is not appropriate for him, why not? Will you try to change his mind? How? Responses of the family members. A total number of 21 famy members, responded to the question. 1. We will interfere by providing him some advice about the mistake he could make, but we will leave 191 the final decision for him so he will be responsible for that choice (16 out of 21). 2. Because we want him to be in the best position and avoid making mistakes, we will insist that he choose what is best for him (5 out of 21). Interpretation of Responses. The family members' responses, showed that while most of them would not insist on what they felt was best for the student, they would try to change his mind about what they felt was an inappropriate decision that could affect his future life. A minority of the family members said that they would insist that their sons choose the major they felt was appropriate. Question 6 The following question was intended to elicit information regarding the guardian participations about who should be responsible for the students' choice. ”Do you think it is better to let tenth graders choose their field of interest for eleventh and twelfth grades or is this decision too important for teenagers to make and one their parents should make?" Responses of the family members. A total number of 21 family members responded to the question. 192 l. The tenth graders is mature enough to choose what he likes and he should make the decision himself (9 out of 21). 2. The parents may give some advice, but the final decision should be the student's choice (8 out of 21). 3. The parents should make the decision because they have more experience about what is appropriate and the child is still uncertain about what is best for him (4 out of 21). Interpretation of Responses. From these responses, it was clear that a majority of the parents felt the tenth grade students were mature enough to decide what they want, although many of the family members indicated that they would provide some advice about the choice of educational track. Only a few of the family members indicated that they should make the choice because they don't think the student is mature enough to make an appropriate choice. Question 7 The following question was intended to provide information regarding the guardian's influence on the students' choices, if they needed the students' help. 193 ”If you are in need of your son's help to support you, do you think it is reasonable to ask your son to quit school or change his educational track on this basis?" Responses of the family members. A total number of 21 family members responded to the question. 1. No, but I may ask him to help me when he has some free time (6 out of 21). 2. No, I would never ask him to quit school or change his major for any reason (12 out of 21). 3. If we were in a serious need I would ask him to do that because he is not supposed to be selfish and he may have young sisters and brothers that need support (3 out of 21). Interpretation of Responses. Family members' responses to question 7, determined that the majority of the family members reported they would never ask their sons to change majors or quit school for any reason, even though some of them indicated that they might ask for their son's help when he had free time. Only a few of them indicated that they would ask their child to quit school or change majors because they need or want him to share the family responsibilities. 194 Question 8 The following question was intended to determine the guardian's perceptions of the factors that influence the students' choice. "What factors do you think (will) have most influence(d) your son's choice of educational" track?" Responses of the family members. A total number of 21 family members responded to the question. 1. Student Interest (18 out of 21). 2. Teachers' Method and Attitudes (13 out of 21). 3. Family Influence (10 out of 21). 4. Career Influence (7 out of 21). 5. Difficulty of the Curriculum (5 out of 21). 6. Peer Influence (4 out of 21). 7. The Student's Achievement in a particular major (3 out of 21). Interpretation of Responses. From the family members responses, it is apparent that most of them agreed with the students that "student interest" is very important factor in the choice of educational track, followed by ”teachers' attitudes and methods". More of the family members than the students indicated that ”family influence" is an important factor in the choice decision. The next largest group mentioned "career influence". Less than one-quarter 195 indicated the importance of "difficulty of the curriculum," "peer influence," or "student achievement in a particular major." Teacher/Principal Interview Results Five principals (one from each school participating in the study) and eight teachers (two Saudi Science teachers, two Saudi Arts teachers, two non-Saudi Science teachers, and two non-Saudi Arts teachers) were interviewed to determine their responses and compare these with the responses of the students and their parents regarding the choice of major. It should be noted that both teachers and principals were asked the same questions. Question 1 The following question was intended to determine the respondents' background in teaching. ”What subject do you teach? How long have you taught it? What is your backbround, Arts or Science?” Responses of Teachers and Principals. Responses of the teachers to this question were already known because the researcher had selected four Science teachers and four Arts teachers. All the principals were found to have had an Arts background. 196 Question 2A The following question was intended to elicit information regarding the school officials' perceptions of who should be responsible for the students' choice. "Do you think it is better for the student to choose his own educational track by himself or is it better if he follows his fathers' wishes? Why?" Responses of the Teachers. A total number of 8 teachers responded to the question. 1. It is better if the student chooses his own field of study because he knows what he likes more than anyone else (4 out of 8). It is better if he seeks some help and advice from his father and then decide himself about what he thinks the best for him, because the students may not think carefully about the future consequences of his choice (4 out of 8). Responses of the Principals. A total number of 5 principals responded to the question. 1. Parents should provide some advice to their sons, the final decision should be the student's because he knows his interest and is old enough to decide by himself (5 out of 5). 197 Question 28 The following question was intended to provide information regarding whose decision should prevail. ”If they don't agree, who should prevail?" Responses from all teachers and principals indicated that the students should prevail. Only one teacher added that if the parents are highly educated, then they might appropriately prevail. Interpretation of Responses. From the principals and teachers responses to question 2, added to earlier data, it can be seen that, generally, everyone seemed to agree that the final decision in choosing a major should be made by the student himself, with some advice from his parents. Question 3 The following question was intended to elicit information regarding the relationship between the students' achievement and the source of the advice they followed. ”How do you feel about the students' achievement if they follow their parents' wishes compared with their achievement if they choose their own major field of study? Why?” Responses of the Teachers. A total number of 8 teachers responded to the question. 198 1. If he chooses his major himself, his achievement would be much better than if someone else chooses it, because he would choose what he likes and be responsible for that choice (7 out of 8). 2. His achievement would be better if the parents chose for him and continue supervising him, because they are more mature and have more experience (1 out of 8). Responses of the Principsls. A total number of 5 principals responded to the question. 1. The student's achievement will be better if he chooses himself because he will know the major he wants and he will be responsible for that choice (5 out of 5). Interpretation of Responses. From the teachers' and principals' responses to question 3, it is clear they agree that the students' achievement will be better if they choose their majors themselves because they will be responsible for that choice. Only one teacher felt that the students' achievement would be better if the parents chose for them because they would then provide needed supervision of students work. 199 Question 4 The following question was intended to establish the school personnel's advice to the student who wants to change his track. "How would you advise a student with good grades who wishes to change from Science to Arts in the middle of the twelfth grade? Why? From Arts to Science?” Responses of the Teachers. A total number of 8 teachers responded to the question. 1. I would advise him to choose what he wants and feels comfortable with, regardless of the major. The most important thing is that he studies what he wants (4 out of 8). 2. Because the country needs Science majors, I would advise him to continue in Science. If the Arts student is able to go to Science and do well, then I would advise him to change to a Science major to help satisfy the country's needs and because of the advantages available to Science graduates (4 out of 8). Responses of the Principals. A total number of 5 principals responded to the question. 200 l. I would advise him to change to his desired major, no matter what his major is, because he should choose what he feels he likes and wants (3 out of S). 2. I would advise him to consult his teachers, parents and school counselors before he makes any change, so he will not make a mistake. After that, he should decide what he wants and change if he feels it is needed (2 out of 5). Interpretation of Responses. The teachers and principals responses to question 4 established that many of them believe that the student should change to the major he wants. Other teachers indicated that the student should not change from Science to the Arts, because of the country's need for Science majors. Moreover, some principals indicated that students should seek some advice from parents, teachers, and school counselors before making any change. Question 5 The following question was intended to provide information regarding the teacher's influence on the students' choice. "How do you think teachers' attitudes toward their subject and toward students affect students' choice of educational track?” 201 Responses of the Teachers. A total number of 8 teachers responded to the question. 1. The teacher has a very strong influence (positive or negative) on the students‘ choice because the teachers' attitudes and methods of teaching could attract or discourage students from enrolling in that particular track (8 out of 8). Responses of the Principals. A total number of S principals responded to the question. 1. The teacher has a strong influence (positive or negative) on the students' choice of major by the way he teaches and treats the students. He tends to increase or decrease their interest toward a major because he serves as the students' model (5 out of 5). Interpretation of Responses. This unanimous response by the teachers and principals showed that the teachers have a very strong influence on students' choice of major by attracting or discouraging their interest. Question 6 The following question was intended to elicit information regarding the school personnel's perceptions of the factors that may influence the students' choice. 202 "What are the factors you think may be influential in the students' choice of educational track?” Responses of Teachers and Principals. A total number of 8 teachers and S principals responded to the question. 1. Student's Interest (7 out of 8 teachers, 5 out of 5 principals). 2. Teachers' Methods and Attitudes (8 out of 8 teachers, 5 out of 5 principals). 3. Family Influence (5 out of 8 teachers, 3 out of 5 principals). 4. Difficulty of the Curriculum (4 out of 8 teachers, 2 out of 5 principals). 5. Peer Influence (3 out of 8 teachers, 2 out of 5 principals). 6. Student Achievement (1 out of 8 teachers). 