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This study aims to investigate students’ perspectives towards flipped classrooms (FCs) while determining their preferences and suggestions for better FC practices. All participants were required to watch videos before the lectures and to practice the content within the class. Both qualitative and quantitative methods were used, and data were gathered through a survey and semi-structured interviews. The participants were in their first and second years. The results illustrated that both genders indicated positive perceptions towards FCs, with females reacting more positively than males. The FC model was preferred over the traditional classroom due to its enhancement of engagement and motivation, with males showing high satisfaction with technology out-of-class, indicating that it reinforced self-learning performance. Most male participants reported that they preferred instructor explanations over videos. Both genders recommended having different materials alongside video lectures that were short and supplemented with pictures to increase engagement. Considering the findings, practical implications were recommended.

Background: Hematological values are influenced by many factors and their determination can be crucial for clinical diagnoses. This study aimed to study hematological parameters in low and high-altitude residents of the Al-Baha area, KSA. Methods: This cross-sectional study was conducted between 2019 and 2020 at Al-Baha, KSA. Data were collected from the ministry of health for complete blood count of routinely investigated healthy Saudi adults. Residents were divided into low and high lands according to altitude. Results: A total of 701 individuals were analyzed of which 501 were living in high altitudes. Individuals were predominantly females (55.8%), and those of high altitude was also predominantly females (n = 391). Red blood cell, hematocrit, and hemoglobin was found to be significantly higher in males versus females, high altitude versus low altitude, high altitude males versus low altitude male, and high altitude female versus low altitude females. White blood cells were also found to be significantly higher in high altitude residents, male, and females versus low altitude residents, males, and females. Platelets were significantly lower in males versus female individuals. Conclusions: Our findings demonstrate that the hematological reference ranges in the high-altitude provinces are significantly different from that of low altitude provinces of the Al-Baha area, other regions of the Kingdom of Saudi Arabia, and the western reference ranges. Our reference ranges for blood parameters can be used in clinical practice and research.

Microbes can have multiple enzymes that are able to catalyse the same enzymatic reactions but may differ in structure. These are known as isozymes. It is assumed that isozymes have the same functional role for cells. Contrary to this assumption, we hypothesised that isozymes can confer different functions for microbial cells despite catalysing the same reactions. To test this hypothesis, we studied the role of superoxide dismutases (SOD) in Klebsiella pneumoniae, the causative agent of several nosocomial and community-acquired infections, in infection relevant assays. SODs are responsible for detoxification of toxic superoxide radicals. K. pneumoniae genome contains three superoxide dismutase genes, sodA, sodB, and sodC coding for Mn-, Fe- and CuZn- co-factored SODs, respectively. By creating and testing single, double, and triple SOD mutants, we investigated the regulatory interactions among SOD and determined the role of each isozyme in oxidative stress resistance, biofilm formation, cell morphology, metabolism, and in vivo colonization and persistence. Our results demonstrate that SOD isozymes in K. pneumoniae have unique roles beyond oxidative stress resistance, and there is a regulatory interplay among SODs.

In order to identify the impact of cooperative learning method (CL) on verbal interactions of EFL learners, a 3-months research was conducted in four government secondary schools in EFL context. The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys’ secondary schools in Al-Baha city. Schools were randomly assigned to one of the two conditions, either experimental or control groups. The researcher videotaped eight classes—four classes in the experimental condition who have trained with cooperative learning skills, and four classes in the comparison groups without this training— for a 12-week period. In the experiment classes, eight students were chosen randomly from each class and divided into two CL groups (four students in each group). Each of the groups was video-recorded one time for 30 minutes. Then two CL groups were chosen randomly from the pool of the students in each class. Two video cameras were used to cover two groups each week. In the control classes, eight students were chosen randomly from each class and divided into two small groups (four students in each group). The results showed that there was a significant difference between the conditions in making basic statements during discussion, responding to others’ requests for basic information with brief statements, explanations with giving examples, Positive interruption, negative interruption, and supporting others in the group. In contrast, there were not significant differences in other verbal interactions such as requesting clarification from others, direct actions of the group (Gives directions, organize responsibility) and asking open-ended questions.

To identify the effect of cooperative learning (CL) on the achievement’s of EFL learners, a 12-week study was conducted in four secondary schools in Saudi Arabia. This study aims to examine the effectiveness of cooperative learning (CL) in developing English as a Foreign Language (EFL) students’ grammatical competence in a relatively under-researched context (i.e., Arabia). In particular, this this study aims to investigate the impact of cooperative learning in comparison to traditional instruction in learning English grammar on the achievement of students. This study contributed to the knowledge about how students learn English grammar as a foreign language when they work cooperatively together in cooperative learning groups in comparison to peers who work in traditional classrooms (small groups). The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys’ secondary schools in Al-Baha city.The results showed that there are statistically significant differences between the mean scores of the students who were taught English in the cooperative learning environment (the experimental group), and those who were taught the English by using the traditional small group method (the control group) in the post-test. This difference was in favour of the experimental group. However, the results showed that are not statistically significant differences between the students in the experimental classes and the students in the control groups in their English achievement test score at the pre-test.