Two hundred eighty female college students in Dammam were interviewed to find the reasons behind what is called the “poor level” of Saudi college students. The study was not a large one but it can still give some indications of educational problems. Among those cited were what the students called “difficult curriculum,” “tough teachers,” “bad company,” plus the relative freedom of a university compared to school and the fact that some of them had not had a choice in selecting their majors.
The university admission system does not allow students to choose what they think they are good at or at least what they are interested in. Instead, they are directed to certain fields based on how high their grades are. The study found that the majority of the interviewees had not been given a choice; they had to accept what they were told to study.
Some 50 percent said that being forced to study what they didn’t want to depressed them and was a factor in their dislike of studying. The students also said that college life was completely different from school and they thought the curriculum harder than what they could easily cope with. This gives some idea of what these girls had been taught in school. It is likely that the school curriculum is outdated, simplistic and uninformative. Teaching methods do not encourage inquisitive minds or research. Thus if a girl is used to memorizing material rather than being required or encouraged to think — let alone do research — then she will surely not be ready for college or university work. Some try to help themselves while others do not. It is sadly common for college students to hire others to do their research for them. University teachers constantly complain that whenever they ask students to do research, they are met with gloomy faces and complaints, “We don’t know how to do what you want.”
Of course students cannot be blamed because nobody has taught them how to research a topic or analyze material. So 61 percent of the students said that they felt frustrated in their first year of college. A large group said that the frustration was because of difficult subjects.
One university teacher complained that his students always said that his subject was the most difficult. He was as frustrated on his side as they were and he blames school for turning out students who are unwilling and unprepared and who only want a degree with the least possible work.
In an interesting discussion I took part in recently, the teacher said that in one exam he set, he provided a map of a country and asked the students to put in the main cities. He was astounded when the answers he got were almost all ridiculously wrong. He said, “Some of them did not even know basic north and south map directions.” He added that in another question, a student had placed the cities outside the land area in the seas and oceans around the country. In disgust, he turned to a secondary teacher who was also a part of the discussion and said, “This is the standard you give us and you expect us to educate them.” An unrealistic expectation to be sure but then why do the students pass — usually with high marks — every year?
These complaints are not unusual nor should we be surprised at hearing them. Since no spirit of educational inquiry has been passed on to the students — most of their teachers lack it as well — it is not surprising that they dedicate their time to other things which they consider more interesting.
According to the study, some of those interesting things are hanging out with friends and following fashion trends. Some 45 percent of those interviewed said that because they did not know to study correctly, they were doing poorly in their courses. At least they recognize the problem. But what is to be done here. Our educational institutions should do some serious investigating and realize that they must begin solving problems which are growing steadily worse — and will continue to do so unless corrective action is taken.
