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THE GOALS OF WOMEN'S LITERACY EDUCATION IN SAUDI ARABIA AS PERCEIVED BY SAUDI ARABIAN UNIVERSITY PROFESSORS, FEMALE LITERACY TEACHERS AND FEMALE ADULT LEARNERS (FUNCTIONAL, CURRICULUM, PHILOSOPHY)
Abstract
The objective of this study was to study the perceptions of Saudi Arabian university professors, female literacy teachers and learners concerning the importance and current fulfillment level of twelve functional goals of women's literacy education. Specifically, this study sought to answer eight research questions and to test eight null hypotheses. Research questions sought to find out how respondents from different regions, positions, social affiliations, nationalities, academic orientations, and gender perceive the importance of proposed goals. Only two independent variables (position, region) were investigated as to how they might influence respondents' perceptions regarding goals, current fulfillment level. The eight hypotheses were advanced to determine if employed variables have a significant impact on respondents' perceptions. A reliable instrument (questionnaire) containing 72 subgoals was utilized for data collection. Descriptive statistics (means, standard deviation, percentile) were computed to analyze respondents' characteristics and to determine respondents' perceptions concerning each goals' importance and fulfillment level. T-tests or analysis of variance tests were computed to test for significant differences between or among groups. When significant differences were detected, the Scheffe test was computed to find which group differed significantly from any other group(s). The findings of this study confirmed that ten of the twelve proposed goals were considered important and acceptable for expanding the literacy programs. Only two goals (employment, leisure) were not fully accepted as important goals to consider in expanding the literacy program. Findings also showed respondents downgraded goals' attainment level and were in good agreement regarding goals' ranking. Four independent variables (position, region, nationality, gender) exerted significant impact on respondents' perceptions regarding goals' importance. Likewise, position and region exerted significant impact on respondents' perceptions of goals' current fulfillment level. Only social affiliation and academic orientation had no significant impact on respondents' perceptions of goal importance. Possible interpretations as to why these significant differences existed and implications of these results were discussed. Recommendations for implementing proposed goals and further research were made.
Subject Area
Adult education|Continuing education
Recommended Citation
SENBEL, A.AZIZ ABDULAH, "THE GOALS OF WOMEN'S LITERACY EDUCATION IN SAUDI ARABIA AS PERCEIVED BY SAUDI ARABIAN UNIVERSITY PROFESSORS, FEMALE LITERACY TEACHERS AND FEMALE ADULT LEARNERS (FUNCTIONAL, CURRICULUM, PHILOSOPHY)" (1984). ETD collection for University of Nebraska-Lincoln. AAI8509876.
https://digitalcommons.unl.edu/dissertations/AAI8509876