Does student-instructor interaction in universities influence academic attainment? The context of Saudi Arabia

• Lowai G. Abed ^[3] ; Mohaned G. Abed ^[1] ; Todd K. Shackelford ^[2]
  1. [1] King Abdulaziz University

     King Abdulaziz University

     Arabia Saudí

     
  2. [2] Oakland University

     Oakland University

     City of Rochester, Estados Unidos

     
  3. [3] University of Jeddah, Saudi Arabia

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 2, 2024, págs. 303-314
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study investigated in the Saudi Arabian context the relationship between student-instructor interaction and students’ academic attainment. A survey secured reports from university students (n = 167) of their age, gender, interactions with instructors, and cumulative grade mean score for the previous three semesters. The results indicated a significant positive relationship between student-instructor interaction and student academic attainment. These findings have implications for teaching practices and suggest a need to implement a facilitative, interactive style of teaching, instead of relying on conventional instructor-centred teaching, both within and outside the classroom. We identify limitations of the current research and suggest directions for future research, with reference to the Saudi Arabian university context.