Browsing by Author "Radhwan, Mina"

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    Educational Leaders’ Perceptions of the Implementation of Formative Assessment Strategies on Enhancing Students’ Results in the MAP Exams in American Private Schools in the United Arab Emirates
    (The British University in Dubai (BUiD), 2020-06) Radhwan, Mina
    Assessments are considered as a significant component in the process of improving education all over the world. Formative assessment helps teachers to enhance students’ learning skills and develop their academic progress. Nowadays, for educational accountability, countries, schools and teachers are evaluated based on students’ progress results in various types of assessments. Benchmark tests and specifically the Measure of Academic Progress (MAP) is one of the external benchmark assessments in which students are not performing well according to the required targets of the UAE National Agenda 2021. Therefore, the purpose of the current study is fourfold (1) to investigate teachers’ perceptions about the implemented formative assessment strategies, (2) to investigate teachers’ perceptions about the effect of using formative assessment strategies on enhancing students’ skills, (3) to explain grade eight students’ progress in science MAP exams in the light of formative assessment strategies implemented, (4) to explore science leaders’ beliefs about how grade eight teachers implement formative assessment strategies in preparing students for the MAP exams. Guided by the perspectives of Vygotsky’s social constructivist theory, constructive alignment theory, self-determination theory, and depth of knowledge model. An explanatory sequential mixed method design was used in this research study. Teachers’ questionnaires, document analysis of students’ results in the MAP exams and science leader’s interviews were administered in this study. The participants included 163 teachers who implement formative assessment strategies in their daily lesson plans, 250 grade eight science students from both genders and 10 science leaders. The findings revealed many important results: 1) most of the teachers are knowledgeable and aware regarding the importance of using formative assessment strategies in their science classes 2) Think-Pair-Share, Problem-Based Learning, Self-assessment, Exit-Card, Feedback and questioning strategies are the most effective strategies that can help students to improve their results in science benchmark exams 3) according to the use of various formative assessment strategies, students’ results in the MAP science exam in the fall 2019 were better than in the fall 2018. These results indicated that using formative assessment strategies may have a positive effect on enhancing students’ results in the MAP exams.
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    The Influence of 'Teachers’ Leadership Style' on Primary Students’ Learning Outcomes in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2020-10) Radhwan, Mina
    Nowadays, there is a perceptible consideration towards teachers’ leadership styles. Different types of research on educational leadership signify that transformational leadership style, particularly charismatic leadership, is considered as a catalyst for enhancing the results of students. Educators play a vital part in the learning process of both the school as an organization and students of the school. Also, high enthusiasm for learning shows positive learning in the classroom. In the primary level, students are more affected by the charisma of their teachers. This research investigates the influence of 'Teachers’ Leadership Style' on primary students’ learning outcomes. A qualitative approach was used through semi-structured interviews with fourteen participants; participants were three Heads of departments, six primary teachers, and five parents who reported on their instructors’ leadership in addition to their classroom behavior and learning. Findings suggest that the participants believe that there is a positive link between teachers’ charismatic leadership style and students’ achievement. Additionally, the results indicate that there are a variety of crucial factors that might have a direct effect on linking between teachers’ style and students’ results.
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    Investigating the Impact of Applying Different Strategies of Formative Assessments on Students’ Learning Outcomes in Summative Assessments in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2019) Radhwan, Mina
    Among contemporary methods for improving the learning of students, formative assessments stand out amongst the most essential and powerful. While formative assessment thoughts and practices appear to have a demonstrated record in upgrading students’ ability to take in information, these practices are difficult to completely incorporate into teachers' everyday classroom practices. This study investigated the impact of applying different strategies of formative assessment practices on students’ learning outcomes in summative assessments in one of the private schools in Sharjah, UAE. This study consists of two groups of participants including twelve teachers and seventeen high school students in a private school in Sharjah, UAE. A qualitative method was taken towards gathering teachers’ and students’ perceptions of the formative assessment practices accompanied by open-ended questions through semi-structured interviews. Data analysis revealed that a significant effect is achieved through using a variety of formative assessment practices on students’ learning outcomes in the summative assessments. Most teachers and students are aware of the importance of using these strategies to improve the learning skills for each student. Therefore, formative assessments can be considered as a tool for improving the students’ academic level, adding to the procedure and results of learning.