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Economy Skills among Female Mathematics Students at University According to Their Perceived Future Roles

Abstract

This study aimed to determine the degree of availability of knowledge economy skills among female mathematics students at the College of Science and Human Studies in Saudi Arabia (Imam Abdulrahman bin Faisal University) according to their perceived future roles. To achieve this, a descriptive analytical method was employed and a newly developed questionnaire administered to a random sample of 100 female students. Data were analysed using the Statistical Package for Social Sciences (SPSS) (Cronbach's Alpha, Split-Half, Spearman's correlation coefficient, Arithmetic mean, Standard deviation, Standard error, Order). The results indicated a high level of problem-solving and decision-making skills (the first dimension) among students with an arithmetic mean of 2.68 (89.42%), followed by communication skills with an arithmetic mean of 2.63 (87.67%), innovation skills with an arithmetic mean of 2.42 (80.9%), both critical thinking skills and using technology with an arithmetic mean of 2.3 (78.33%), and a medium level of teamworking skills with an arithmetic mean of 2.07 (69.25%). The arithmetic mean for the general level of skills was 2.42 (80.65%), indicating a general increase in the availability of knowledge economy skills among these female mathematics students. Statistically significant differences (0.01) in the availability of knowledge economy skills were also found in academic stage (Bachelor-Master) in favour of undergraduate students. The researchers recommend an increased focus on teamworking skills, and that students, particularly master’s students, should receive more training on knowledge economy skills and be encouraged to keep up to date with recent developments

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International Journal of Instruction

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Last time updated on 22/11/2023

This paper was published in International Journal of Instruction.

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