7. Career Influence (1 out of 8 teachers, 1 out of S principals). Interpretation of Responses. From the teachers' and principals' responses to question 6, it was determined that two factors were considered to be very important by all teachers and principals. Those factors were "students' interest" and "teachers methods and attitudes." Less emphasis was put on the other factors, such as "family 203 influence," "difficulty of the curriculum," "peer influence,” and "students' achievement." Discussion of the Factors The following discussion deals with the importance of the six selected factors that influenced students' choice of educational track. The survey results showed the influence of the six factors by their rank order and how different groups rated the six factors. The interview results provided more information regarding the process of how the decision about educational track was made. The interviews also identified two more factors that were considered by Science students as influential: (a) future study and career options, and (b) needed for career. Student Interest Responses to the questionnaire items demonstrate that "student interest" was the most important factor influencing students' choice of educational track. All students agreed that this factor was very influential in their choice of educational track (See Table 4.16). This finding is supported by results of the interviews with students, family members, teachers, and principals who all agreed that "students' interest in either Science or, the Arts, was the essential factor in their choice of educational track. (See interpretations, pp. 148, 194 and 204 202). The strength of this factor was increased by the results of the card sort of seven potentially influencing factors incorporated in Question 15 of the student interviews. Results of the card sort showed that 81 percent to 95 percent of the various groups chose the card saying, “the subjects interest me," as the most important factor influencing them when they chose their educational track. (See Table 4.27). The appropriateness of "student interest" as the major factor in tenth grade students' choices, was underscored by the eleventh and twelfth grade students' satisfaction with their choices, for which "student interest" was also an important factor. When students, who had been enrolled in their majors for one or two years, were asked to describe their feelings about their choice, 74 percent of them indicated that they were content with their choice of educational track (Table 4.2). These findings supported the emphasis on students' personal interest in other studies of variables affecting enrollment in science courses. Dietrich and Pella, (1974) for example, found their variable of "personal reasons” was of greatest importance across enrollments in physics. The personal reasons cited by students in physics in high and low enrollment schools are similar and concerned with personal interest in Science and the place of the course in future educational plans. (p.11) 205 Therefore, it can be concluded that "students' interest” was ranked as the most important factor in the choice of a track by students at all levels of secondary school, their parents, their teachers, and their principals. The eleventh and twelfth grade students' satisfaction with the major they had chosen at the end of tenth grade tends to emphasize the suitability of "student interest" as the most significant factors in the choice of an educational track. Teaching Methods and Attitudes Teaching methods and teachers' attitudes were considered influential in the choice of an educational track by all the students. Data derived from questionnaire responses (reported in Table 4.16) show that ”teachers' attitudes" and "teaching methods" ranked as the second and third most important factors in the students' choice of major. This was supported by interviews with students, family members, teachers, and principals (See interpretations, pp. 175, 194, 201 and 202). Although most of the students considered the teachers to be an important factor in their choice, the tenth grade students considered them relatively more important than did eleventh and twelfth grade students (see Tables 4.16, 4.25 and intrepretation p.175). Science students emphasized "teaching methods” over "teacher attitudes," but students of the Arts considered teachers' 206 attitudes to be more important than teaching methods (see Tables 4.19, 4.22, 4.27, 4.28 and interpretation p. 175). These findings were consistent for survey and interview data. Card sort results may have differed for Science students because two variables pertinent to Science (and not the Arts) intervened: (a) wider choice of options for study and career and (b) subjects needed for career. The results from the survey and interviews showed that Science students put more importance on “teaching methods" than “teachers' attitudes,” which may result from the belief that Science is more abstract requiring students to depend more on the teacher's role and competence in facilitating comprehension and learning. On the other hand, to students of the Arts, teaching methods may be less important because they may think it is possible to depend on the textbook and understand it without help from the teachers. Thus, "teachers' attitudes” and the manner in which teachers treat students may be the basis for judging teachers and their subject areas positively or negatively. The card sort tables (4.26, 4.27 and 4.28) show different results with regards to the perceptions of students of the Arts and Science students toward teaching methods and teachers' attitudes. This may be partially explained by the fact that two factors were added (study and career options, and need for career) to the card sorts which were not included in the questionnaires and interviews. 207 These factors were very important for the Science students but not for students of the Arts which reduces the percentage of responses indicating that "teaching method” is more important. Wright and Hounshell (1978) found that high school teachers were the most influential factor in the school environment. Seventy-one percent of the respondents in their study said that teachers in grades 10—12 were most influential in developing their interest in Science. Junior high teachers were rated as the second most influential factor (49 percent). They noted that 74 percent of science- oriented students claimed their interest in science had been developed primarily through school--and high school and junior high science teachers were the most influential factors in developing an interest in Science. Teachers' influence students' choices, especially among younger students. This was confirmed by the research, which is the basis for this report. Interview and survey data revealed that tenth grade students more often seek advice from teachers than students in eleventh and twelfth grades who tend to seek advice from their peers. (see tables 4.16, 4.25 and interpretation p. 175). It can be concluded that: 1. teaching methods and teachers' attitudes were rank ordered as the second and third most influential factors in students' choice of majors; 208 2. the students of the Arts perceive their teachers as more friendly and Science students see their teachers as more competent professionals (see Tables 4.19, 4.22, and interpretation, p. 175). That is, students of the Arts care about the teachers' attitude and the Science students care more about the teaching methods; and 3. tenth grade students, more than eleventh and twelfth graders, consider teachers to be a more important factor in their choice of educational track (see Tables 4.16, 4.25 and interpretation p. 175). Restrictions of the System "Restrictions of the system" was considered to be an influencing factor by all the students. They ranked ”restrictions of the system” as the fourth most influential factor in their choice of educational track, after student interest, teachers' attitudes, and teaching methods. As a factor in the initial choice of an educational track, the administrative guidelines tended to encourage students to enroll in the Science track if they felt they could cope with the work it entailed and had the interest to do so. However, for students whose interest in Science or confidence in their ability to cope with difficult intellectual tasks improves after the tenth grade, "restrictions of the system" are a deterrent because they are not permitted to change without repeating grades. 209 "Restrictions of the system" was not seen as an important factor during interviews. Students who considered their "interest" in a particular track as very important in their choice, reported that "restrictions of the system” were not an important influence (see interpretation, p. 175). Nonetheless, the survey data presented in Table 4.16 show the "restrictions of the system" to have some influence. Several questions were asked about the importance of being able to make the change from the Arts to the Science track more easily. Responses indicated that, in that situation, ”restrictions of the system" was more influential. (See Table 4.14). The results of the card sort did not support the importance of "restrictions of the system." That outcome may be explained by (a) students of the Arts were aware that if they should change their minds, they would not be permitted to change from the Arts to Science; the card that read, ”it is possible to change to the other major any time” was not an Option for them and, therefore, not considered, and (b) Science students tend to choose factors other than "restrictions of the system" that were more relevant to their situation, such as "career influence,” and ”a wider choice of study and career options" (see Tables 4.26, 4.27 and 4.28). 210 This factor was not considered by family members, teachers, or principals to be an important factor. Family members may not have considered this factor to be important simply because they were unaware of its implications (i.e., forty-seven percent of the sample of fathers had never been exposed to the formal educational system). (see Table 4.4). Teachers and principals who should be aware of the impact of "restrictions of the system" tended to to see it as influential because each school has provided a counselor whose job is to clarify educational track options and assist students make the right choices. Such assistance, however, does not guarantee that students making choices at 15 or 16 years of age would make the same choice two years, one year, or even six months later. It can be suggested that: 1. "Restrictions of the system" was considered by survey respondents to be a moderately influential factor. 2. "Restrictions of the system” was ranked as the fourth most influential factor in the students' choice of educational track. 3. ”Restrictions of the system" was not considered in the student interviews to be an important factor, because students who considered their "interest" in a particular major as a very important influence in their choice, did not find the restrictions to be very limiting. 211 4. "Restrictions of the system" was not considered by respondents to the card sort procedure to be an important factor because other factors intervened and reduced its importance to the Science subjects. Students who chose the Arts educational track ruled it out as an influential factor when choosing that track which they knew in advance would prohibit them from switching to Science without repeating a grade. 5. family members were likely to be unaware of the importance of this factor because of their low level of education and lack of knowledge about schools' administrative restrictions. 6. teachers and principals did not consider this factor important because they believe they have nullified the restrictions for students by providing a counselor in each school to help the students with their choices. It was assumed that the counselors would advise students considering the Arts track that, if they enrolled in the Arts, and later wanted to switch tracks, they would be required to start at the beginning of the Science educational track. Difficulty of the Curriculum According to Bridgham and Welch (1969), low enrollments in physics are widely believed to result from the reputation of physics as a difficult course. Durihg the 212 research, Physics and other discrete Science courses in the West were being equated with the Saudi Science major. In Saudi Arabia the reputation of the difficulty of the Science curriculum is also a definite factor in enrollment decisions. Survey results showed that tenth grade students considered "difficulty of the curriculum" as an influential factor, but eleventh and twelfth grade students considered it less influential. When all grades were combined, that factor was considered influential (see Tables 4.16 and 4.25). An explanation for the response distribution may be that tenth grade students are about to make a serious decision and have to consider whether they'll be able to succeed in their choice or not. Thus, "difficulty of the curriculum" is one of the issues that they need to think about. Also, survey data used to test the second hypothesis showed that students of the Arts had been influenced more by the difficulty of the Science curriculum in making their choice of educational track (See Table 4.22). The reputation of Science as a difficult educational track may have kept some of the Arts students from enrolling in the Science major. While "difficulty of the curriculum” may have been considered by a few Science students, most were confident enough of their ability to achieve, or enjoyed the anticipation of the challenging assignments enough, that the reputation for difficulty did not deter them from enrolling. 