BSpace

The British University in Dubai (BUiD) Digital Repository

Welcome to BSpace, the online institutional repository of the British University in Dubai. BSpace provides access to the Dissertations, Thesis, Research projects, Faculty publications and archives of BUiD.

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Now showing 1 - 7 of 7

Recent Submissions

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    Comparing Digital and Traditional Reading for Pleasure: Effects on 11th Graders' Comprehension
    (The British University in Dubai (BUiD), 0025-02) EL HADDAD, RANYA AHMED AREF; Dr Tendai Charles
    This study investigates the impact of the Reading for Pleasure (RfP) program on 11th-grade students' reading comprehension in private schools in Ajman, UAE, comparing digital and printed reading mediums. It explores how students’ preferences for these formats influence their reading engagement and comprehension. Grounded in theories of reading comprehension and second language acquisition (SLA), the research uses a mixed-methods approach, incorporating quantitative assessments from a quasi-experiment and qualitative insights from a survey and a focus group interview. Findings show that while both digital and printed formats positively affect comprehension, printed texts consistently foster deeper cognitive engagement, particularly with complex reading tasks. Students expressed a preference for printed materials for their ability to minimize distractions and enhance focus, whereas digital formats were favored for accessibility and ease of use in shorter tasks. The study recommends a balanced integration of both mediums, supporting student choice and improving digital literacy skills. By blending the strengths of digital and printed texts, educators can better cater to diverse learning preferences. The research contributes to theoretical frameworks on cognitive engagement in reading and SLA, while offering practical recommendations for curriculum designers and educators in ESL contexts. Additionally, the study highlights the need for future research on the long-term effects of medium preferences and gender differences in reading outcomes.
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    Essential Skills for Primary Students with Disabilities: A Comparison of Parent and Teacher Perspectives in Dubai Using the Assessment of Basic Language and Learning Skills (ABLLS-R)
    (The British University in Dubai (BUiD), 2025-03) AMADOR, APRIL NIÑA GARRIDO; Dr Emad A. S. Abu-Ayyash
    This study explores the perspectives of parents and teachers regarding the essential skills for primary students with disabilities in Dubai, utilising the Assessment of Basic Language and Learning Skills (ABLLS-R) framework. The research aims to identify similarities and differences in these perspectives to improve educational practices and policies, thereby fostering a more inclusive educational environment. A total of 106 participants were involved, comprising 53 parents and 53 teachers, which reflects a well-balanced representation of views. Findings indicate significant trends and patterns related to the perceived essential skills for students with disabilities, as well as variances influenced by demographic factors. The results highlight the importance of inclusive education policies, such as Dubai’s "School for All" initiative and the Dubai Inclusive Policy framework, that support the educational rights of students with special needs. Through a comprehensive data analysis, this study contributes to existing literature by contextualising its findings within broader educational practices while addressing unexpected results and anomalies. The conclusions drawn from this research not only amplify the dialogue around essential skills for students with disabilities but also set a foundation for future discussions on implications for practice and research in Dubai's educational context.
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    BIM-Enabled Conflict Management Framework for Construction Project Success in the UAE
    (The British University in Dubai (BUiD), 2025-01) AL HIN, SAIF; Professor Khalid Al Marri
    This study aims to develop a BIM-integrated framework for managing conflict causes to enhance construction project success in the UAE. It addresses critical gaps in the existing literature regarding comprehensive conflict analysis and BIM potential in conflict management for delivering successful construction projects. This study identified five significant gaps in the existing literature: (1) limited comprehensive analysis of construction conflict causes across project lifecycle phases in the global context, and the UAE is no exception ; (2) the narrow scope of previous technological solutions for conflict management; (3) the isolated study of BIM capabilities rather than as an integrated conflict management approach; (4) the lack of quantitative analysis of BIM's influence on project success through conflict management; and (5) insufficient investigation of BIM's relationship with conflict management. The research employed a quantitative method underpinned by a pragmatist epistemology, combining inductive reasoning through a critical literature review for conceptual framework building and Abductive reasoning through a quantitative survey of 273 UAE