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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Evaluating the Effectiveness of a Behavioural Training Programme for Primary School Teachers in Al Dhafra Private Schools to Modify the Behaviour of Students With ASD
(Etab Sharafeddin, 2024-06) SHARAFEDDIN, ETAB; Dr Ahmed Abubakar
This study aims to evaluate the effectiveness of a behavioural training programme for primary school teachers at Al Dhafra Private Schools in modifying the behaviour of students with Autism Spectrum Disorder (ASD). Despite the increasing prevalence of ASD, teachers often lack the necessary training to effectively support these students in educational settings. Using a mixed-methods approach, the study explores teachers' perceptions, experiences, and beliefs regarding the programme's impact on supporting students with ASD. The research objectives include assessing the overall effectiveness of the programme, exploring teachers' experiences with implementing strategies, investigating the influence on student outcomes, and identifying successes and challenges in implementation. Quantitative data were collected through questionnaires distributed to 30 teachers, while qualitative data were gathered from in-depth interviews with six selected teachers. The data were analysed using the Statistical Package for the Social Sciences for the quantitative data and thematic analysis for the qualitative data. The quantitative results revealed a significant positive impact of the training programme, with 92.0% of the teachers reporting improved knowledge and 91.4% exhibiting more positive attitudes towards students with ASD. Additionally, there was a high level of teacher confidence in applying behaviour modification techniques, particularly Applied Behaviour Analysis (ABA), post-training. The qualitative data supported these findings, indicating significant improvements in student behaviour, social skills, and attention as perceived by the teachers. The teachers effectively utilised various behaviour management strategies, such as visual supports and token economy systems, despite facing challenges like time constraints and administrative burdens. This comprehensive analysis aims to determine the significance of the relationship between the training programme and student outcomes, providing valuable insights to enhance teacher preparedness and support inclusive education for students with ASD. The findings contribute to the improvement of educational quality and student well-being at Al Dhafra Private Schools. Keywords: Autism Spectrum Disorder, behavioural modification, primary school teachers, inclusive education, student behaviour
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The Impact of Blended Learning on Student Achievement
(The British University in Dubai (BUiD), 2021-11) SASY, RANIA AHMED MEDHAT MOHAMED ANWAR; Prof Christopher
The current work had focused on the impact of blended learning on 8-12 grade students within the greater UAE area. Particularly, the author had focused on this matter as education delivery has come to shift from its traditional focus of classroom-only, instructor centric nature and toward a variety of different components, materials, and mediums being integrated into it. Specifically, the COVID-19 pandemic has made this shift in the educational paradigm immeasurably evident with student demographics around the world experiencing changes in terms of classroom size, medium of education, and quality of education. Particularly, much of the focus on the matter, through the lenses of academic discourse and investigation, has remained mainly focused on university students with very little focus on the K-12 range. To amend this as well as fill the literary gap when it comes to the impact of blended learning, the author had focused on 8-12 grade students for the purposes of analysis. For this purpose, a diverse survey questionnaire was utilized for the current purposes and distributed electronically to a total of ninety individual students in the 8-12 grade range. These individuals had offered important insight into the matter of how this range of students is impacted, academically, through blended learning. The current study was specifically conducted to answer two research questions which had entailed a focus on the mean grades of students in comparison to the instructional environments in which they took part and the impact that the environment of blended learning has on the academic achievement of students. Through their survey questionnaire, the author was able to find a considerable disparity and difference between their participants with regard to their academic achievement and the impact that blended learning has on them. Lastly, the author was able to offer a number of recommendations and insight for future academics with regard to the subject matter at hand.