213 Survey data were supported by interview results. Students from different grades and majors were asked what they would choose if they were geniuses and could learn anything very easily. When the choice was put in that context, many of the students in the 10th grade and in the Arts major said that they would choose Science--thus suggesting that concern of the difficulty of the Science curriculum may have been a reason for avoiding it (see Interpretation, p. 172). Although this factor was ranked in the survey data (Table 4.16) as fifth (out of six factors), it was ranked ordered higher by some students, particularly tenth graders (see Tables 4.16 and 4.25) and students of the Arts (see Table 4.22). Eleventh and twelfth grade students, especially the Science majors, whose choice of major may have negated the importance of this factor for them, ranked ordered ”difficulty of he curriculum” lower, thereby increasing the mean when the data were analyzed. This factor was not included in the card sort. However, ‘ interviews with teachers and principals indicated that "difficulty of the curriculum" was comparable to the results of the survey and students' interviews. Parents rank ordered "difficulty of the curriculum” lower as an influencing factor in their children's choice of educational track. (see Interpretations p. 194 and 202). 214 It may be concluded that: 1. "Difficulty of the curriculum" was ranked fifth among six factors in the influence on choice of educational track by tenth grade students. 2. It was rank ordered fifth (of six factors) in the students' choice of educational track by eleventh and twelfth grade students. 3. For all classes combined, it was ranked ordered the fifth. 4. Students of the Arts were influenced more by the difficulty of the Science curriculum in making their choice of educational track. Interviews with the students, teachers, and principals supported this finding. 5. Family members may have rank ordered "difficulty of the curriculum" lower because they are not involved in the school. Family Influence All students rank ordered "family influence" lower than other factors. That is, it may have been of little importance in their choice of educational track. Tenth grade students seemed to be slightly more influenced by their parents (mainly the father) than those who were in eleventh and twelfth grade. This was supported by the survey data used to test hypothesis three (see Tables 4.16, A.24 and 4.25). 215 It can be suggested that the older the student became the less he was influenced by his family. This is consistent with information provided by Hetherington and Parke (1979), in their book about child development, that the older the child becomes, the more independent from his parents he becomes and the more he is influenced by his peers. Science students seemed to have better educated parents who may have understood that Saudi Arabia needs Science majors and that graduating in that major ensure a better career (see Tables 4.4 and 4.6). Student interview results supported the survey data, with tenth grade students more influenced by their parents than eleventh and twelfth graders, who tended to be influenced more by their brothers. (see Interpretation, p. 150). From the student interview responses, it is apparent that many students received some advice from family members about choosing a major. Most influence was indirect, consisting of advice and support, rather than restricting, instructing, or otherwise the students. Science students seemed to be under relatively greater family pressure to choose the Science major than those in the Arts as indicated by interpretation, p. 150). The card sort provided additional evidence that family influence on students' choice of educational track decreased 216 as the student grew Older (see Table 4.27). Although it appears at first glance that students intending to enroll in the Arts assigned more (52 percent) importance to ”parent influence" (Table 4.27), closer inspection shows this came about because they were asked to rank order the seven cards from most to least important, but some of the cards contained factors that were not pertinent to the Arts major, factors such as: (G) subjects needed for career; (C) provides wider study and career Options, and (E) the possibility Of changing from one major to another. The clear irrelevancy Of these factors for those choosing the Arts may indicate that they actually rank ordered only four factors that were potentially relevant to their own choices, putting (A) "parent influence" last. It should be Observed that students who had the opportunity to rank order seven factors at least potentially relevant to their Own choices generally ranked (A) parent influence as least or near least important. Results from interviews with family members, teachers, and principals placed more importance on the "family influence" factor, but this was inconsistent with the students' perceptions about that factor (see Interpretations, p. 158, 194 and 202). This may say more about adolescents' traditional struggle for independence from parents or students' realization of their parents' inexperience with formal education than indicating 217 disrespect for their parents or rejection of their parents' views. However, students, parents, teachers, and principals all indicated that most parents tend to exert subtle and indirect influence by Offering advice, support and encouragement to their children (see Interpretation, pp. 150, 191 and 195). SO it can be conclude that: 1. Students rank ordered ”family influence" lower as an influencing factor in their choice of educational track. 2. Tenth grade students were slightly more influenced by family (mainly the father) than eleventh and twelfth graders. 3. Science students to be rank order "family influence" to choose the Science major lower than students Of the Arts. Interview results supported this finding, but card sort results did not because Of the interference Of additional factors pertinent only to Science majors. 4. Science students have better educated parents, who may know the importance of that track for both Saudi Arabia's development efforts and the students' future. 5. Family members, teachers, and principals attribute more importance to the factor Of parental influence than students. The data indicated that most of the family members would have preferred to have their sons choose Science, a preference that may reflect their perceptions of the value 218 Of Science graduates to a developing country like Saudi Arabia and the rewards available to them. Most Of them do not force their sons to choose a particular major, but they do provide advice and then leave the final decision to the student. Family influence was considered by all students to influence their choice of educational track less than other factors, but family members felt it should be more influential (see Interpretation, p. 194). While the influence Of older family members on younger members reflects the traditional order in Saudi Arabia, the realization that most students' fathers are less educated than secondary school graduates (see Table 4.4), suggests that students may assign relatively little importance to the advice of their fathers. Family members also indicated that the family business usually does not affect the sons' choice Of educational track because the son has different interests than the father or his relatives. This can be explained by the fact that most of the fathers' occupations are in civil service or business (See Table 4.5), which are not desirable jobs compared to the professional positions, which are usually filled by foreigners in Saudi Arabia. Also, because family members' education is generally low, they want the new generation to be better educated and qualify for better occupations. Thus, family members do not strongly influence 219 their son's choice Of educational track even to the point that they feel their son is not choosing the appropriate track, they will not insist that he change that decision, except to give him their advice. Only a few would interfere to the point of forcing their preference on the student. The researcher believes that the best way is to provide advice and show the students the advantages and disadvantages of both majors without insisting on one choice. The student must be interested in the major he chooses and take responsibility for his choice. Otherwise, he may fail to do as well as he can in a track that he has not chosen for himself. The wisdom of the student making his own choice was supported by the survey results indicating that students were content with the choices they had made one or two years previously. Very few indicated that someone else had chosen their majors for them (see Table 4.2). Even if the family needs their son's help they said they would not ask him to change his major or quit school (see Interpretation p. 193). When the family members were asked to indicate the factors that may (have) influence(d) their son's choice of educational track, most of them emphasized that students interest was the most important factor (see Interpretation, p. 194). This was supported by students' responses reflected in Table 4.16. Family members also indicated that teaching 220 methods and teachers' attitudes were important factors. Family members tendencies to overrate the importance Of family influence on student choice was understandable but not supported by student survey results or the card sort (see Tables 4.16, 4.26, 4.27, 4.28 and Interpretation, p. 194). It is likely that family members exert their influence on their son's choice by providing advice. This advice may not' even be perceived by the student to be important, because he may believe that he is making his own decision based on the major he likes. There was little agreement among family members on the other factors. Teachers and principals generally agreed that the student should choose his own educational track with some advice from his parents, because they believe that the students' interest in a particular subject is more important than his family's preferences. This, was consistent with earlier findings on the importance Of "student interest." It was also found that student achievement was perceived to be better if the student followed his own interests rather than his family's wishes, because he tended to hold himself responsible for his choice (see Interpretation, p. 197). It was determined that the Science major was considered more desirable by family members, teachers, and principals, (see Interpretations, pp 188 and 198) -because it is considered more important for the country's development 221 needs and the society rewards Science graduates with greater access to colleges and jobs. It was also found that teaching methods and teachers' attitudes are very important factors in the students' choice of educational track. The importance Of these factors was affirmed by student survey data; interviews with family members, students, teachers, and principals, and the card sort of inflential factors (see Tables 4.16, 4.26, 4.27, 4.28, Interpretations, 175, 194 and 202). Generally, it was evident that students Of different grades and trakss perceived the influences of their choice Of major differently, but almost all of them agreed that following their own interests was very important in making their choice. This was evident in the survey data, as well as information derived from student interviews and the card sort (see Tables 4.16, 4.26 4.27, 4.28; Interpretations, p. 148 and 152). Second in importance to student interest, were teachers' attitudes and teaching methods. Students of the Arts were influenced more by teachers'attitudes and Science students were more concerned with good teaching methods (see Tables 4.16, 4.22; Interpretations, p. 175). Science students also EEEE found to be influenced by their access to college and careers. Students of the Arts were influenced by the difficulty of the other (Science) curriculum, as indicated by their responses when asked what 222 they would study if they were geniuses, and could learn whatever they wanted very quickly (see Tables 4.19, 4.22 and Interpreations p. 172). The first research question which inquired into how the decision about the choice of an educational track was made, was answered by agreement between the demographic, survey, and interview data that the choice was made primarily by the student himself, based on his interest. Some parents participated in the decision process by providing advice, support and encouragement to their sons. Parents' advice seemed to be more influential in the decisions of Science students and those who planned to enroll in Science. Some students also sought advice from other persons. Teachers' and fathers' advice was sought more frequently by tenth grade students. Brothers' and friends' were consulted more frequently by eleventh and twelfth grade students (see Tables 4.2, 4.16; Interpretations, p. 150, 158, 160). Among students of the Arts and those who would enroll in the Arts the Opportunity for sufficient free time to undertake a part-time job seemed to be influential in deciding their majors (see Interpretation, p. 155). Of all the factors influencing students' choices, however, it was markedly evident that the most influential factor for almost all students was their own interest. 