The level to which academic accreditation contributes to improving the quality of learning in Arabic language bachelor’s programs from the perspective of faculty members: mixed-method research

Document Type : Original Article

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Abstract: The research aimed to identify the level to which academic accreditation contributes to improving the quality of learning in Arabic language bachelor's programs from the perspective of faculty members, and to reveal the extent to which there are statistically significant differences between the means of the participants to the variables of university and the number of years of service in university education. To achieve the research goals, the research followed a mixed research approach with a parallel convergent design. The research sample consisted of 131 faculty members from five Arabic language bachelor's programs in five universities. Data were collected using a questionnaire and a focus group interview. The results showed that academic accreditation contributes to improving the quality of learning in Arabic language bachelor's programs at a high level. The results did not reveal statistically significant differences between the means of the participants to the variables of the university and the number of years of service in university education. The research gave recommendations and suggestions in light of the research results.
 
Key words:
 academic accreditation, Arabic language bachelor's programs, quality of learning in Arabic language
 
 
Journal of Education Studies and Humanities
Volume 14, Issue 4
October 2022
Pages 361-396

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