Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501225
Title: Exploring cooperative and psychological approaches to learning in the Saudi Arabia school system
Author: Alhodithy, Ahmed Ibrahim Rashid
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2009
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Abstract:
This study began as an exploration of the potential within the Saudi Arabia secondary school system for a cooperative approach to teaching and learning based on psychological principles to be adopted. It developed into an exploration of the culture of the education system and the wider culture within which this approach would operate. The study was divided into three Phases: the first one explored the current system; the second investigated participants' evaluation of Cooperative Learning; and the third explored the practice of three teachers interested in this approach. In all three Phases, the development of the focus of the thesis is explained. An overview or me cultural, economic, political and religious context within which the education system in Saudi Arabia operates contextualizes the research. An extensive review of the literature on Cooperative Learning was carried out in order to clarify the principles and theoretical underpinnings which would impact on the feasibility of it being adopted. A variety of research tools were used. Interviews and observations were carried out in Phases One and Three. In the second Phase, questionnaires and focus group discussions surveyed responses to a recorded introduction to the approach. In Phase One, participants were chosen from a range of groups, based on their function in the system (from teacher trainers to students) whereas in Phase Two only teachers and teacher trainees participated. Three teachers, their Head Teachers and students were the participants in the case studies in Phase Three.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.501225  DOI: Not available
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