223 Other factors assumed secondary or tertiary importance rather than alternating with "student interest" as the chief factor influencing students' decisions (see Tables 4.16, 4.26, 4.27, 4.28 and Interpretations, p. 148, 194, and Summary In this chapter, data generated by the student survey and interviews with students, family members, teachers and principals Of five all male secondary schools in Medina, Saudi Arabia were analyzed. Simple frequencies, comparisons of mean and standard deviation, multivariate analysis of variance (MANOVA), and univariate analysis Of variance were used to identify the influence and comparative significance Of six factors which may influence students' selection of a major educational track: students' interest, teaching methods, teachers' attitudes, difficulty Of the curriculum, family influence, and restrictions of the system. Beyond identifying the significance Of these factors, an attempt was made to determine how the decision about the choice of educational track was made. Answers were also provided for the three research questions which guided this study. 1. How are the decisions about the educational track made? That is, who discusses it with the students and when is the decision made? 224 2. What are the most significant factors influencing students' choice of track. That is, what is the influence Of: student interest, teaching methods, teachers' attitudes, difficulty Of the curriculum, family influence, and restrictions of the system. 3. How do students from different grades and tracks, families, teachers, and principals differ in their perceptions of the factors influencing students' choice of educational track? To answer the first research question, descriptive statistics for the first section Of the survey questionnaire and the interview data seemed to agree that the decision was made mainly by the students, based on their interest in a particular educational track. Family members (primarily fathers and brothers) seemed to provide advice by pointing out advantages and disadvantages of one choice or the other, (with most parents preferring the Science track), but the final decision was left to the student. Even the tradition of a family business did not have much influence on the choice of major because student interest was such as influential factor in that choice. For the second research question, descriptive statistics for the second section of the questionnaire and the interview data also demonstrated that "student interest" was the most influential factor affecting the students' choice of educational track. After student interest, the factors that affected students' choices were teachers' attitude, teaching method, restrictions of the system, 225 difficulty of the curriculum, and family influence, generally in that order. The interviews identified two additional factors that were influential for the Science students: (a) future study and career Options; and (b) needed for career. The interviews permitted the discovery of new information that the structured questionnaire could not. Three null hypotheses were developed to answer the third research question: HO : There will be no significant differences between 1 tenth grade students who intend to enroll in the Arts track and those who intend to enroll in the Science track with respect to the six factors. HO : There will be no significant differences between 2 eleventh and twelfth grade students in the Arts track and those in the Science track with respect to the six factors. HO : There will be no significant differences between 3 students in tenth grade, and students in eleventh and twelfth grades with respect to the six factors. The three hypotheses were tested using a significance level of .05. The first hypothesis was rejected but it could not be determined which of the six factor(s) caused the rejection because the Of the Arts students were not significantly different from those of the Science students for any of the factors. Tenth grade Arts students gave more emphasis than Science students to "student interest," "teachers' attitude,” "difficulty Of curriculum," and 226 "family influence" as influential factors in decision making, whereas Science students gave more emphasis to teaching method and restrictions of the system. The second hypothesis was also rejected. In this case the key factor in the choice by eleventh and twelfth grade students was "difficulty of the curriculum" which had a significant F ration. Comparison between factor means showed that significantly more students of the Arts than science students considered ”difficulty Of the curriculum" an influential factor. The reputation of Science for difficulty has thus deterred some of the Arts students from enrolling in the other (Science) major. The third hypothesis was rejected and the factors of teaching methods, difficulty of the curriculum, and family influence all had a significant F. Comparisons between factor means, indicated that tenth grade students considered ”teaching method,” "difficulty Of the curriculum," and "family influence” significantly more important or influential than eleventh and twelfth grade students. This may have occurred because tenth grade students are planning for a serious decision that will affect their future lives. In contrast, eleventh and twelfth graders were long past the point of this critical choice and those factors that seemed forbidding in anticipation may have become benign. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS The purpose of this chapter is to provide a summary Of the study; draw conclusions based on the data analysis; and make recommendations for Saudi Officials responsible for policy making, including those in the Ministry Of Education, the Ministry of Information, and the Ministry of Planning. Recommendations and suggestions for further study are also provided. Because of governmental centralization and the consequent similarity of Saudi schools, it is felt the findings may be generalized to other secondary schools in Saudi Arabia and may also prove useful in other developing countries with similar school systems. Summary of the Study The main purpose of this study was to investigate (a) the processes by which male students choose their educational track in the Saudi secondary schools and (b) the factors that influence their choice. The researcher attempted to understand the processes by which male secondary students and their parents make decisions about the selection Of either the Arts or the 227 228 Science educational track. The Objective was to identify those factors which influence the choice Of educational track by male high school students in Saudi Arabia. Three research questions were deverloped to guide the course Of the research. 1. How are the decisions about the educational track made? That is, who discusses it with the students and when is the decision made? 2. What are the most significant factors influencing students' choice Of track? That is, what is the influence Of: students' interest, teaching methods, teachers' attitudes, difficulty of the curriculum, family influence, and restrictions of the system? 3. How do students from different grades and tracks, their families, teachers, and principals differ in their perceptions of the factors influencing students' choice of educational track. For the purposes of the study, two data collection techniques were used: a survey questionnaire and face-to- face interviews. Two questionnaires were developed for two groups Of students, tenth grade students who would soon be making the choice Of an educational track and eleventh and twelfth grade (Science and Arts) students who had made their choices up to two years earlier. A sample Of 200 secondary school students selected from five high schools in Medina, Saudi Arabia responded to the questionnaire. They included 100 tenth grade students and 100 eleventh and twelfth grade students (25 eleventh grade Science, 25 eleventh grade Arts, 25 twelfth grade Science 229 and 25 twelfth grade Arats). Random sampling techniques were used to choose the sample study. Each of the two sets of questionnaires consisted of two sections. The first section contained items designed to elicit personal data relevant to this study such as class level, the persons responsible for academic decisions, and parents' level of education. The second section contained 42 items which were designed to collect reasons, feelings, and opinions that might reflect the students' situation and attitudes toward six factors that might (have) influenced their choice of educational track. The respondents were asked to indicate whether they fully agreed, agreed, were undecided, disagreed, or' fully disagreed with the 42 questionnaire items. In addition to the survey face-to-face interviews following a specific schedule Of questions were conducted by the researcher to Obtain the ideas and Opinions Of the students as well as from educational Officials and others who had relevant experience with the study's subjects. The interviews were dividied into two sections, the first section included an introduction about the research and the purpose of the interview and encouraged the subjects to be frank. They were also assured that their answers would be kept confidential, with individual responses being seen only by the researcher. The reseracher then, in a second section, proceeded to elicit their comments, ideas and 230 Opinions about the research questions. A checklist and card sort procedure were used to record the interview data. These interviews were focused on how students make their choice of an educational track and factors that influence that choice. Interview subjects included 4 science teachers, (2 Saudi and 2 non-Saudi); 4 Arts teachers (2 Saudi and 2 non-Saudi); 5 administrators (school principals); 21 high schools students (3 tenth grade students who would choose the Arts; 3 who would choose Science; 3 tenth graders who had not decided yet; 3 eleventh graders in the Arts; 3 eleventh graders in Science; 3 twelfth graders in the Arts; and 3 twelfth graders in Science), and the students' male parent or guardian. The interview was used as a research procedure in order to elicit additional general information and additional influencing factors that could not be elicited by the structured questionnaire alone. The responses to the interviews identified two new factors that were perceived by Science students as influencing their choice Of educational track: (a) future study and career Options, and (b) needed for career. In order to answer the first research question, data from the interviews and the first section of the questionnaire were analyzed. To answer the second research question, data from the interviews and the second section of 231 the questionnaire were analyzed. Three hypotheses were generated and tested to answer the third research question. These hypotheses were: HO : There will be no significant differences between 1 tenth grade students who intend to enroll in the Arts track and those who intend to enroll in the Science track with respect to the six factors. HO : There will be no significant differences between 2 eleventh and twelfth grade students in the Arts track and those in the Science track with respect to the six factors. HO : There will be no significant differences between 3 students in tenth grade and students in eleventh and twelfth grade with respect to the six factors. Means, standard deviations, frequencies, a multivariate analysis Of variance (MANOVA) and a univariate F-test were used to analyze the data generated by the survey questionnaires and interviews. Summary Of the Findings TO answer the first research question, descriptive statistics were used to analyze data from the first section of the questionnaire and the interviews. Data generated by these two techniques seemed to agree that the decision about an educational track was made mainly by the students themselves, based on their interest in a particular educational track. Older family members (mostly the fathers and brothers) who tended to favor Science, provided a lot Of 232 advice to the students so that they knew the advantages and disadvantages about each educational track, but they generally left the students the freedom to choose the track they liked. It was also found that, from the students' responses, family members had less influence on students' choice of an educational track than other influencers. This may be explained partially by the low level Of education among Saudi parents. However, data from the interviews Of family members, teachers, and principals showed a slightly different view, since they believed that the family should be influential and participate in the decision by providing advice to students. TO answer the second research question, descriptive statistics were used tO analyze data derived from the second section Of the questionnaire and from the interviews, data which seemed to to be essentially in agreement. Tenth grade, eleventh grade and twelfth grade students generally agreed about the relative influence Of the six factors on their choice of educational track. That is, "student interest" was considered the most influential factor, followed by "teachers' attitudes," "teaching methods," and "restrictions of the system." "Difficulty of the curriculum" and "family influence" were generally considered to be less influential factors (Table 4.16). The card sort result was different because of the interference Of 233 additional factors ("study and career influence" and "needed for career”). However, the Arts students put more importance on "difficulty of the curriculum." According to the interview data this factor deterred them from enrolling in the Science track (see Table 4.22). Tenth grade