Browsing by Author "SHEIKH, NORA NOUR"

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    An Exploration of the Bystander Impact on Primary Students during Cooperative Group Work in the United Arab Emirates Schools
    (The British University in Dubai (BUiD), 2022-05) SHEIKH, NORA NOUR
    The study is based on a mixed-method analysis of the bystander effect impact on primary students working in cooperative group work in the context of the United Arab Emirates. Nowadays, education has changed and drifted from standard teaching to online with the restrictions of social distancing. The reason behind this is the COVID-19 pandemic. The literature review clearly shows the facets that influence the students’ behaviour while working in groups—moreover, the challenges faced by the primary students and how to avoid and overcome those challenges resulting in avoiding the bystander effect. The research methodology section delivers proper strategies and design to conduct the research. The researcher used two tools in this study, the survey for students in upper primary to answer and the interview for the teachers. The data findings and analysis section clearly represent data gathered from the students all over the Emirates focusing on Dubai. The information collected from the students’ questionnaire is interpreted and analysed through SPSS software and provides deep analysis. The data gathered for the interview is examined with the support of the qualitative data analysis technique. The research study is significant as it covers the bystander effect on primary students, providing recommendations for future and further research
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    Towards an Effective Language Learning Styles, Strategies and Teaching Methods: An Investigative Research Based on Multicultural -EAL Primary Pupils
    (The British University in Dubai (BUiD), 2017-12) SHEIKH, NORA NOUR
    This study represents several types of research and investigation on learning styles and strategies in an academic environment and the reinforcement of Student-Centred programs to modify teaching and learning methods. Students support programs such as inclusion or EAL in education is probably one of the most common issues in various regions of the world. This issue is not fresh; therefore teachers are required to utilize different approaches and teaching methods to achieve tangible results, deliver a high standard quality of education and teaching practice. So, why learning styles and strategies are important? The societies’ increased requirements for new teaching methods seek to develop students' cognitive knowledge. Having actual realization of the issues, specialized educators provide efficient and practical alternatives. Different Student-Centered teaching methods seem to meet the requirements. This study focuses on the concepts of learning styles and strategies, therefore if teachers conduct a test to determine their students learning style, it will provide a direct application of the following basic styles: Visual, Auditory and Kinaesthetic which are useful according to Cornett (1983). The implementation of additional language learning strategies is presented as one of the means for accomplishing greater and thriving learning environment. Consequently, the purpose of this study is to investigate the effect of learning styles and strategies on multicultural students. To reach the goal of the study case around twenty-five grade three EAL students, of multi-nationalities from six classes at an international school in Dubai contributed in it. They were observed in their mainstream classrooms and given a questionnaire to identify their learning styles. Also, the study provides an overview of the motivation effects on the EAL students' performance and competence levels. The researcher used the qualitative approach to analyse the data, which revealed the strategies strengths and weaknesses. The study suggests to teachers to use a diagnostic test to identify the students’ learning styles as it was revealed from the results that most of the students from the selected age group were kinaesthetic and visual learners. Furthermore, they were identified as extroverted and can highly work as a team.