The Challenges Faced by Undergraduate Women during the COVID-19 Pandemic in Saudi Arabia

Al-Rasheed, Amal

doi:10.1155/2021/8841997

Cited by 10 publications

(11 citation statements)

References 41 publications

(43 reference statements)

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“…In reality, significant challenges were anticipated for students in Saudi Arabia during lockdown [16] as a result of a sudden shift to online learning, which had previously been optional during face-to-face study sessions [6]. However, studies in the Saudi context (1) used specific scales that are typically used in regular situations rather than specific situations such as a lockdown; (2) used small samples of students ([4] surveyed 25; [18] surveyed 68; [15] surveyed 106; [16] surveyed 174; [8] surveyed 60); and (3) used closed-ended questions (e.g., [2,4,5,15,[17][18][19][20][21][22]). These preceding criteria may limit the identification of all conceivable issues that students wish to communicate.…”

Section: Literature Reviewmentioning

confidence: 99%

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Topic Modelling and Sentimental Analysis of Students’ Reviews

Alkhnbashi¹,

Nassr²

2023

Computers, Materials &Amp; Continua

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Globally, educational institutions have reported a dramatic shift to online learning in an effort to contain the COVID-19 pandemic. The fundamental concern has been the continuance of education. As a result, several novel solutions have been developed to address technical and pedagogical issues. However, these were not the only difficulties that students faced. The implemented solutions involved the operation of the educational process with less regard for students' changing circumstances, which obliged them to study from home. Students should be asked to provide a full list of their concerns. As a result, student reflections, including those from Saudi Arabia, have been analysed to identify obstacles encountered during the COVID-19 pandemic. However, most of the analyses relied on closed-ended questions, which limited student involvement. To delve into students' responses, this study used open-ended questions, a qualitative method (content analysis), a quantitative method (topic modelling), and a sentimental analysis. This study also looked at students' emotional states during and after the COVID-19 pandemic. In terms of determining trends in students' input, the results showed that quantitative and qualitative methods produced similar outcomes. Students had unfavourable sentiments about studying during COVID-19 and positive sentiments about the face-to-face study. Furthermore, topic modelling has revealed that the majority of difficulties are more related to the environment (home) and social life. Students were less accepting of online learning. As a result, it is possible to conclude that face-to-face study still attracts students and provides benefits that online study cannot, such as social interaction and effective eye-to-eye communication.

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Section: Literature Reviewmentioning

confidence: 99%

“…The other values were Model Log Likelihood Score: −489.69, and Model Perplexity: 63. 18. Table 1 contains additional information about this.…”

Section: Topic Modellingmentioning

confidence: 99%

Topic Modelling and Sentimental Analysis of Students’ Reviews

Alkhnbashi¹,

Nassr²

2023

Computers, Materials &Amp; Continua

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“…In this socio-cultural context, women's newly acquired rights and opportunities may make them more determined to seek academic success [40], thereby expressing no diminished enrollment and learning or even growth. Alternatively, unforeseeable changes requiring a return to home confinement may make women less likely to adapt well to online instruction [41], thereby curtailing their enrollment and learning.…”

Section: Institutional Responsesmentioning

confidence: 99%

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

2022

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A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the widespread concerns that learning in college students, accustomed to face-to-face courses, might have been damaged during the pandemic by the switch to the online mode. It focuses on general education (GE) courses as they usually enroll students at the beginning of their journey in higher education, and thus, a population that is likely to be particularly sensitive to unforeseen changes. Pass/fail grades in courses taught face-to-face and online synchronously by the same instructors were examined. It was hypothesized that if the switch from face-to-face to online instruction changed the students’ approaches to learning, course performance would differ between the instructional modes. Differences in female and male students’ adaptation responses were expected to be reflected in their course performance. The study found that female students performed better online than face-to-face in Arabic Culture, Natural Science, Math, and Wellness courses. Male students also performed better online in Math and Natural Science courses, whereas they exhibited better performance face-to-face in Arabic Culture, Wellness, and Professional Competency courses. It was concluded that basic indices of uneven performance can guide further analyses into the sources of female and male students’ approaches to instructional modes.

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“…Due to the campus shutdown, academic institutions rely on their online platforms to continue the educational process, which may be unprepared for the entire teaching procedure (Dhawan, 2020;Mishra et al, 2020). Access to available and stable Internet connections and computers to enable students to attend online classes is hard to guarantee (Alrasheed, 2021;El Firdoussi et al, 2020). Urban users make about 84% of the Internet population in Saudi Arabia (Alnasser et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

Muhammad¹,

Ali²,

Alourani³

et al. 2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.</p>

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The Challenges Faced by Undergraduate Women during the COVID-19 Pandemic in Saudi Arabia

Cited by 10 publications

References 41 publications

Topic Modelling and Sentimental Analysis of Students’ Reviews

Topic Modelling and Sentimental Analysis of Students’ Reviews

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

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