students placed more importance on the "teachers,” "difficulty of the curriculum" and "family influence" (see Table 4.25). This may be because they will soon need to make a serious decision that will affect their future study and career, so everything that impinges on that choice is important. They may feel differently just before, just after, or several months after they have made their choice. The three null hypotheses were tested using a significance level of .05, to answer the third research question. All three hypotheses were rejected. The first hypothesis compared students planning to choose the Arts with the students planning to choose Science. Because their responses were so similar, it could not be determined which of the six factors caused the rejection. The second hypothesis compared the Arts students with Science students and showed that the Arts students gave more emphasis to the "difficulty of the curriculum” as an influential factor. The third hypothesis compared tenth grade students with eleventh and twelfth grade students. The results indicated that tenth grade students placed more emphasis on "teaching 234 method," "difficulty Of the curriculum" and "family influence." Tables 4.1 through 4.8 include the personal and family data for tenth grade, eleventh grade, and twelfth grade students; and all classes combined. Tables 4.9 through 4.15 demonstrate the rank Of items, from lowest to highest, by their mean value related to each Of the six factors for all classes combined. Table 4.16 shows a rank order of the six factors by all classes combined and for each grade separately. Tables 4.17 through 4.19 present data used to test the first hypothesis. The data in Tables 4.20 through 4.22 was used to test the second hypothesis and that in Tables 4.23 through 4.25 was applied to the third hypothesis. Results for the card sort item used in student interviews appear in Tables 4.26, 4.27, and 4.28. Results from these data indicated that all the students considered "student interest" as a very influential factor. Influential factors included "teacher attitudes,” "teaching methods," and "restrictions of the system”. "Difficulty of the curriculum" was considered by tenth grade students as a more influential factor. The factor ”family influence" was considered by all students as uninfluential. Data from the card sort supported that finding. However, results from the interview with family members, teachers, and principals, seemed to put more importance on "family influence.” Less importance has been put by family members, teachers, and 235 principals on the "restrictions of the system." Family members also put less importance on "difficulty of the curriculum." Conclusions Data collected during the survey and interviews, support the following conclusions: 1. "Student interest" in a particular major is the most influential and important factor in students' choice of an educational track. This means the students tend to choose what they like and are interested in, so they will feel comfortable with the educational tasks and material. This was the clearest point generated by the research and the one on which the various groups Of students, parents and school personnel agreed, according to both survey and interview data. 2. "Teaching methods" and "teacher attitudes" were also influential factors in students' choice of educational track and ranked as the second and third most influential factors. However, tenth grade students, were influenced more by teachers than eleventh and twelfth grade students. Students of the Arts were influenced more by "teachers' attitudes,” and Science students by "teaching methods." Card sort results were different because Of the interference Of additional factors pertinent only to Science majors. 236 3. "Restrictions of the system" was considered to be an influential factor for students' choice of educational track because students who choose the Arts cannot later change to Science unless they return to the eleventh grade, but Science students may change to the Arts at anytime, simply by passing a pretest in the Arts material. 4. ”Restrictions of the system" was not considered influential by family members, teachers or principals. Family members, most with little experience of the administrative restrictions of a highly, complex, formal educational system are unlikely to know anything about that factor. Teachers and principals tended to disregard it because counselors have been provided in each school who presumably help students make educational plans and choices aware of their inherent constraints. 5. ”Difficulty of the curriculum" was considered to be a more influential factor by tenth grade students, than eleventh and twelfth grade students who had lived with the results of their choices for 1-2 years. Given the reputation Of Science for difficulty, it is likely that the dreaded difficulties seemed greater in anticipation by tenth grade students who had not yet made their choices. Eleventh and twelfth grade students who have had completed up to two years experience coping successfully with their chosen majors were not as concerned about this factor. 237 6. "Difficulty of the curriculum" was considered more influential by students Of the Arts than by those in Science. Since few high school students go out Of their way to seek courses they find difficult, "difficulty of the curriculum" is important mainly as a negative influence causing students to select an alternative educational track. For some students of the Arts, it kept them from enrolling in the Science major. While ”difficulty of the curriculum" was probably considered by some of the Science students, they were confident enough Of their ability to COpe with the difficulty that it did not influence them to select the alternative major. 7. Interviews with the students, teachers, and principals showed that most Of them considered "difficulty Of the curriculum” to be an influencing factor, but family members put less importance on that factor. Thus, they either lacked enough experience with the schools to appreciate the difficulty or were so confident of their sons' abilities that it didn't matter. 8. ”Family influence" was considered by students to be a less important factor in their choice of educational track. Its influence had a negative relationship with grade in school, that is, as grade in school increased, family influence decreased as students became more independent from their families. 238 9. Family members, teachers, and principals put more importance on the family influence as an influential factor in the students' choice of educational track. 10. Science students seemed to have been under greater family influence to choose that major than those in the Arts. 11. "Family influence" seems to be indirect since family members did not force their children to choose a particular major. They did provide advice to show them the advantages and disadvantages of each major. 12. "Family influence" seemed to be unusually unimportant, especially for a traditional culture where family ties are highly involved. One reason for that might be the low level of education of parents which limits them in their ability to participate effectively in their children's educational decisions. It is also important in students' perception of the credibility Of parents' Opinions and advice. 13. Tenth grade students who intended to choose the Arts seemed to differ significantly from students who intended to choose Science in the importance each group assigned the six factors. The particular factor that caused this difference could not be determined since none of the factors was significant by themselves. 14. The eleventh and twelfth grade students in the Arts major differed significantly from those in the Science 239 major in assigning importance to the six factors. The factor most reflecting the difference the most was "difficulty Of the curriculum." It was found by breaking down the groups' responses that the Arts students considered the factor more influential than the Science students. This might be due to the fact that the Arts major has a reputation for being considerably less difficulty than the Science major and the Arts students usually do not have to work as hard as those in Science. 15. The tenth grade students seem to have significant differences from those in eleventh and twelfth grades in assigning importance to the six factors. This difference was discernible most in the responses about ”teaching methods," "difficulty of the curriculum” and ”family influence.” It was found by the breakdown Of the groups' responses that tenth grade students considered these three factors as significantly more influential than eleventh and twelfth grade students. These differences may exist because’ the tenth grade students are planning to choose their majors, but the eleventh and twelfth grade students are already experiencing theirs. Tenth graders' perceptions may not be the same next year after they have experienced their educational track. 16. "Career influence" was found to be an influential factor for the Science students but not for students of the Arts because the Science educational track allows graduates 240 to enter unlimited jobs and to continue in higher education; on the other hand, the Arts educational track only allows students to work as teachers or in the government as administrators. Recommendations Recommendations that the researcher feels are important to improve decision making in the choice of educational track follow. They are based on the study's results and the review of related studies. 1. Saudi planners need to develop better understandings Of factors shaping curriculum choices that may help to improve the productive capacity of the society (see Paulston, 1977). 2. Since "students interest" in a particular subject is very influential in choice Of curriculum, the Science curriculum needs to be improved by curriculum designers to make it evoke students' interest toward the science major. This might be accomplished by providing more concrete experiments for Science students so the students will be more interested in Science and relate it to their everyday lives. 3. Teaching methods and teachers' attitudes also were found to be influential factors. The Ministry Of Education in Saudi Arabia needs to provide greater supervision of 241 teachers, especially new teachers and foreign teachers, in order to improve their methods and attitudes. This could be achieved during frequent classroom Observations and frequent meetings to demonstrate the strengths and weaknesses in their teaching. 4. Teachers need to teach more effectively and make Science more interesting. Since the teacher is an influential factor, the student's model, it seems reasonable to suggest that the more the students like the teacher, the more they will be attracted to his subject. 5. Because of the difficulty of Observing problems related to teachers' methods and attitudes, since the teacher may act artifically in front Of the Observer, the researcher suggests the use Of evaluation sheets on which the students can respond to questions about the subject as well as the teachers' behaviors and attitudes (as in U.S. universities). Anonymity permits students to assess the teaching by providing principals with information about teacher's methods and attitudes. Data already analyzed indicated that teaching methods and teachers attitudes were influential in educational track decisions. 6. The educational system must become more flexible if the number of students choosing the Science educational track is to increase. By allowing students who want to change from the Arts to Science to do so by passing a qualifying examination, Science enrollments may increase. 242 7. Family influence seemed to be a less influential factor, but it should be very influential. It is recommended that school Officials frequently invite parents to meetings in order to inform them about important issues related to helping children make the best choice of educational tracks. Information should also be provided so parents can actively participate in their children's other school-related decisions. 8. The Ministry Of Education should provide mass media (e.g. newspapers, t.v., radio, and magazines) with more information regarding Saudi Arabia's educational needs. This might include information about the country's future and the importance of the Science educational track in promoting economic development, decreasing the dependence on foreign scientists, and satisfying the country's technological needs. More information Of this kind may permit family members to influence their children tO choose the Science educational track. 9. Tenth grade students seemed to worry about their choice of educational track. Therefore, it might be a good idea to provide an Opportunity during the summer vacation for tenth grade graduates to experience their desired major before making a firm decision. 10. Since teaching methods and teacher attitudes were found to be influential factors, the Ministry Of Education needs to reduce the heavy load on the teachers in order to 243 allow them to do a better job. The researcher's experience as a teacher, teaching 24 classes every week, left little time or energy for improving instruction to attract and hold students' interest. Suggestions for Future Research The following suggestions are based on data generated by the research. 