أسباب تدني التحصيل الدراسي لدى طالبات جامعة طيبة بالمدينة المنورة

Abstract EN

This study aims to determine the academic factors related to the students and the university environment that influence low academic achievement of female students at Taibah University, in Al-Madinah Al-Munawarah.

The study sample consisted of 732 female students from the 10 colleges: Medicine, Medical Sciences, Pharmacy, Science, Computer Science and Engineering, Education and Humanities, Education, and Business and Administration.

The study instrument included a questionnaire of two sections : the first section consists of demographic questions ; while the second was divided into two parts.

The first part consists of 20 statements reflecting the expected academic reasons related to the students themselves; whereas the second part consists of another 20 statements reflecting the expected academic reasons related to the university environment that may influence the low academic achievement.

A three-point Likert type scale: “Large effect”, “Small effect” and “No effect” was used.

Results show high scores in the mean values for the statements of the first part that reflect the academic reasons related to the students themselves.

The weakness of the positive self-esteem skill (2.72) indicated the highest mean score.

While the lowest scores were for the weaknesses in the skills: “Setting the agenda” (2.35), “Pre-preparation of topics” (2.23), and “Consulting secondary references” (2.13).

Moreover, the results show high scores in the mean values for the statements of the second part that reflect the academic reasons related to the university environment.

The ignoring of the colleges to investigate the reasons beyond the low academic achievement (2.75) indicated the highest mean score.

On the other hand, the teacher’s follow up of students’ absence (2.35) was considered the least reason beyond students’ low academic achievement.

Recommendations based on findings were: (1) Designing courses in self- development, (2) Training students in Time-organization skills, (3) Improving Scientific research skills, (4) Designing courses for improving thinking skills, (5) Distributing guide manuals including the university policy and rules, (6) Arranging in-service training workshops for instructors to improve their academic performance, (7) Improving instructors’ skills in the academic counseling, and (8) Getting the ultimate effect of the social counseling services to solve students issues and problems.