https://orcid.org/0000-0003-3084-3933
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ABSTRACT
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.
Acknowledgments
The Deanship of Scientific Research (DSR) at King Abdulaziz University, Jeddah, Saudi Arabia has funded this project, under grant no. (KEP-97-120-42). Research review and approval: Research Ethics Committee at King Abdulaziz University, protocol KEP-97-120-42, and date of approval: 15/02/2021.
Disclosure statement
No potential conflict of interest was reported by the author(s).
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Notes on contributors
Lowai G. Abed
Lowai G. Abed is an Associate Professor in the Department of Communication and Public Relations, College of Communication and Media at University of Jeddah (Jeddah, Saudi Arabia).
Mohaned G. Abed
Mohaned G. Abed is Professor in the Department of Special Education, in the Faculty of Educational Graduate Studies at King Abdulaziz University, (Jeddah, Saudi Arabia).
Todd K. Shackelford
Todd K. Shackelford is Distinguished Professor in the Department of Psychology at Oakland University (Rochester, Michigan, USA)