العوامل المؤثرة على مستوى الاختبار التحصيلي لدى طالبات الصف الثالث ثانوي في مكتب تعليم رابغ لعامي 1444-1445هـ
This study aimed to explore the impact of formal education and self-directed learning on the performance of third-grade high school female students in the Scholastic Achievement Test in Rabigh Office during the years 1444 and 1445AH. The Scholastic Achievement Tests are a key criterion for assessing students’ readiness for university admission. However, the low average scores have raised questions about the effectiveness of formal education and the role of self-directed learning in improving academic performance. The study relied on a questionnaire that collected detailed data on formal education factors and self-directed learning factors, The data were analyzed using simple regression to identify the most impactful factors. The results showed that class sessions in formal education and Telegram and YouTube channels in self-directed learning were among the most influential factors on students’ Scholastic Achievement Test scores. Additionally, factors such as mock tests, textbooks, educational applications, and projects contributed to improving performance to varying degrees. The study concluded with a recommendation to develop integrated educational strategies that combine formal education and self-directed learning, focusing on enhancing statistically significant factors. The study also emphasized the need to provide more mock tests and support effective self-directed learning channels to better prepare students and achieve improved educational outcomes. (Published abstract)