1. During the pilot study, factors other than those chosen for the final study seemed to be important influencers in the students' choice of educational track. Since the researcher could not study all the factors related to choice Of major, additional research is needed. Factors revealed in the pilot study as potentially influencing students' choice Of educational track include: peer influence, the reward system, intention to leave school, and students' achievement in a particular field. 2. The sample for the study was from only one city. Further studies need to be done to replicate this study, incorporating students from all over the country. Even though all schools have the same system, there may be minor differences due to location. Thus the sample should be larger and from several cities. 3. The research upon which this report is based could also be replicated and made more valuable by using 244 additional research procedures, such as an ethnographic study which would permit a more thorough understanding Of the factors influencing students' choice Of educational track. This could be accomplished by conducting frequent interviews of students and their families as well as making frequent Observations Of students in the classroom to understand more completely the interaction between students and their teachers and students and the curriculum. 5. The research for this report focused on secondary school students and their choice of educational track. Another study could be carried out to understand the factors influencing choice Of major. 6. It would be a gOOd idea to replicate the research reported herein using two groups of students, one with well educated parents and the second with parents who have little or no education to facilitate a comparison study of the influence Of the family based on level Of education. 7. Research similar to that which was reported here could be repeated using two groups of students, one with very rich families, and the second with poor families. This would facilitate a comparison study Of the influence Of the family of different socioeconomic backgrounds. APPENDICES APPENDIX A TABLES RELFECTING RESULTS OF SURVEY OF TENTH, ELEVENTH, AND TWELFTH GRADE STUDENTS' ATTITUDES AND OPINIONS TOWARD SIX FACTORS THAT MAY INFLUENCE THEIR CHOICE OF A FIELD OF STUDY mama >w>usm "condom va.o Hmm.H u 5mm: HHmum>O 245 mmm.o Nmm.o MHm.o oHo.H va.o mom.o mo>.o mmo.o Hmm.m oom.N Oho.N omo.~ 0mm.H mmh.H omh.H oom.H .OCHMOQ mum mmoonu HHH3 H >Uzum mo ofiofio may as muomflbsm mg“ we owe: .ocH>HH >HHmO CH coHmeHHan HmOHu lumua muH :O mvcmamo EOHDOHuHOO Ocu 5H OOSHOCH Ou umnz OCHOHOOO pom coHLOUHuO mnu..mmoono Han: H sosum mo namfiu may cH .OHQm>Oncm >uw> on HHH3 mmoonu Has: H pan» sosum mo gamut mgr :H muoohnsm wcu umcu musm mxme HHH3 H .wmooco HHHz H >Osum HO OHOHH Ocu Ou OODMHOL mosmmfi usonm mocmHuH >5 Op meu HHHB H .mmoono HHS: H >osum mo camflm mcu HO muoohnsm may Op OmumHmu mmHuH> IHuom cH mquHOHuuma Ou ucmquQEH mH pH .wco>um>w Op OCHHmeQm Ucm mcHummumucH OOmE on cmo no wH moanzocx OHEOUmom HO coHuHmHsoom mmwum uumnnzm OchcmEOU umOE mcu cm>m cH .mummumucH >5 uomHHmu HHS: mmoocu Hafiz H umnu >ozum mo onHm OLD cH muumnnsm Ocu musm mxm5 HHHB H .ummumo muonsm >5 bow ucmubOQEH >uw> mH OmOOLO HHHB H >Osum HO UHOHH one HH VH om mH mH H .D.m 5mm: 5muH muHmccoHumwso MODESZ EOHH com: >m umouo xcmm mucmbouw wOmuo cucme MOH umwumucH H.< OHnmE .mucmpsum Ou OmumHmm mEOuH HO umcuo xcmm 246 mHmQ >O>H5m "OOHSOm Hbv.o 0mm.N u 5mm: HHme>o Nov.H mmH.H 50H.H mNO.H mom. mom. .Q.m mmm.m oom.m ovm.m NmN.N Hho.m oom.H cmmz .OOHOLO >5 CH HOHomH OCOHHm m on HHHz mmoocu Ho: HHHz H Hosum Ho onHH 02H 5H mHmcomOH HO >HHHmOU HOOQ one .xHOSOEOn HO HOH m O>HO mmoono HHHz H Hoaum Ho 6HmHH may cH mumcomme .OOHOLO >5 5H HOHOMH OCOHHm m on HHHS >Osz HO UHOHH OOHHOHOHQ >5 CH mHchmOH HO >HHHmDU cmHn one .COHHm>HHO5 mmmwuocH OH chmOSHm OCOEm :OHHHHOQEOO mHmHSEHHm OH >HH Omooco HHHz H >OsHm HO OHOHH mcH CH mHmcomOH 02H HO Hmoz .mmmemHE >5 HOOHHOO OH 302 m5 302m UHsocm Omooco HHHz H Hogan Ho nHmHH may :H mumcommH .>HHOOHHOO Hmzmcm H cmcz m5 mmHmHQ UHsocm mmooco HHHz H Hosum Ho nHmHH 6:5 CH mumcumme EOHH OHHmccoHHmmso hm NH mm 5H HOQEOZ EOHH 5mm: >m HOOHO xcmm mucmnsum womuo nucme H0 60:56: ochomOB OH OmHmHmm OEOHH HO HOOHO xcmm N.< OHDmE OHOQ >O>H3m “OOHDOm 247 Hmv.o OHH.~ u cam: HHmHm>o .>UCHO HO UHOHH O HO OOHOCO >5 CH OOCOHOHHHO 5mm.H oov.m m OOCOE OHOCOOOH COHOHOH HO OUCOOOHQ OCB Hm m .mHCOUCHm OHOBOH OOCHHHHO @000 m O>mC OOOOCO ovm. oov.m HHHB H >ODHO HO OHOHH OCH CH OHOCOOOB mm b .HOOQ: >HHmmO HOC UCO OOHHOHHCOOIHHOO OHm OOOOCO HHHz H >OsHm omm. cmv.m Ho onHH msu :H mumnommu .HHHmHmcmo H o .OHUOflQSO HHOCH OCHCUOOH CH OHHOOHODCHCO 5OOO OOOOCO mmm. oom.N HHHZ H >OSHO HO OHOHH OCH CH mHOComOB OH m .mOHODHm >5 CH HHOQQSO O5 O>Hm m>m3Hm OmOOCO 0mm. omH.N HHH3 H >03Hm HO OHOHH OCH CH mHOCOmOB mm v .mHCOOCHm HO HCOEHOOHH HHOCH CH O>HHOOhnO OCO HOHHHOQEH .HHOH OHm OOOOCO HHH3 H >ODHO mom. 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OHCOUOHm OUOHO CHHHOZB HOH OOCOOHHCH >HH5OH oH OOHOHOO O5OHH OCH Ho HOOHO CCOC mH.< OHQOB 264 OHOQ >O>H3m "OOHOOm vmo.o mHm.N n COO: HHOHO>O NHN.H MVH.H mmH.H mmH.H .>OCHO Ho OHOHH OCH HO OOHOCO >5 UOOCOOHHCH >OOHO HO UHOHH oom.m OCH OCHOCOCO CO H5O OCOHHOHHHOOH OCB .HH OUOHU HOHHO >HHOOO OHOE .OOCOHom OH OHH< EOHH .HOnOE O0COCO ocv.m CHOOO OHCOOOHO HH HOHHOQ On CHOOB HH .mHCOOOHO HO HOH O OH HHOHC: OHO HOCHOCO OH >O5Hm HO OHOHH OCO EOHH OCHOCOCO CH 5OH ooo.m um>m OCH HO OCOHHOHHHOOH OCH HOCH xCHCH H .>OOHO HO OHOHH 3OC OCH HO OHOOnCOO OHEOOOOO OCH CH O5OxO COHHOOHHHHOOO OxOH OH >OOHO HO OHOHH HHOCH OOCOCO OH HCO3 0C3 OHCOOOHO ovm.m OOOCH HOH OOUH Doom >HO> O OH UHsoz HH .OUCOCO OCH mCHxOE HOOHOCOO HOC OHsoz H .>USHO HO OHOHH omo.m >5 OOCOCO OH >HHCCHHOQOO OCH UOC H HH hm om Hm Nv mm H C002 EGHH mhflmCCOH#mmSO HOCEOZ EOHH COO: >m HOUHO CCOC OHCOOCHO OOOHO CHHHOzH HOH 5OHO>O OCH Ho OCOHHOHHHOOm OH OOHOHOm O5OHH OCH HO HOUHO xCOm ON.¢ OHQOB 26S OHOO >O>H3m "OOHOOm vmm.o omm.m OOCOOHHCH >HH5OH Amy C OH0.0 OH0.0 5CHCOHHHCO OCH Ho >HHCOHHHHC HOV m OOO.O OHO.N 5OHO>O OCH Ho OCOHHOHHHOOO COO O OO0.0 OOO.N OOCHO2 OCHCOOOH HOC m mnm.o hHm.N OOOHHHHC HOCOOOB HOV N mvm.o omm.H HOOHOHCH HCOUDHm AHOUOHOU COO: >m HOUHO xCOm O3HO> COO: >9 .mHCOOOHm OOOHD CHHHOSB HO >HOOOHOU HOHOOH HO HOUHO xCOm HN.< OHDOB APPENDIX B THE ENGLISH VERSION OF TENTH GRADE STUDENTS' QUESTIONNAIRE 266 Cover Letter For TenthGrade Questionnaire Dear Student: ' This questionnaire is a part of a doctoral research study. It is designed to find out the factors that may af- fect your choice of field of study that you will soon be making (Science, Arts). Your effort to answer this ques- tionnaire will be appreciated very much. All the infor- mation will be kept confidential, since no names or any other identification are required. This questionnaire consists of two sections. In the first section you are requested to give some general information about yourself. In Section Two you are re— quested to answer questions that are related to the factors that may affect your choice of field of study. . Please read each item carefully and indicate the most appropriate answer by putting an.v(in the proper column. Thank you very much for your assistance. 267 Questionnaire for TenthGrade Students SECTION I: PERSONAL INFORMATION Name of Your School Please mark the one choice that best describes your situation. 1. How Old are you? Under 15 tHHJH HJan NHHHJ oxoaa 21 or older at is your plan for llth grade--Arts or Science? ark one) I would like to enroll in the Arts Section I would like to enroll in the Science Section .___I have not decided yet AZ 33" What is your father's level of education? ___pollege graduate High School graduate Intermediate or junior high school Elementary Literate but no formal education ___Illiterate What is (was) your father's occupation? Laborer Civil Service (government) worker Farmer Businessman Professional (Doctor, lawyer, etc.) Other (please specify) What is your mother's level of education? College graduate High School Graduate Intermediate or junior high school Elementary Literate but no formal education Illiterate. 268 6. With whom do you live now? Both parents Father only Mother only Relatives other than parents Other (Please specify) 7. From whom do you seek support and advice in making educational plans? Rank order by putting #1 before the most important and #2 before the next most impor— tant, etc. ‘ Father Mother Brother Father's brother Mother's brother Other (Please Specify) Sample Questions for Section II Please read these examples carefully before you start answering the second part of the questionnaire. The following five sample items show you how to respond to Section II. ‘ O O U a) O O H H >OO O T) O >~d H O O -H O H«O H H H I O O H4O Sample Questionnaire Items 5, 2‘ 2‘ 5.8 '3 :33 l. Riyadh is the capital of Saudi b/ Arabia 2. Riyadh is the largest city in v, Saudi Arabia * 3. Riyadh is the most beautiful city in Saudi Arabia V/ 4. Riyadh is closer to Seddah than ’ V/ it is to Damman S. Riyadh is located in the Western Province of Saudi Arabia E 5 \/ i 269 In the first example you are 100% sure that Riyadh is the capital of Saudi Arabia. Therefore you mark an V/ in the first column. That is, you strongly agree without any doubt that Riyadh is the capital of Saudi Arabia. In the second example you are not 100% sure that Riyadh is the largest city in Saudi Arabia. However you assume since it is the capital of the country it might be the largest city. Thus you put ant/”in the second column which means you agree with Riyadh is the largest city in Saudi Arabia because you are almost sure of it. In the third example you have no idea whether it is the most beautiful city in the country or not and you cannot agree or disagree with the statement. Therefore, an{// is placed in the third column. In the fourth example you know that Damman is closer to Riyadh than Jeddah. However, you are not 100% sure about it. Consequently you put an\/’in the fourth column which means you generally disagree that Jeddah is‘closerto Riyadh than Damman. Finally in example number five you are 100% sure that Riyadh is in the Central Province of Saudi Arabia, not the Western Province. Therefore you put an p’in the fith column which means that you strongly disagree that Riyadh is in the Western Province of Saudi Arabia. Important Notes 1. Mark only one\/’for each item to indicate whether you strongly agree, agree, are undecided, disagree, or strongly disagree with the statement. 2. If you change your mind after you mark an}/{ cross it out by drawing several lines through it and make another \/’in the desired column. The old V/Will be disregarded. 3. Please respond to all items. '270 Section II: Choice of Field of Study Fully Aqree Agree Undecided Disagree 0) 0) L: >19 Hm .HH) ~r-l 53C l. 4. S. 6. 7O 8. 10. I will make sure the subjects in the field of study that I will choose will reflect my interests The high quality of teachers in my preferred field of study will be a strong factor in choosing it. The poor quality of teachers in the field of study I do not choose will be a strong factor in my choice 'Ebnerally, teachers in the field of study I will choose are self- controlled and not easily upset. 'Oenerally, teaches in the field of study I will choose are fair, impartial and objective in their treatment of students. ‘The annual exams are usually dif- ficult. Most of the subjects in the field of study I will choose are boring. ‘Iiwill make sure that the subjects in the field of study that I will chooose will be very enjoyable. The difficulty of some academic subjects in the field of study I will not choose is a strong factor in choosing the other field of study. Local schools should hire only those teachers who have had long experience in teaching. 271 Fully Agree Agree Undecided Disagree Fully Disagree ll. In the field of study I will choose, the criterion for de- ciding what to include in the curriculum, depends on its practical applications in daily living. lZTwMost of the teachers in the field of study I will choose try to stimulate competition among students to increase motivation. 13. My family (parents, relatives) do not think I can achieve suc- cessfully in the other field of study. l4TI will talk to my friends about issues related to the field of study I will choose. lS.The field of study I will choose is very important for my future career. l6.TeachOrs in the field of study I will choose seen\enthusiastic in teaching their subjects. l7.Teachers in tn; field of study I will choose should praise me when I answer correctly. 18.In even the most demanding sub- ject areas, acquisition of aca- demic knowledge is or can be made interesting and appealing to everyone. l9.Ananderstanding of the aca- demic subjects related to the field of study I will choose is an important factor in my choice. 272 Fully Agree Agree Undecided Disagree Fully Disagree 20. My family (parents, relatives) will have a very strong influence on my choice of field of study. 21. I think that the restrictions of '- the system on changing from one field of study to another are un- fair to a lot of students. 22. If I have an opportunity to change my field of study I will not con- sider making the change. 