‫المملكــة العربيــة‬

Kingdom of Saudi Arabia ‫السعوديــة‬

National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬
ATTACHMENT 2 (e)

Course Specifications

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

Course Specifications
(CS)

Sampling techniques (Stat 331)

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 1
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬
Course Specifications

Institution King Saud University Date of Report 20/12/2015

College/Department College of Science / Department of Statistics and Operations Research

A. Course Identification and General Information

1. Course title and code: Sampling techniques (Stat 331)

2. Credit hours 3 (2+0+1) Hours

3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Statistics and other Social science programs
4. Name of faculty member responsible for the course
Dr. Mazin zaindin
5. Level/year at which this course is offered 5th Semester- third year
6. Pre-requisites for this course (if any) Theory of Statistics (1) - (Stat 223)
7. Co-requisites for this course (if any) None

8. Location if not on main campus

9. Mode of Instruction (mark all that apply)

a. Traditional classroom What percentage? 95

b. Blended (traditional and online) What percentage?

c. e-learning What percentage? 5

d. Correspondence What percentage?

f. Other What percentage?

Comments:

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 2
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬
B Objectives
1. What is the main purpose for this course?
 To familiarize students with knowledge of sampling techniques needed for
sampling problems.
 Select samples to derive information on employment, education, income
distribution, and census.
 Select samples from the production of industrial firms to cheek product
quality.
 Use the sampling procedures in economic processes to collect economic
data.
 Use the sampling procedures in agriculture for crop estimation and
forecasting.
 Sampling is used by medical doctors and scientists to cheek the
effectiveness of new types of medicine.
 Sampling is used by armed forces to cheek the quality of various products
it purchases.
 To develop in the students' an awareness of the relevance of statistics to
other areas of medical data, agriculture data and environmental issues.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g.
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
Electronic materials and computer based programs have been utilized to support
the lecture course material.
C. Course Description (Note: General description in the form to be used for the Bulletin or
handbook should be attached)

1. Topics to be Covered

Topic No. of Contact Hours

Weeks
2 8
Definition of the population and how we select the sample

2 8
Types of surveys

2 8
Sampling methods

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 3
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

3 12
Parameters estimation (Population mean - Population ratios -
Population total)

3 12
Confidence intervals for population parameters

Selecting the sample size for estimating population mean and total 3 12
number

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 4
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

2. Course components (total contact hours and credits per semester):

Lecture Tutorial Laboratory Practical Other: Total

Contact 30 15 45
Hours
Credit 30 15 45

3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods
and Teaching Strategy

Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.
They are joined together as one, coherent, unity that collectively articulate a consistent agreement
between student learning, assessment, and teaching.

The National Qualification Framework provides five learning domains. Course learning outcomes are
required. Normally a course has should not exceed eight learning outcomes which align with one or more
of the five learning domains. Some courses have one or more program learning outcomes integrated into
the course learning outcomes to demonstrate program learning outcome alignment. The program learning
outcome matrix map identifies which program learning outcomes are incorporated into specific courses.

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable course learning outcomes required in the appropriate learning
domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align
with the assessment methods and intended learning outcomes. Third, insert appropriate assessment
methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated
learning and teaching process. Fourth, if any program learning outcomes are included in the course
learning outcomes, place the @ symbol next to it.

Every course is not required to include learning outcomes from each domain.

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 5
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

NQF Learning Domains Course Teaching Course Assessment

And Course Learning Outcomes Strategies Methods
1.0 Knowledge

1.1  A brief summary of the

 Class lectures.  In class, minor
knowledge or skill the course is
tests for the
intended to develop;  Tutorial for
previous
 A description of the teaching applications and
lectures.
numerical
strategies to be used in the examples.  Mid-Terms
course to develop that  Organize Quizzes Exams and final
knowledge or skill; for better exams.
 The methods of student understanding and  Home
assessment to be used in the to clear doubts. assignments.
course to evaluate learning  Case study both
orally and
outcomes in the domain written form.
concerned  Questions on
real life
applications.
 Class
presentations.
1.2  In-class lecturing where the same same
previous knowledge is linked
to the current and future topics
 Homework assignments
 Tutorial discussions
2.0 Cognitive Skills

