Arab Educational Information Network

The study aimed to evaluate the PhD program, curricula, and general teaching methods at King Khalid University in light of American Educational Programs Authority (CAEP) standards from students' perspectives, and to identify differences concerning the evaluation according to the gender variable. The study sample was selected in a simple random way, as It consisted of (67) male and (31) female doctoral students, curricula and general teaching methods enrolled in King Khalid University’ College of Education from the beginning of the academic year 1433-1434 AH to the academic year 1442 AH and those graduated from the program. The study followed the descriptive approach, and the researchers designed an evaluation card consisting of (35) statements emanating from the five (CAEP) criteria, their validity and stability were calculated, and the study concluded the following outcomes: The criteria for (CAEP) in the doctoral program achieve general curricula and teaching methods to a large degree and an arithmetic mean at (3.4), where the highest standards achieved was the third criterion (Student Quality and Selectivity) with mean of (3.8) and at large degree, followed by the first criterion (Educational Content and Knowledge) with a mean of (3.5) and with a large degree of verification, followed by the fourth criterion (Program Effect) with a mean at (3.4) which came at large degree of verification, then the second criterion (Professional Partnership and Field training) was ranked with an average of (3.2) at moderate degree of verification, while the least met criteria was the fifth criterion (Program Quality Assurance and Continuous Improvement) with an average of (3.0) and at moderate degree of achievement. The outcomes also showed that there was no statistically significant variation between students ’responses according to the gender variable in the program’s evaluation in light of the standards of the American Educational Programs Authority (CAEP). (Published abstract)