Program Evaluation: Logic Models in the Saudi Public Educational System’s E-Learning

E-learning has become popular in all levels of education for a number of reasons. Its increased accessibility provides courses without the requirement of having to visit a physical classroom, and helps establish self-scheduling and self-confidence. Seventy percent of the population of Saudi Arabia is under 30 years of age. Only 25% of classroom teachers are Saudi citizens; all others hail from other countries. Public education in Saudi Arabia must consider long-term plans that use Internet delivery to augment learning in traditional classrooms.
The methods used in this program evaluation to conduct research include a literature review, the introduction of a logic model, cost benefit analysis and research design.
The main focus of this formative program evaluation is to evaluate e-learning and distance learning as an alternative to the public educational system. E-learning and distance education will create a new phenomenon in Saudi society and will allow citizens an opportunity to take advantage of advancing technology. The purpose of this formative program evaluation is to explored two questions: (1) Will the academic performance of students who use e-learning or exceed compared to the academic performance of traditional students; and (2) What does the Cost-Benefit Analysis (CBA) reveal about a long-term, alternative high school delivery system for Saudi students? It is anticipated that academic performance of an experimental group of e-learning students will match or exceed the performance of the control group composed of traditional classroom students, and that a cost benefit analysis will determine the feasibility of offering such a program as an alternative method of education.
A CBA would determine that the benefits to society for implementing an alternative e-learning delivery system for high school study would be affordable. Therefore, the conclusion of this program evaluation would be to proceed with the program.