التشعيب في المرحلة الثانوية بالمملكة العربية السعودية : محدداته و انعكاساته على الكفاءة و تكافؤ الفرص في التعليم

Abstract EN

The current study was conducted to investigate Saudi students’ tracking process into either science or art studies track.

The paper sought to identify the factors determining such tracking and the implications this may have to equality of educational opportunities together with economic efficacy.

A survey was administered on a population sample of 3.287 male and female high school students.

Data was collected and analyzed using binary logistic regression.

Findings revealed that the probability of selecting the science studies track was positively associated with the socio-economic status of students as indicated by the effect of: mother’s education, home type, number of books at home, father’s occupation, working mothers, and family size.

Innate ability (as measured by Raven’s matrices) exerted a strong influence on the choice of science track.

Owing to the influence of their peer groups as well as parents’ support, students in the science studies track appeared to hold higher educational aspirations.

Unlike teachers at girls’ schools who promote the art studies track choice for their female students, teachers at boys’ schools seemed to encourage their students to join the science studies track.

Those who opted for the art studies track admitted that they pursued easier curricula and were not fully aware of the potentials and/or future job opportunities.

As much as tracking claims to separate students according to their innate abilities, it appears to merely serve as a screening process in lieu of building up human capital through education.

Seemingly, tracking lessens the effort expected from schools and teachers; it does neither enhance the effectiveness of resources nor improve educational outcomes.

It appeared to inhibit economic efficiency and thwart efforts for educational equity, considering that students selecting the art studies track tend to come from lower socio-economic backgrounds.