This simulation employed a compiler which explains the role of central limit theorem in dealing with populations that are not normally distributed. A group of 10000-data-point populations were simulated according to five different kinds of distribution: uniform, platykurtic normal, positively-skewed exponential, negatively-skewed triangular, and bimodal. Three 500-data-point sampling distributions of sample sizes of 2, 10, and 30 were created from each population. All populations and sampling distributions were displayed in histograms for analysis along with their means and standard deviations. The results verified the principles of the central limit theorem and indicated that if the population is close to normality, a smaller sample size is needed so that the central limit theorem can take effect. But if the population is far from normality, a large sample size might be required. A proportion of population was proposed for a sample size based on the simulation results. Further studies and implications are discussed.

Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.

Building a school is an easy task, but keeping its physical facilities in a good condition is a real challenge. The literature indicates that the physical classroom environment has a critical role in the learning process. To optimize that role, the physical aspects being considered should be relevant to the human needs. This study was conducted to evaluate the physical aspects of classroom environment, which are related to students' needs. Data on 860 students from public high schools in Medina, Saudi Arabia, were collected using a paper-based closed-ended questionnaire. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study confirmed the validity of the proposed model for evaluating the physical environment. In addition, the findings suggest that the classroom environment needs improvement in the area of temperature, air quality, acoustics, class size, space, and cleanliness. Finally, implications for practice and future directions for research are discussed.

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