Measuring the Enacted Curriculum of Computing Education at K-12 Schools in the Kingdom of Saudi Arabia – Comparative Survey with Different Countries

Alharbi, N. A. M. (2022) Measuring the Enacted Curriculum of Computing Education at K-12 Schools in the Kingdom of Saudi Arabia – Comparative Survey with Different Countries. In: 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology, Baltimore, Maryland, USA, 23-24 May 2022, ISBN 9781665471145 (Accepted for Publication)

Abstract

The importance of computational thinking skills has been realized by different countries. This realization is reflected in the implementation of new computer science educational frameworks. The Kingdom of Saudi Arabia (KSA) is also motivated to upgrade the existing CS education structure according to the Vision-2030 initiative. However, before implementing the new curriculum framework, it is important to determine the current state of enacted CS curriculum in KSA. Different recent studies used MEasuring TeacheR Enacted Computing Curriculum (METRECC) Instrument to collect data from high-income countries such as USA, UK, Australia and Scotland and low-income countries such as Pakistan and Sri Lanka (METRECC South Asia). With minor modifications, the same tool is used to collect data from KSA teachers and administrative authorities. The tool is modified based on cultural knowledge of the country and feedback from a few professionals and is named as METRECC KSA. This data is validated through different statistical tests. The results compiled from the KSA data are compared with that of different countries collected using the same tool. The major contribution of the research is to determine the current state of enacted CS curriculum in KSA. The study demonstrates that CS teachers in KSA are more experienced and motivated as compared with other countries. However, there are certain areas such as computational thinking and algorithm thinking that need further improvement.

• Item Type: Conference Proceedings
• Status: Accepted for Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Alharbi, Noha
• Authors: Alharbi, N. A. M.
• College/School: College of Science and Engineering > School of Computing Science
• ISBN: 9781665471145
• Copyright Holders: Copyright: © 2022 IEEE
• First Published: First published in 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT): 152-154
• Publisher Policy: Reproduced in accordance with the publisher copyright policy

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