مستوى التحصيل الدراسي لدى طلبة الثانوية العامة في المدارس الحكومية و الأهلية في المملكة العربية السعودية : دراسة مقارنة

Abstract EN

This study aims at identifying the differences between the performance of high school students in public and private schools in the academic achievement test in Saudi Arabia.

The study sample is composed of (55954) students studying in (850) private schools, and (172362) students studying in (4523) public schools in different regions in the Kingdom Saudi Arabia.

The study findings have shown that, the percentage of private schools with a good level of performance and the level of performance less than medium in the academic achievement test in the different regions of the Kingdom is higher in statistical terms than its counterparts in public schools, while the percentage of public schools with performance level (medium) in the academic achievement test in the different regions of the Kingdom is higher in statistical terms than their counterparts in private schools.

It also showed a low percentage of schools that achieved a good performance level in the achievement test in different regions of the Kingdom, whether in private schools or public schools, It is also shown that, the percentage of students in public schools with a good performance level and medium performance in the academic achievement test in the different regions of the Kingdom is higher in statistical terms than its counterparts in the private schools, while the percentage of students in the private schools who achieved the level of performance less than medium in the academic achievement test in different regions of the Kingdom is higher than in public schools.

In addition, the performance of students in public schools in the academic achievement test is better when compared to students of private schools, both at the level of and individual region or all the regions of the Kingdom.

Finally, the study concludes with a number of recommendations, that is; there is an urgent need for shifting from traditional systems of learning that rely on preservation and indoctrination to more flexible systems that transcend school curricula and textbooks to higher horizons than higher thinking skills, which enhance the student's ability to attain the highest levels of achievement test in high school, and also promote the opportunity for the same students to obtain high levels in abilities tests.