23. I will choose my field of study so that I can help'my father in his work. 2— v—v—-w. W 24. I will not have much choice in my field of study because my family (parents, relatives) will choose it for me. “IF—H . 25. In the field of study I will choose the academic textbooks are easy to understand. 26. Itjjsimportant to participate in activities related to the subjects of the field of study I will choose _-J --.- C 27. Teachers in the field of study I will choose give a lot of home work. 28. Teachers in the field of study I will choose show me how to correct my mistakes. 29. My family (parents, relatives) do not care about my choice of field of study. 30. It would be better if students could change major from Arts to Science, more easily after Grade ll o... -—.- --m a... c—‘uw w 273 FuITy 4 Agree Agree Undecided Disagree Fully Disagree .- 31. The presence of foreign teachers makes a difference in my choice of a field of study. 7'"_. ‘rwi—v— 32. Teacherijlthe field of study I will choose always give me support in my studies. 33. I always have a hard time in get- ting my homework done. . w—‘a—i "V 34. I have a very hard time under- standing the subjects in the field of study I will choose. c..- 35. My family (parents, relatives) will discuss with me, before I make my choice of field of study the rea- sons why they want me to choose a particular field of study. 36. If I were to change my field fo study I would obtain the permission of my family before making the change. ,_ if. wv —' 37. The restrictions on changing one‘s field of study will influence my choice of a field of study. 38. In general, parents believe that students in the 10th grade are not mature enough to choose their field of study independently. —-.r_- - 39. Teachers in the field of study I will choose have a good attitude toward students. -— .54 _‘l ‘—..—. If 40. Teaches in the field of study I will choose give everyone the opportunity to participate and ask questions in class. 274 Fully Agree Agree Undecided ’— Disagree __fl L Fully Disaoree ,____‘ 41. I have a very good relationship with most of the teachers in the field of study I will choose. 42. It would be a good idea for those students who want to change their field of study to take qualifica- tion exams in the academic sub- jects of the new field of study. APPENDIX C THE ARABIC VERSION OF TENTH GRADE STUDENTS' QUESITONNAIRE 27S Haguwjmwu” -°. F—‘Lb—l‘gsfiy H'J—I—H L,.1:...6J.p;.:..n UJI w)...” oIJJCsO LHJJH OH I")? ”Hum-SI Marga... Cl___-.JI_C:. as...) . wail Jig-J1 PAUL... {gt—COL!!! 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Haul v.3 L—"JLS (J43 (3.5.1.... 9.1 JL-afi’H-J‘k Cat“ 0" 9.3.:th ”HIJAJIM YA (ii—3|}. AJLLZHL. 5.3.1! L :“a-H O» 345:? Y1 284 fill)" .. . Cab—.1, .. . é—JIJI l..§.1b.. “HUN 45.4an HUI Lam: I MI meafiy g. °a_...JJ «Jun... .53.“ u,____sJ;;H UsJCHCHlJ J____nJJI UJLJ—AJLHH: ,OCCCJuUHJOO a..,:Lsns z\ 3.2—.9 bun“... 5.3.1: L “AL-LL! 53—h" uh” :4 '59 n .2—3-9-‘3 H1341)?! Ova-54' 9UW‘un'JUIW 41,—...“ U3 wt; dgdadlffianifiJagutJJJl //tt APPENDIX D THE ENGLISH VERSION OF ELEVENTH AND TWELFTH GRADE STUDENTS' QUESTIONNAIRE 285 Cover Letter for Eleventh and Twelfth Grade Questionnaire Dear Student: This questionnaire is a part of a doctoral research study. It is designed to find out the factors that af- fected your choice of the field of study in which you are now enrolled (Science, Arts). Your effort to answer this questionnaire will be appreciated very much. All the in- formation will be kept confidential, since no names or any other identification are required. This questionnaire consists of two sections. In the first section you are requested to give some general in- formation about yourself. In Section Two you are requested to answer questions that are related to factors that af- fected your choice of a field of study. Please read each item carefully and indicate the most appropriate answer by putting an‘//in the proper column. Thank you very much for your assistance. 286 Questionnaire for Eleventh and Twelfth Grade Questionnaire Section I: Personal Information Name of your school Please make only one choice that best describes your sit- uation. 1. How old are you? 15 16 17 18 NH 00 N [—0 22 or older What is your grade and major? am in the llth grade Arts am in the llth grade Science am in the 12th grade Arts am in the 12th grade Science HHHH Which ong_of the following best describes your feelings about your choice of the field of study you are in? I am glad about my choice ___I did not have much choice because someone else chose it for me. ___I am not sure that I made the right decision I wish I had chosen the other field of study :::I can't tell yet. What is your father's level of education? College graduate High school graduate Intermediate or junior high school Elementary Literate but no formal education ‘___Illiterate What is (was) your father's occupation? ___Laborer _ ___Civil service (government) worker ___Parmer ___Businessman Profes ional (Doctor, lawyer, etc.) :::pther IPlease speCify 287 6. What is your mother's level of education? ___pollege graduate '___High school graduate Intermediate or junior high school Elementary Literate but no formal education Illiterate 7. With whom do you live now? Both parents Father only Mother only ___Relatives other than parents ___pther, Please specify 8. From whom do you seek support and advice in making educational plans? Rank order by putting #1 before the most important, #2 before the next most important, Sample Questions for Section II Please read these examples carefully before you start an- swering the second part of the questionnaire. The follow- ing five sample items show you how to respond to Section II. 288 (U 1 m m m '0 m m m '8 s. ‘5» m .30) m m g 373 Sample Questionnaire Items '3 3. Ba 2 -.-4 "3+4 Em C C :3 O CH C) l.Riyadh is the capital of Saudi ‘/, Arabia . 2.Riyadh is the largest city in \/, Saudi Arabia 3.Riyadh is the most beautiful V/ city in Saudi Arabia 4.Riyadh is closer to Jeddah v/ L than it is to Damman ; ., - t «w» ~ ' ‘ ' " | 5.Riyadh is located in the ) Western Province of Saudi Arabia V/ 1 In the first example, you are 100% sure that Riyadh is the capital of Saudi Arabia. Therefore,you mark ang//in the first column. That is,you strongly agree without any doubt that Riyadh is the capital of Saudi Arabia. In the second example you are not 100% sure that Riyadh is the largest city in Saudi Arabia. However, you assume since it is the capital of the country it might be the largest city. Thus you put an p/in the second column which means you agree that Riyadh is the largest city in Saudi Arabia because you are almost sure of it. In the third example you have no idea whether it is the most beautiful city in the country or not and you cannot agree or disagree with the statement. Therefore, an¢//is placed in the third column. In the fourth example you know that Damman is closer to Riyadh than Jeddah. However, you are not 100% sure about it. Consequently, you put an p/in.the fourth column which means you generally disagree that Jeddah is closer to Riyadh than Damman. Finally, in example number five you are 100% sure that Riyadh is in the Central Province of Saudi Arabia, not the Western Province. Therefore you put an|//in the fifth column which means that you strongly disagree that Riyadh is in the Western Province of Saudi Arabia. 289 Important Notes 1. Mark only oneWV/for each item to indicate whether you strongly agree, agree, are undecided, disagree or strongly disagree with the statement. 2. If you change your mind after you mark an\/( cross it out by drawing several lines through it and make another v’ in the desired column. The old Vwill be disregarded. 3. Please respond to all items. Section II: Choice of Field of Study p m m m '2 e e '30 m L) cm 3:0 w m o co m H F4 u u T) m :4) am 0‘ C "4 [Id-H ac c D c: o l. The subjects in my field of study reflect my interests. 2. The high quality of teachers in my field of study was a strong factor in choosing it. 3. The poor quality of teachers in the other field of study was a strong factor in choosing my field of study 4. Generally, teachers in my field of study are self controlled and not easily upset. 5. Generally, teachers in my field of study are fair, impartial and ob- jective in their treatment of students 6. The annual exams are usually difficuli 7. Most of the subjects in my field of I study are boring. 8. The subjects in my field of study are very enjoyable. 290. Fully Agree Agree Undecided Disagree 4 Fully, Disagree 9. The difficulty of some academic subjects offered in the other field was a strong factor in choosing my field of study. I 10.Local schools should hire only those teachers who have had long experience in teaching. 11.In my field of study the criter- ionfor deciding what to include in the curriculum depends on its practical application in daily living. 12.Most of the teachers in my field of study try to stimulate com- petition among students to in- crease motivation. 13.My family (parents, relatives) do not think I can achieve suc- cessfully in the other field of study. 14.1 often talk to my friends about issues related to my field of study. ' 15.Teachers in my field of study seem enthusiastic in teaching their subjects. l6fMy field of study is very im- portant for my future career. l7.In my field of study, teachers praise me when I answer correctly. 18:In even the most demanding sub- ject areas, acquisition of aca: demic knowledge is or can be made interesting and appealing to everyone. *7 291 Fully Agree Agree Undecided Disagree Fully _. Disagree 19. An understanding of the aca— demic subjects related to my field of study was an impor— tant factor in choosing my field of study. My family (parents, relatives) had a very strong influence on my choice of a field of study. 21. I think that the restrictions of the system in changing from one field of study to another are unfair to a lot of students 22. If I had the opportunity to change my field of study, I would not consider making the change. 23. I chose this field of study so that I can help my father in his work. I did not have much choice of my field of study because my family (parents, relatives) chose it for me. 25. In my field of study, the aca- demic textbooks are easy to understand. 26. It is important to participate in the activities related to the subjects of my field of study. In my field of study, teachers give a lot of homework. takes. In my field of study, teachers show me how to correct my mis- 292 My family (parents, reIatives) did not care about my choice of a field of study. It would be better if students could change major, from Arts to Science, more easily after Grade 11. Foreign teachers make me like my field of study. Teachers in my field of study al- ways give me support in my studies. I always have a hard time getting the homework done. I have very hard time understanding the subjects in my field of study. My family (parents, relatives) dis- cussed with me, before I chose this field of study, the reasons why they wanted me to enter this field of study. If I were to change my field of study I would obtain the permission of my family before making the change. The restrictions put on changing the field of study influenced my choice of the field of study. In general, parents believe that students who have just finished the 10th grade are not mature enough to choose their field of study in— dependently. Teachers in my field of study have a good attitude toward students. -..n .-——._— {$3.13 Agree Undecided Disagree “'l‘m‘i‘i‘y'" "‘— Disagree {Pu an- cup-..- 293 Fully Agree Agree Undecided Disagree Fully Disagree 40. In my field of study, teachers give everyone the opportunity to participate and ask ques- tions in class. I have a very good relationship with most of the teachers in my field of study. It would be a very good idea for those students who want to change their field of study to take qualification exams in the aca- demic subjects of the new field of study. 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How will this choice affect your future life? Have you discussed choosing a major with your family? Who? How? Why? Have you discussed it with anyone else? Who? Why? How? Is your choice the same as the choice your family favors? Why? Are you planning to follow your father's occupation or enter a family business? How? Why? 10. ll. 12. l3. 14. 15. 16. 305 How will this affect your choice of major? How does your own academic ability affect your choice? Why? If you were a genius who could learn anything, very quickly, what would you choose to study first? Why? How have your teachers influenced your choice? Why? Will the restriction of the system in changing from a major to another have any influence in your choice? How? Why? The seven cards I am giving you show factors that may have influenced your choice of major. Please put them in order from most to least important. a.my parents wanted me to choose it. b.I will choose it because the teachers in that field of study teach better (more effectively). c.I will choose it because it gives me a wider choice of options for future study and career. d.I will choose it because I like the teachers in that field of study. e.It is possible to change to the other major anytime. f.The subjects interest me. g.I need it for my career. What other factors do you think may influence your choice of field of study? 