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

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.

KEYWORDS:

• Academic attainment
• student-instructor interaction
• gender
• age
• Saudi Arabia

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).

Additional information

Funding

This work was supported by the The Deanship of Scientific Research (DSR) at King Abdulaziz University (KEP-97-120-42).

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)