Determinants of College and University Choice for High-School Students in Qatar

Drawing on existing research, this paper investigates various predictors of high school students’ college and university choice decisions in Qatar. Based on a 2015 survey of 1,427 participants, this study utilized exploratory factor analysis to identify variables that affect student choice of higher educational institutions (HEI). Three factors were extracted from the analysis, revealing the following aspects of the academic experience as important when choosing a HEI: quality of education, cultural values, and the cost of education. To further the understanding of the relevance of these factors for different student demographics, we employed ordinal logistic regression to test whether several independent variables (student’s gender, nationality, parental education, and parental occupation) act as significant predictors of the three extracted dimensions (dependent variables). The analysis revealed that, indeed, demographic characteristics significantly predict, to varying degrees, all three factors affecting student’s HEI choice. Discussion on postulated reasons behind the recorded relationships will follow, along with implications and recommendations for further study and research. Findings of this study will help HEIs in Qatar and the broader region to position themselves more effectively, and develop targeted strategies that attract a diverse student population

A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students

ABSTRACT This study sought to explore the factors that help predict students’ interest in Science, Technology, Engineering and Mathematics (STEM) in Qatar. Drawing on recent work in the field, the present paper examines the intersection of personal characteristics (gender and grade level) and contextual (teacher) variables, and their association with interest in STEM. The study involved a nation-wide survey of preparatory and secondary levels of education in Qatar implemented in 2015, and data from a sample of 660 preparatory (middle) and secondary (high) school students. Factor analysis extracted five valid dimensions and a path analytic model suggested that student interest in STEM is influenced by teachers, perceptions of homework assignments, self-confidence and intention to pursue further study. Gender and level of education were also identified as variables likely to affect student interest in a STEM field. The paper concludes with important recommendations for policy and suggestions for further study and research

Predictors of Parental Involvement in Their Child's Education in Qatar

Research indicates that parental involvement provides numerous benefits that increase students' academic performance. Therefore, it is important to understand why some parents are involved in their children's education and the possible barriers that prevent other parents from engaging with schools. This study examines parents' perspectives regarding their involvement in public schools in the State of Qatar. Four hundred and seventy-four Qatari parents completed a self-reported survey questionnaire, reporting their views and opinions regarding their participation in their child's education at school and home and the aspects of schooling in which they are involved. Results from factor analysis identified two main predictors of parental involvement in this current study: time spent on homework and communication with the school. Results also indicated that the perceived quality of education was also associated with parental involvement. The article concludes with recommendations for future study and research for policy and decision-making