Assessing the Academic Key Performance Indicators of Junior College Students in Writing at Albaha University

  • Elsadig Mohamed Khalifa English Department, College of Science and Arts, Almandaq Albaha University, Albaha, Saudi Arabia
Abstract views: 25 , pdf downloads: 17
Keywords: Blackboard, indicators, performance, Thorndike Approach, writing

Abstract

The current paper has focused on evaluating Saudi junior students’ writing performance at Albaha University. In this direction, the study aims to assess the academic key performance indicators of Saudi male students who study Writing (1) course in the first term of (2019) in the College of Science and Arts in Almandaq. About 24 students participated in this study. They were divided into two groups: a control group (n=12) and an experimental group (n=12). A pretest and posttest were carried out to collect the necessary data for both groups. To analyze the data, the study used percentages and the comparison of key performance indicators based on the Thorndike Approach for evaluating students' results and the natural distribution for their grades. Results revealed that while 24% of the control group participants failed to pass the posttest, all the experimental group respondents passed in the posttest after implementing the course through Blackboard. These results showed a statistically significant difference between the control group and the experimental group in favor of the experimental group. In light of these findings, the academic key performance indicated that the students' writing skills improved after implementing the treatment through the Blackboard Portal which helps in enhancing students’ writing skills and achieving the students’ learning outcomes in the College of Science and Arts in Almandaq and other Colleges at Albaha University.

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Published
2021-01-24
How to Cite
Khalifa, E. M. (2021). Assessing the Academic Key Performance Indicators of Junior College Students in Writing at Albaha University . IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, 6(1), 93-106. https://doi.org/10.30957/ijoltl.v6i1.657