THE IMPACT OF QUALITY CONTENT EDUCATIONAL RESOURCES ON STUDENTS' ACADEMIC ACHIEVEMENT: SURVEY RESEARCH (ON THE EXAMPLE OF NORTHERN BORDER UNIVERSITY, ARAR)

Introduction. Academic achievement is reflected in marks (points) achieved in the disciplines studied and it assumes that the student has acquired the required set of skills and knowledge, which he or she can use while performing educational and professional tasks after learning a particular discipline or a group of disciplines. This means that the concept of "academic achievement" represents measuring the student's ability to comprehend academic programmes in the class or independently. The aims of the present research were the following: to determine the ability of students to be active users of educational databases and their elements, which are considered to be effective especially in this type of educational activity; to identify the opportunities to improve academic achievement and the quality of academic curriculum implementation (in accordance with the necessary content) through digital educational content. Methodology and research methods. The present research is based on the field survey methodology. Empirical data were collected through questionnaires and face-to-face interviews. The validity of the collected material was verified through the method of mathematical statistics. Results and scientific novelty. It is known that information technology today is one of the most important factors, which can have a powerful impact on the quality of the education system in universities. The research conducted at the Northern Border University (Arar, Saudi Arabia) investigated the following questions: how the databases available at the Saudi Digital Library assist students of various specialties (faculties) in their studies; what the real contribution of the databases to the training of future professionals is; how learners define their goals and needs by using these databases. The processed questionnaire and interview results demonstrated that for most students e-learning content is not a tool to improve academic performance. The students' satisfaction with the offered e-learning content was very low. Meanwhile, the students noted that they needed accessible and quality digitised educational information. However, they lack the information competency to find, store and apply information in its various forms. This competency is not limited only to the skills to work with the computer (all young people possess this skill today) - it includes the skills to systematise and structure the received information; critical attitudes towards it; ability to summarise and draw conclusions. It is also important to have easy and user-friendly database tools. Thus, it is necessary to provide further guidance for learners on effective work with digital databases; to develop students' research skills; to carry out specialised workshops in order to motivate students to use digital educational resources. Practical significance. The present research materials can be useful for specialists developing university digital databases based on curricula mastered by students.