Academic Difficulties Facing Students of the College of Education at Al-Ghurayfah, University of Sabha, as Perceived by the Students

Abstract

This study aimed to identify the academic difficulties facing students of the College of Education at Al-Ghurayfah, University of Sabha, from the students' own perspective. It also examined differences in the level of these difficulties according to gender and field of study (applied sciences vs. social sciences and humanities). A descriptive design was adopted. A researcher-developed questionnaire of 44 items across six dimensions was used; its face validity was established by six expert reviewers, and its reliability was estimated with Cronbach's alpha (α = .664). The questionnaire was administered to 115 students, representing 46% of the study population of 250 students enrolled in the 2025/2026 academic year.

The overall level of academic difficulties was moderate (M = 3.24). Difficulties related to curricula (M = 3.90) and teaching methods (M = 3.60) ranked highest, both at a high level. The most prominent issues were the shortage of courses that develop practical skills and the weak link between theory and practice. Difficulties related to educational resources, administrative and organizational matters, and assessment and examinations were at a moderate level. The perceived impact of difficulties on academic performance was low (M = 2.48).

Statistically significant gender differences were found in five dimensions and in the total score, with males scoring higher overall. Significant differences by field of study were also found in five dimensions and in the total score, with applied-science students scoring higher overall. The direction of differences varied across dimensions, and no significant differences emerged in the teaching-methods dimension for either variable. The study recommends revising courses to strengthen their applied component, adopting interactive teaching methods, activating academic advising, and improving educational resources.