The impact of the three-semester system on primary grade children's motivation: Perspectives from mothers

Abstract

In the past two academic years, the Saudi Ministry of Education has implemented a three-semester system dividing the academic year into three 13-week terms instead of the traditional two-semester format. This study aims to explore the practical application of the three-semester system and its impact on primary grade children's motivation from their mothers' perspectives. This research involved 250 mothers of children in the first three grades of primary school in the Eastern Province of Saudi Arabia. A quantitative descriptive approach was used to systematically collect and analyze data regarding the phenomenon. Data were gathered through two questionnaires: one assessing the implementation of the three-semester system in primary grades and another evaluating children's achievement motivation. Findings indicate that the increased school duties and assignments under the three-semester system have significantly burdened children compared to the two-semester system. Additionally, no statistically significant differences were found in achievement motivation between boys and girls. Overall, most mothers expressed disagreement with the three-semester system reflected in an average rating of 0.24 and a standard deviation of 0.59. This study sheds light on the implications of the new system on children's motivation and highlights concerns raised by mothers.