A Mixed-Methods Study of Examining the Concerns of Saudi Arabian

A mixed-methods study of examining the concerns of Saudi Arabian middle and secondary school teachers in adopting the Future Gate Learning Management System: A transformation to digital learning by Abdullah Essa Masmali B.A., Teachers College, Jazan University, 2001 M.A., Cleveland State University, 2014 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2020 Abstract The purpose of this mixed-method study was to examine the concerns of teachers in middle and secondary schools as they began to implement the Future Gate LMS in Saudi Arabia. A sample of 1045 teachers participated in this study, who represent teachers from schools selected by the Ministry of Education to implement the transformation to digital learning through the Future Gate LMS project. The study examined teachers’ concerns through the lens of the Concern Based Adoption Model (CBAM) frameWork. The data in this sequential mixed-method study were obtained through tWo phases. The first phase was quantitative data through the Stage of Concern Questionnaire (SoCQ) and the second phase was qualitative data through an open- ended question on the SoCQ as well as semi-structured intervieWs. The results from the SoCQ indicated that teachers in the middle and secondary schools Who were selected to implement the Future Gate LMS were in the early concern stages. The highest percentile score was Stage 0 Unconcern 87% followed by Stage 1 Personal 84%, Stage 2 Informational 83%, and Stage 3 Management 73%. The lowest percentile score was in Stage 4 Consequences 54% followed by Stage 5 Collaboration 59% and Stage 6 Refocusing 69%. A one- Way MANOVA test revealed a statistically significant difference betWeen teachers’ stages of concerns and their gender and type of degree. It also revealed statistically significant differences betWeen teachers’ stages of concerns and their technographic characteristics (prior experience in educational technology use, type of professional development in educational technology, duration of professional development in educational technology, type of professional development in Future Gate LMS, and duration of professional development in Future Gate LMS). One-Way MANOVA also revealed statistically significant differences betWeen teachers’ stages of concerns and technology availability in the classroom (technology in the classroom and Internet access in the classroom). The qualitative data analysis indicated that the top three concerns of teachers were centered around technology and Internet in the school, Future Gate LMS activation, and how students deal with Future Gate LMS. This study contributes to the literature to understand teachers’ needs for successfully implementing innovations. Results obtained from this study are important for all stakeholders so that they can understand teachers’ concerns regarding adopting the transformation to digital learning in Saudi Arabia as it is an important project for the Saudi Arabia 2030 vision. A mixed methods study of examining the concerns of Saudi Arabian middle and secondary school teachers in adopting the Future Gate Learning Management System: A transformation to digital learning by Abdullah Essa Masmali B.A., Teachers College, Jazan University, 2001 M.A., Cleveland State University, 2014 A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2020 Approved by: Major Professor Dr. Kay Ann Taylor Copyright © Abdullah Essa Masmali 2020. Abstract The purpose of this mixed-method study was to examine the concerns of teachers in middle and secondary schools as they began to implement the Future Gate LMS in Saudi Arabia. A sample of 1045 teachers participated in this study, who represent teachers from schools selected by the Ministry of Education to implement the transformation to digital learning through the Future Gate LMS project. The study examined teachers’ concerns through the lens of the Concern Based Adoption Model (CBAM) frameWork. The data in this sequential mixed-method study were obtained through tWo phases. The first phase was quantitative data through the Stage of Concern Questionnaire (SoCQ) and the second phase was qualitative data through an open- ended question on the SoCQ as well as semi-structured intervieWs. The results from the SoCQ indicated that teachers in the middle and secondary schools Who were selected to implement the Future Gate LMS were in the early concern stages. The highest percentile score was Stage 0 Unconcern 87% followed by Stage 1 Personal 84%, Stage 2 Informational 83%, and Stage 3 Management 73%. The lowest percentile score was in Stage 4 Consequences 54% followed by Stage 5 Collaboration 59% and Stage 6 Refocusing 69%. A one- Way MANOVA test revealed a statistically significant difference betWeen teachers’ stages of concerns and their gender and type of degree. It also revealed statistically significant differences betWeen teachers’ stages of concerns and their technographic characteristics (prior experience in educational technology use, type of professional development in educational technology, duration of professional development in educational technology, type of professional development in Future Gate LMS, and duration of professional development in Future Gate LMS). One-Way MANOVA also revealed statistically significant differences betWeen teachers’ stages of concerns and technology availability in the classroom (technology in the classroom and Internet access in the classroom). The qualitative data analysis indicated that the top three concerns of teachers were centered around technology and Internet in the school, Future Gate LMS activation, and how students deal with Future Gate LMS. This study contributes to the literature to understand teachers’ needs for successfully implementing innovations. Results obtained from this study are important for all stakeholders so that they can understand teachers’ concerns regarding adopting the transformation to digital learning in Saudi Arabia as it is an important project for the Saudi Arabia 2030 vision. Table of Contents List of Figures .............................................................................................................................. xiv List of Tables ................................................................................................................................ xv Acknowledgements .................................................................................................................... xviii Dedication ..................................................................................................................................... xx Chapter 1 - Introduction .................................................................................................................. 1 The Country of Saudi Arabia ...................................................................................................... 1 History of Education in Saudi Arabia ......................................................................................... 2 Stage 1: Education before the establishment of Saudi Arabia ................................................ 3 Stage 2: Education from 1924 to 1953 .................................................................................... 4 Stage 3: Education in Saudi Arabia from 1954 to 1970 ......................................................... 6 Stage 4: Education in Saudi Arabia from 1970 to 1993 ....................................................... 10 Stage 5: Education in Saudi Arabia after Internet (1997 to present) .................................... 12 King Abdullah bin Abdulaziz Public Education Development Project TatWeer ...................... 14 Saudi Arabian Vision 2030 and The National Transformation Program 2020 ........................ 15 The National Transformation Program 2020 ............................................................................ 16 Technology Integration in Saudi Arabia through the 2020 National Transformation Program 16 Future Gate Platform ............................................................................................................. 17 Teacher’s Tasks in the Future Gate LMS ............................................................................. 20 Saudi Virtual School ............................................................................................................. 22 National Center for E-learning .............................................................................................. 23 iEN National Education Portal .............................................................................................. 23 Courses in Electronic Format ................................................................................................ 24 National Institute for Educational Professional Development .............................................. 25 Statement of the Problem .......................................................................................................... 26 Purpose of the Study ................................................................................................................. 27 Research Questions ..................................................................................................................

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