Faculty Members and Students’ Attitudes Towards Emergency Remote Teaching for Sharia Science Courses at College of Sharia and Islamic Studies, Qassim University

Abstract

The study aimed to identify faculty members and students’ attitudes towards emergency remote teaching for sharia science courses at College of Sharia and Islamic Studies, Qassim University. The study used the descriptive survey method. The study sample consisted of (149) faculty members and the like, (814) male and female students at the undergraduate level, and (206) male and female students at the postgraduate level at College of Sharia and Islamic Studies. An attitude scale was used to measure attitudes of those who have previously studied Sharia courses during the coronavirus pandemic through emergency remote teaching. The results of the study showed positive attitudes of faculty members at the College of Sharia and Islamic Studies, Qassim University, towards emergency remote teaching for sharia science courses, except for two statements in the scale: “I feel that emergency remote teaching weakens the learner’s motivation” and “I feel that emergency remote teaching makes the teacher the focus of the educational process”. The attitude towards these two statements was neutral, although it was closer to be positive than negative. The study results also showed that there were statistically significant differences between the mean of males and females on the scale of the attitudes of faculty members at the College of Sharia and Islamic Studies, Qassim University, towards emergency remote teaching for sharia science courses in favor of the mean of females. The study results also showed that there were no statistically significant differences between the means of the faculty members’ attitudes towards emergency distance learning according to the variable of academic rank. The attitudes of male and female students of the College of Sharia and Islamic Studies, Qassim University, towards emergency remote teaching for sharia science courses at the undergraduate and postgraduate levels were positive in general, with no statistically significant differences due to gender.