construction professionals. Principal component analysis (PCA) and multiple liner regression were adopted to analyse the quantitative data. The study examined 23 conflict causes across the project lifecycle phases and investigated the relationship between BIM-enabled conflict management (36 BIM solutions) and project success. The analysis identified five primary conflict categories—Design, Planning, Cost, Communication, and Documentation—encompassing 23 specific conflict causes. The final statistical analysis revealed Information Management as the strongest influence on project success (β = 0.206), followed by Cost Management (β = 0.184), Design Management (β = 0.174), and Planning Management (β = 0.136), collectively explaining 30.8% of the project success variance. The study mapped empirically validated BIM solutions to the 23 identified conflict causes and developed empirically validated BIM-based solutions across four management stages: Prevention (10), Identification (9), Mitigation (9), and Resolution (8). The study scope is limited to the UAE construction sector and the five categories of the BIM-enabled conflict management framework. Future studies will consider other aspects, such as sustainability. This research presents the first comprehensive analysis of BIM's role in managing construction conflict management for construction project success in the UAE context, providing practitioners with an actionable framework for implementation while quantitatively validating the relationship between BIM-enabled conflict management and project success.
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    Exploring Changes in Inclusive Education Policies and Practices for Children with Cerebral Palsy in a Private School in Dubai: A Comparative Case Study of 2011 and 2024
    (The British University in Dubai (BUiD), 2025-02) MERCHANT, ZAINAB; Professor Eman Gaad
    Cerebral palsy is a group of permanent movement disorders caused by early brain damage, affecting a child’s motor skills and coordination. As a result, children with cerebral palsy often encounter barriers to accessing quality education. Inclusive education plays a vital role in overcoming these barriers, ensuring equitable access to learning opportunities for all children. Despite the importance of inclusive education, there is a lack of extensive research on inclusive practices for children with cerebral palsy in Dubai, and whether such practices have progressed over time. This study explores the evolution of inclusive education policies and practices for children with cerebral palsy in Dubai, comparing the experiences of two children—Child A and Child B—attending Year 1 at the same private school in 2011 and 2024. Using a comparative case study approach, data were collected through semi-structured interviews, field observations, and document analysis. The findings highlight progress in policy development, accessibility, teacher support, and social inclusion. However, despite these advancements, similar challenges persisted for both children, such as insufficient teacher training, limited awareness of cerebral palsy, lack of external agency support, and the financial burden on families, which continue to hinder the full implementation of inclusive practices. This study contributes to global efforts towards inclusive education by demonstrating how policy evolution and systemic changes can enhance educational opportunities for children with cerebral palsy, providing valuable lessons for countries aiming to meet international goals like Sustainable Development Goal 4 (quality education) and build more inclusive, equitable education systems.
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    Implementing Universal Design for Learning (UDL) in Higher Education: A Case Study of Teacher Experiences in Private High Schools in Dubai
    (The British University in Dubai (BUiD), 2024-10) SALEH, ABDELWAHB YEHIA; Dr Tendai Charles
    This study explores the implementation of Universal Design for Learning (UDL) principles in high school education within the context of Dubai. By examining the experiences of high school teachers and student outcomes, the research aims to understand the strategies used, challenges faced, and benefits perceived in applying UDL principles. Using a mixed-methods approach, the study combines quantitative data from a survey with qualitative insights from interviews. The findings indicate that teachers in Dubai are incorporating UDL principles to varying degrees, with a strong emphasis on multiple means of engagement. Despite challenges such as limited resources and insufficient professional development, the implementation of UDL has led to increased student engagement, improved academic performance, and greater inclusivity. The study concludes that UDL has significant potential to enhance educational practices in Dubai's diverse and multicultural context. Recommendations for practice include increasing resource availability, providing ongoing professional development, fostering collaborative planning, ensuring administrative support, and engaging students and the community. Future research should focus on longitudinal studies, cross-cultural comparisons, the impact on specific student populations, qualitative methodologies, and the integration of technology in UDL implementation.