An analysis of variables related to biology achievement at the twelfth-grade level in the southwestern region of Saudi Arabia.

摘要

The purpose of this study was to identify significant predictors of biology achievement at the 12th grade level in the southwestern region of Saudi Arabia. Seventeen secondary schools enrolling only males were randomly selected for the study (912 students and 59 science teachers). Variables analyzed included: (1) student characteristics including parental education, parental occupation, student age, student interest in science, student perceptions of classroom activities, and student achievement in Arabic, mathematics, and biology; (2) teacher characteristics including age, nationality, teaching experiences, degree and major, and perceptions of instruction; (3) school variables including enrollment, location, resources, teacher-student ratio, type of building.;The Al-Shahrani Biology Achievement Test (ABAT) was developed based on an analysis of the biology textbooks used in Saudi Arabian secondary schools (10th, 11th, and 12th grade). The ABAT was used as the means of obtaining biology achievement scores. The California Achievement Test in mathematics was translated and used to obtain mathematics scores.;Frequencies, correlations, ANAOVA, multiple regressions, and ANCOVA were involved in the analyses. Results indicated that students missed about 50 percent of the items on the test indicating the curriculum and the instructional materials were not effective. Mathematics and Arabic achievement were significant predictors of biology achievement and accounted for 35 percent of the variance. Student's interest in biology was a significant predictor and accounted for 13 percent of the variance. Three schools were significant predictors of biology achievement and accounted for 43 percent of the variance. Student's parental education and occupation, school size, and location had low, but significant relationships with biology achievement.;The fact that no school had a high average biology scores indicates that a sequential curriculum and an improvement of the textbooks based on the curriculum are needed. Three schools scored higher than others when adjusted for student ability and accounted for about 40 percent of the variance. Variables related to these schools particularly those related to effective and successful schools should be studied.;Suggestions for improving national, regional, and local education programs are presented. Research to assess changes and to guide schools improvement are suggested.