2.1  Solve problems on sampling  Homework

 Mid-terms and
techniques. assignments
final exams.
 Problem solving
 Using the developments in the tutorial /  In class quizzes.
computer programs  Mock
recitation discussions.
sessions
 Case studies
related to the
course topics and
relevant national
industries

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 6
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬
2.2  Solving conceptual and significant same same
problems.
3.0 Interpersonal Skills & Responsibility

3.1  Work independently and as

 Making teams with  Individual
part of a team.
the groups of performance
 Manage resources, time and students. with in a group.
other members of the group
 Time to time  Oral
 Communicate results of work accessing of presentations
groups. weekly or/and
to others  Communicating fortnightly.
results of  In class quizzes.
assignments
through oral
presentations and
in written form.
4.0 Communication, Information Technology, Numerical

4.1  Use the computer for analyzing  Incorporating the

 Evaluating the
and processing the real data use and
proficiency in
Use computational tools utilization of communication,
computer in the terminology and
course method used.
requirements  Performance in
solving basic
and typical
numerical
examples with
time limits.
 Performance in
using
appropriate
software for the
solution of the
problems.
5.0 Psychomotor
NA
5.1

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 7
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 8
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:

Consider Maximize Continue Review Ensure Enlarge Understand

Maintain Reflect Examine Strengthen Explore Encourage Deepen

Some of these verbs can be used if tied to specific actions or quantification.

Suggested assessment methods and teaching strategies are:

According to research and best practices, multiple and continuous assessment methods are required to verify student
learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student
performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for
qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log
books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video
analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos,
graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning
contracts, antidotal notes, artwork, KWL charts, and concept mapping.

Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and
the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and
small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest
speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student
learning activities.

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination, speech, Week Due Proportion of Total
oral presentation, etc.) Assessment
1 Homework Assignments and exercises 3rd , 5th , 8th 10%
,10th
2 Mid-term Exam-I 6th or 7th 25%

3 Mid-term Exam-II 11th or 12th 25%

4 Final Exam After 15th 40%

week
8

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 9
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each week)

 Office Hours ( 6 hours per week + appointments)

E. Learning Resources

1. List Required Textbooks

Introduction to statistical sampling, AbouAhmoua, Radi, Hendi, AlMarekh, KSA, 1415
H.

2. List Essential References Materials (Journals, Reports, etc.)

 Introduction to statistical sampling methods, Al-siad G. and Galal, M (1990).
 Statistical sampling techniques, Cohran, W., Published by John wiley &
Sons, Inc. (1977).
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

 Elementary survey sampling, Scheaffer, R. L. and Mendenhall, W. (1979)

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)

5. Other learning material such as computer-based programs/CD, professional standards or regulations and
software.

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

 A class containing at least 25 seats.

2. Computing resources (AV, data show, Smart Board, software, etc.)

 A computer laboratory containing at least 15 computer sets.
 Statistical programs such as SPSS, SAS, MINITAB and EXCEL

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach
list)
NA

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 10
 ‫المملكــة العربيــة‬
Kingdom of Saudi Arabia ‫السعوديــة‬
National Commission for
‫الهيئــــة الوطنيــــة‬
Academic Accreditation & Assessment
‫للتقـويــم‬
‫واالعـــتــمـــاد‬

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

 Teacher student general meeting.

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor

 Departmental council discussions.

 Discussions with the group of faculty members related to same area /field.

3 Processes for Improvement of Teaching

 Periodical departmental revisions on the methods of teaching.
 Monitoring of teaching activities by the members of same area/field or directly
related to this course.

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample
of assignments with staff at another institution)
 Providing samples of all kind of assessment in the departmental course portfolio
of the course.
 Assigning group of faculty members teaching the same course to grade same
questions for various students. Faculty from other institutions are invited to
review the accuracy of the grading policy.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
 The course material and learning outcome are periodically reviewed and the
changes to be taken are in the departmental and higher councils.
 The chairman of the department and faculty members take the responsibility.
 There must be some talks on the course by an external speaker time to time.

Faculty or Teaching Staff

Signature: ________________________ Date Report Completed:

Received by: _____________________________ Dean/Department Head

Signature: _______________________________ Date: _______________

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 11