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Factors Affecting Tourists’ Attitude and the Visit Intention Towards the Kingdom of Saudi Arabia for Non-Religious Tourism
(The British University in Dubai (BUiD), 2024-05) ALENIZI, SALEM NAIF; Dr Mohamed Yacine Haddoud,
Studying Saudi Arabia as a tourism destination is crucial due to its unique position as a pivotal site for both religious and non-religious tourism. While it has long been revered for its significance in religious tourism, the recent diversification into non-religious attractions highlights its emerging role as a versatile global destination, making a comprehensive analysis of these tourism dimensions increasingly important. This research investigated the impact of conative destination image, perceived security, electronic word-of-mouth (e-WOM), and travel motivation on tourist attitude and the visit intention towards the Kingdom of Saudi Arabia (KSA) as a tourism destination. The study also examined the mediating role of tourist attitude and the moderating effects of demographic factors like age, gender, education, income, and religious orientation. A quantitative approach utilising surveys was employed to collect data from 536 tourists. Structural equation modelling (SEM) was used to analyse the relationships presented in conceptual framework integrating the Theory of Planned Behaviour and Self-Determination Theory. The findings revealed that conative destination image, perceived security, and motivations for relaxation and cultural exploration positively influenced tourist attitude, which in turn, positively affected the visit intention. However, e-WOM did not significantly impact attitude or intention. Tourist attitude mediated the relationships between the antecedent factors and the visit intention. Gender and religious orientation moderated the attitude–intention relationship, with women and Muslims exhibiting lower visit intention rates compared to men and non-Muslims, respectively. This research underscores the need for Saudi tourism authorities to strategically manage destination image, enhance safety and security, since KSA is politically stable and crime is the primary risk applicable. The research also addresses diverse travel motivations such as cultural exploration and relaxation. Key recommendations include refining marketing efforts, improving infrastructure, and implementing inclusive policies to attract a broader tourist demographic, particularly women and non-Muslims. By advancing theoretical insights into tourist decision-making, this study offers actionable guidance for effective destination marketing and policy development, supporting the goals of Saudi Vision 2030’s tourism agenda. Keywords: Kingdom of Saudi Arabia, tourism, perceived security, conative destination image, travel motivation, tourist attitude, tourist visit intention
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Fostering Investment Through the Experience Economy: The Case of Dubai
(The British University in Dubai (BUiD), 2028-07) AL AFRIDI, MARIAM; Professor Abubakr Suliman
This study aims to explore how the Dubai Government can effectively harness and capitalise on the concept of the experience economy to enhance its competitiveness globally and double its economy within the next decade. Employing an exploratory qualitative case study approach, the research draws on primary data gathered from government sources and open-ended interviews with ultra-high net worth individuals (UHNWIs) residing in Dubai. The findings reveal that Dubai has emerged as a prominent hub of the experience economy by adapting and aligning its business offerings with the four realms of the experience economy. This strategic alignment has led to significant achievements, including heightened investments. Two key success factors stand out: the government's progressive, flexible, and agile approach towards doing business; and the strong relationship forged between the government and these ultra-high-net-worth individuals. Moreover, the economic implications are substantial, as the findings can guide the Dubai Government in attracting further investments into the city. From an academic perspective, this study marks the first exploration of the experience economy within the context of government–business interactions. The lessons drawn from this research have broader applications and can be applied to other cities seeking to attract and retain UHNWIs. Ultimately, this study serves as empirical findings for the Dubai Government to make necessary provisions in order to enhance its appeal to UHNWIs and maintain its status as a global leader.
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Developing a Framework for Designing and Assessing Professional Development in Educational Technology : A Study in a Private School in the UAE
(The British University in Dubai (BUiD), 2024-06) HUSSAIN, MALAK; Professor Christopher Hill
The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack the necessary skills and confidence to effectively incorporate technology into their classroom practices. This dissertation investigates the impact of technology-related professional development (PD) on teachers' self-reported technology competencies and their application of technology in classroom practices, addressing the critical need for effective PD programs that can bridge this gap. The study involved the development and administration of a self-reported ICT competencies survey, the observation of classroom practices using a custom-developed observation tool, and the implementation of a comprehensive PD program followed by a subsequent reassessment using the same instruments. The findings demonstrate significant improvements in teachers' self-reported competencies and classroom practices following the PD sessions. The validated self-rating technology skills survey and classroom observation tool proved to be reliable and effective measures for assessing teachers' ICT competencies and the integration of technology in teaching. The study underscores the necessity of well-designed PD programs that incorporate active learning, collaboration, and sustained support to enhance teachers' technology integration skills.