306 Concluding Remarks: THANK YOU FOR TALKING WITH ME. 307 Eleventh and Twelfth Grade Students' Interview Schedule INTRODUCTION: HELLO, ,MY NAME IS MANSOUR. AT THE BEGINNING OF THIS SCHOOL YEAR YOU CHOSE YOUR MAJOR FIELD OF STUDY. I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT HOW YOU MADE YOUR CHOICE. ALL YOUR ANSWERS WILL BE KEPT CONFIDENTIAL. 1. What is your major field of study? 2. Why did you choose that major? How? 3. Do you feel happy about your choice? 4. Why? What makes your feel happy (or unhappy)? 5. How does this choice affect your future life? 6. Did you discuss your choice of major with your family? Who? How? Why? 7. Did you discuss it with anyone else? Who? Why? How? 8. Is your choice the same as the choice of your family favor? Why? 10. ll. 12. l3. 14. 15. 16. 308 Are you planning to follow your father's occupation or enter a family business? How? Why? How did this affect your choice of major? How did your own academic ability affect your choice? Why? If you were a genius who could learn anything very quickly, what would you choose to study first? Why? How did your teachers influence your choice? Did the restriction of the system in changing from one major to another have any influence on your choice? How? Why? The seven cards I am giving you show factors that may have influenced your choice of majors. Please put them in order from most to least important. a. I need it for my career. b. I chose it because the teachers teach better (more ef- fectively). c. I chose it because it gives me a wider choice of options for future study and career. d. I chose it because I like the teachers in that field of study. e. It is possible to change to another major anytime. f. The subjects interest me. g. My parents wanted me to choose it. What other factors influenced your choice of field of study? 309 Concluding Remarks: THANK YOU FOR TALKING WITH ME. 310 Family Members' Interview Schedule INTRODUCTION: HELLO, MY NAME IS MANSOUR GHAWANNI AND I WOULD LIKE TO ASK YOU A FEW QUESTIONS ABOUT HOW YOU SON CHOSE HIS MAJOR FIELD OF STUDY. ALL OF YOUR ANSWERS WILL BE KEPT CONFIDENTIAL. l. What is your occupation? What is (or will be) your son's choice of a field of study? \ How have you and your wife tried to influence your son's choice of field of study? Why? Will your job influence your son's choice of occupation? How? Why? (a) Yes (b) No If you feel your son's choice of field of study is not ap- propriate for him, why not? Will you try to change his mind? How? Do you think it is better to let 10th graders choose their own fields of interest for llth and 12th graders or is this a decision that is too important for teenagers to make and their parents should make it? 311 Against the son's wishes? 7. If you are in need of your son's help to support you, do you think it is reasonable to ask your son to quit school or change his field of study on this basis? 8. What factors do you think have (or will) most influence your son's choice of field of study? Concluding Remarks: THANK YOU FOR TALKING WITH ME. 312 Teachers' Interview Schedule INTRODUCTION: HELLO, MR. , MY NAME IS MANSOUR GHAWANNI AND I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT HOW STUDENTS CHOOSE THEIR MAJORS AND WHO SHOULD HELP THEM MAKE THE CHOICE. ALL YOUR ANSWERS WILL BE KEPT CONFIDENTIAL. 1. What subject do you teach? How long have you taught it? 2. Do you think it is better for the students to choose his own field of study by himself or is it better if he follows his father's wishes? Why? If they don't agree, who should prevail? 3. How do you feel about the student's achievement if they follow their parent's wishes compared with their achievement if they choose their own major field of study? Why? 4. How would you advise a student with good grades who wished to change from Science or Arts in the middle of the twelfth grade? Why? From Arts to Science? 313 5. How do you think teachers' attitudes toward their subject and students affect students' choice of field of study? 6. What are the factors you think may have influence in the students' choice of field of study? Concluding Remarks: THANK YOU FOR TALKING WITH ME 314 Principals' Interview Schedule INTRODUCTION: HELLO, MR. , MY NAME IS MANSOUR GHAWANNI AND I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT HOW STUDENTS CHOOSE THEIR FIELD OF STUDY AND WHO SHOULD HELP THEM WITH THAT CHOICE. 1. What is your academic background, Arts or Science? 2. Do you think it is better for the student to choose his own major field of study himself, or is it better if he follows his parents wishes? Why? If they do not agree, who should prevail? 3. How do you feel about the students' achievement if they follow their parents' wishes, compared with the students' achieve- ment if they choose their own major field of study? Why? 4. How would you advise a student with good grades, who wanted Unchangefrom Science ot Arts? Why? 315 From Arts to Science? 5. How do you think teachers' attitudes toward their subject and students affect students' choice of field of study? 6. What are the factors you think may have influence in the students' choice of field of study? Concluding Remarks: THANK YOU FOR TALKING WITH ME. APPENDIX G THE ENGLISH VERSION OF THE INTERVIEW CHECKLIST 316 CHECKLJST FOR TENTH GRADE INTERVIEW Factors Basic Questions Reminders student interest difficulty teach. meth. & attitude Restriction of System 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) What do you think you will choose? Why? How? Do you think you'll be happy about it? Why? How will this choice affect your future? Have you discussed that with your family? Who? How? Why? With anyone else? Who? Why? How? Is your choice the same as your family? Why? Are you planning to. . . father or family? How? Why? tbw will this affect your choice of major ? tbw does your academic affect? Why? If you were a genius, what you'll choose? Why? How have your teachers in- fluenced? Why? Will the restriction influence? How? Why? The seven cards--please put than in order from most to least. What other factors will in- fluence your choice? .317 CHECK LIST FOR ELEVENTH AND TWELFTH GRADE INTERVIEW Factors Basic Questions Reminders 1) What is your major field of study? 2) Why did you choose it? tbw? student interest 3) Do you feel happy about it? " " 4) Why? " " 5) How does it affect your future? family influence 6) Did you discuss it with your family? Who? fbw? Why? " " 7) Did you discuss it with anyone else? Who? Why? l-bw? " " 8) Is it the same as your family? Why? H " 9) Are you planning. . . father or family? fbw? Why? " " 10) fbw did this affect your choice of major? difficulty 11) How did your academic affect you? Why? " 12) If you were a genius, what would you choose? Why? Teach. meth. . 9 & attitude 13) How did your teachers influence. Restriction 14) Is the restriction of. . . of systen influence? fbw? Why? 15) The seven cards. . . please put than in order from most to least. 16) What other factors influenced your choice? CHECK LIST FOR FAMILY MEMBERS' 318 INTERVIEW Factors Basic Questions Reminders 1) 2) 3) 4) 5) 6) 7) 8) What is your occupation? What is (or will be) your son's choice? tbw have you and your wife influenced your son's choice? Why? Will your job influence your son's choice of occupation? How? Why? (a) Yes (b) No If you feel your son's choice is not appropriate, why not? Will you change it? fbw? Do you think it is better to let 10th grade choose or parent should make it? Against son's wishes? If you are in need of your son's help to support you. . .. What factors do you think have (or will) most influence your son's choice? I) CHECK LIST FOR TEACHERS“ 319 INTERVIEW Factors Basic Questions Reminders 1) 2) 3) 4) S) 6) What subject do you teach? tbw long have you taught it? Do you think it is better for the students to choose his own career or follow his father's wishes? Why? If they do not agree, who shoul d prevail ? fbw do you feel about the students achievement if they follow their parents' wishes? Why? How would you advise a student with good grade. . . from Science to Arts? from Arts to Science? tbw do you think teacher attitudes affect student choice? What are the factors you may think have influence in the students' choice? 320 CHECK LIST FOR PRINCIPALS' INTERVIEW Factors Basic Questions Reminder 1) What is your academic background, Arts or Science? 2) Do you think it's better for the students to choose his own major or is it better if he follows his parents wishes? Why? If they don't agree, who shoul d prevail? 3) l-bw do you feel about the students' achievement if they follow their parents' wishes? . . . ? Why? 4) I-bw should you advise a student with good grades. . . from Science to Arts? From Arts to Science? Why? 5) wa do you think teachers' attitudes. . . affect student choice? 6) What are the factors you may think have influence in the students' choice of. . . ? APPENDIX H THE ARABIC VERSION OF THE INTERVIEW SCHEDULE USED WITH STUDENTS, PARENTS, TEACHERS, AND PRINCIPALS 321 reeJJ'o-aeJJ"JJ‘r~v (firQl—t ‘r—JJXIMIMCQLLLI J34? ) U“, cud—8.0 WIJJM JCS»: J)» Laud—3 00 JH“ W1 00000000 ”I ..2L___,\_.'.LI waSI... 3.91116... . JHssm ..Llso. minus... .9 1.41.3.1: a...“ U: 9:23."... 4.31 4.43.: GM! v.1)...“ MIL. .S‘ ...___,s, YW1¢U5JWIJL¢J .? {’14}.ny La... Iwwfiau‘bi “J5 .? Iél AJ £4.53 9W1 gmgaubjgsim 153,33an .? d ”AJ‘J.‘ C" Jgfiil Thwu JD .9 '3‘——.&JJ 9H: 9 Q... to .Y J- ;Tuaiut C" wt: JD .9 15H) Yea—.45., 9 9.. ea $3.41 JG...“ ”3,1 9chth mmguu .11...le QMQT gym,» .9 15L_.____.4, 9.3..5 9 3J__.9I 4.3 J..o 53.419.1J4J1ng 9.5 21.)... 91.1.3.1! L,1. 33...... 3.5.2.1)..3 clgéJcéLS 1.31 .? 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Lube °°//tt 325 ”filo—”fl! LU”... ( 3J__.91,_..J 3.5—...11114...“ J91...) v—Dg‘)‘ HI) 00 ”—40" JH Ulla-I 0000000000 A'é—‘H he.) 13' '. 3.0-LEI W1)...” WHI .51....“ 1.9.59.1...“ L919... 1...). 00 13131—9in LML—i'é‘ 03“, a .<.' 'a..s_...113.....1..11 SW1 9.1.1....qu 01 99.2: 1.31.. .<.' 1 n1 9933:. .13 1...! .1._1’1:...;:9..11J..19..111.. -1 00000000000 00000000000 00000000000 °°//ct APPENDIX I LETTERS 328 MICHIGAN STATE UNIVERSITY COLLEGE OF EDL’CATION 0 DEPARTMENT OF TEACHER EDUCATION EAST LANSING ' MICHIGAN 0 “81440.“ December S, 1984 TO WHOM IT MAY CONCERN: Mansour Ghawanni has embarked on a study that will serve as the basis for his doctoral dissertation. He will be collecting data for this study during his cur- rent visit to Saudi Arabia. His study is an important one for educators in Saudi Arabia because it will help understand the process by which students select their area of concentration for grades 11 and 12. As you know, this choice is of importance to the student in- dividually and to the nation's accomplishment of national goals. Therefore, Mr. Ghawanni's study is of both practical and academic value. I urge you to give your fullest cooperation in making it possible for him to ac- quire the essential data for this study. The findings will be of significance to educators in your nation. Thank you for your help. Sincerely, Professor Jchpjm MS U is an Affirmative Action/Equal Opportunity Institution up! 4,91%: ’WIJ/J kylgéulm. I‘uu/‘un I 3).-‘1‘ Lin-£91.23” L15 kmcuou or SAUDI ARABIA Ministry at Highs! Education ms ABDULAZIZ umvensm (allege oI Educallol HADIIIAII HIIIIAVWAIIAII AN 319-Adm- ----- A." @\to\KI\9\ g.I-1“ ."324'3'94' 3......I BMW! ZJIM'Hu/hu. a s A—_._“.ISJ._.JLUI UMMPS‘J' ”.243?” Rafi-M 1+5. dell-h" u—U" J'“ 00' .Je-b /5‘-”-9| oI-z 1.... 955°“- 1...! 942).. gawk, .. 3),...1 3......1. _;,__g...l.... cl..." but.» 6.)" / ._.1,:...~.L..1u..,.:. a). U. .1,,:.s..12.,.1.,.....~.u z_~.s_.~,.913..:...u ¢|,__-..._. 9., “”35... muflwwi WI .1»... 931......» 35....L. L_.Jb (Wm, w—L-J' o—HWJ' 5.1.8....1 Jug.» u-b Hg: ‘,:..1 .J.I,..I Lu). ) Lam...“ 9.)!qu uh. .J.,J goat-”MI C“? ...a. ,3, . .uumeWvbM 93.1.0. .._...:..,.,1..:..19s:..c..,_-,.J.L-. ..9s.,mw9s;.u_b.uu.”wsu tad—.JEflJd—UIbufsrbfj-JIV M . ° °//rt a,,_.1 .__,' -.\—ru z...“ P. 0. Box: 344-Madinah Munawwarah( \‘v' \. . x‘ ‘1 V BIBLIOGRAPHY BIBLIOGRAPHY Abdullah, Abdul—Rahman S. The History of Education in Mecca. Jeddah: Dar Alshruog, 1982. Abdul-Wasei, Abdul-wahab, The Education in Saudi Arabia Between Now and the Future. Jeddah: Dar-Tuhamah, l983. Adelman, Howard S. and Tylor, Linda. "Motivation for Overcoming Learning and Behavior Problems”. (September 1983) Afzalur, Rahman, Muhammad: Encyclopedia of Search London: Muslim School Trust, 1981. Al-Ghamdi, Mohammed Saud, The Impact of Ecological Factors Upon the Attitudes of Saudi Students Tgward Work Values AResearch for Deve10pment Approach. Florida: Eilorida State University (1982). Al-Kazmi, Zohair Ahmed, Student Perceptions 9f Parental Influence in Choice of College and Academic Field of of Study at King Abdulaziz University in Saudi Arabia. East Lansing: Michigan State University, 1981. Al-Medina Daily Newspaper, Jeddah, August 21, 1984. Al-Qadi, Yousif, The_Educationa1 Policy and Deve10pment in Saudi Arabia. Riyadh: Dar Al-Marrikh, 1981. Arreola, Raoul A. "Students Can Distinguish Between Personality and Content/Organization in Rating Teachers." Phi Delta Kappan. (November, 1973):222-223. Asimov, Isaac. Asimov's Bioggaphical Encyclopedia of Science and Technology. Garden City: New York (1982). 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