Browsing by Author "Khreibi, Rima Abou"

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    Evaluating Textbook Questions and Classroom Instructional Questionsfor Grade 6 Science in a Private School in Dubai based on the Revised Bloom‟s Taxonomy
    (The British University in Dubai (BUiD), 2014-07) Khreibi, Rima Abou
    This study attempted to analyse Grade 6 Science textbook and classroom instruction questions. The textbook and instructional questions were analysed using the Revised Bloom‟s Taxonomy to ascertain the type of cognitive process and knowledge that is being taught in a Grade 6 Sciencecurriculum in a private international school in Dubai, U.A.E. Since questions play an important role in critical and creative thinking it is important to investigate the levels of questions used in the textbook and during instruction to determine the level of higher order thinking and critical thinking being taught in schools. The research used a qualitative approach of textbook analysis using the Revised Bloom‟s Taxonomy where questions were tallied and analysed according to the appropriate cognitive dimension and knowledge dimension. Based on the results, it was found that lower order thinking questions are more commonly found both in the textbook and during instructions than higher order thinking questions. Furthermore, questions in the textbook emphasized “Remember” process, while instructional questions emphasized the “Understand” cognitive process. The most common knowledge dimension in both textbook and instructional process is the “Conceptual” knowledge. Based on this study‟s findings it is recommended that textbook writers and educators include more higher order questions within curriculum and pedagogy to help improve critical thinking among learners.
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    An investigation into links between UAE STI Policy and the Federal Universities STEM Majors’ Enrolments, Graduates and Research Development: an evidence-based exploration of the impact of UAE STI policy
    (The British University in Dubai (BUiD), 2020-10) Khreibi, Rima Abou
    The current study investigates the impact of the United Arab Emirates (UAE) STI policy initiatives on STEM majors’ enrolments, graduates and research and development within Higher Education Institutions within the UAE. A sequential exploratory mixed method approach was used, which involves initial qualitative stage of data collection and analysis exploring to what extent the STEM programs enrolments, graduates, R&D has changed, while the second stage interprets and explores the findings using quantitative data analysis. In summary, the research findings show that STI policy has influenced STEM majors HEI enrolments in two federal universities: Zayed University (ZU) and Higher Colleges of Technology (HCT), where there was an accelerated enrolment like other countries, such as ASEAN and BRIC countries. The major STEM enrolments were seen in the engineering, and computer sciences. Zayed University-Dubai had greater STEM majors’ enrolments compared to Zayed University-Abu Dhabi. HCT STEM majors’ graduates showed no significant differences from AY 2010 to the AY 2017; the latter shows that although STEM enrolments have increased in HCT, graduates of STEM are consistent and unchanged, meaning that somewhere during their tertiary education, students are not continuing their studies in STEM majors. In terms of United Arab Emirates University (UAEU), there has been a decrease in STEM programs enrolment, while STEM graduates in UAEU has stayed steady at 1/3 STEM majors compared to 2/3 non-STEM programs. The results confirm previous studies findings and expectations where it showed that more male students than female students enroll in STEM programs in both HCT and UAEU. In terms of R&D, UAEU has shown improvement on the global ranking, ZU has shown a slowdown in R&D. Therefore, in terms of R&D, the impact of STI policy could not be ascertained and further investigations looking at detailed HEI data are recommended.
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    Leadership-style and Personality-attributes Relationship among Leaders of two American Curriculum Private Schools in Dubai
    (The British University in Dubai (BUiD), 2021-11) Khreibi, Rima Abou
    School leaders’ interaction with stakeholders is a dynamic process with interdependent factors, where leaders provide guidance to achieve best outcomes. Studying leadership-style and personality-attributes association is the focus of this study, guided by three research questions. The first question investigated the leadership-styles of leaders within the two American curricula private school in Dubai. The second and third questions examined and explored the degree of laissez-faire, transactional and transformational leadership-styles relationship with the Big Five personality-attributes within the schools. A mixed method approach consisted of a quantitative phase, involved the use of the Multi-Factor Leadership Questionnaire (MLQ:6S- Self) to measure the leadership-styles, and the use of the Ten Item Personality Inventory (TIPI) to look at personality-attributes, while qualitative phase triangulated the data collected by exploring how the personality-attributes contribute to leadership-style through semi-structured interviews. The findings indicated that transactional and transformational leadership-styles had high positive correlation and were moderately and highly represented among two school leaders, while laissez-faire was low and moderately represented. The relationship between degree of leadership-styles and the magnitude of the personality-attributes varied, transformational leadership was positively correlated to openness, conscientiousness, and agreeableness, while no significant correlation existed with transformational leadership, extroversion, and emotional-stability. Transactional leadership-style had no significant association with all attributes. Laissez-faire was negatively associated with transactional, transformational leadership and personality-attributes similar. The interviews confirmed and triangulated the strength of the magnitude of transformational leadership-style exhibited in both schools and the related personality-attributes.