Dissertations for Management Leadership and Policy (MLP)

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Browsing Dissertations for Management Leadership and Policy (MLP) by Subject "academic performance"

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    The Effect of Using Technology and Blended Learning on Students at Private International schools in the UAE. (In classrooms and beyond)
    (The British University in Dubai (BUiD), 2019-10) Ibrahim, Ahmed Kamal Abdulaal
    Aim: The main objective of this study is to estimate the impacts of e-learning and teaching on the academic performance of the students in Dubai and Abu Dhabi. Methodology: A Cross-sectional Data through close-ended self-administered questionnaire was collected. The sample size of the study was 300, among them there were 50 teachers, 50 parents and 100 students. Results: The reliability of the data was tested by Cronbach’s Alpha, which was found in normal range with the value of 0.937 and the values of other variables are AC=0.933, BL=0.908, TM=0.886, WE=0.900, CEL=0.632 and UBL=0.926. The Descriptive statistics of the variables are: the mean value of the AC is 19.88, BL is 21.26, TM is 10.46, WE is 11.42, CEL is 13.86 and UBL is 11.13. Furthermore, the standard deviation of AC is 12.13, BL is 11.20, TM is 5.76, WE is 5.66, CEL is 7.54 and UBL is 7.68. In addition to this, the minimum value of AC is 5, BL is 7, TM is 2, WE is 2, CEL is 4 and UBL is 2. At the same times, the maximum values of AC is 44, BL is 49, TM is 21, WE is 23, CEL is 60 and UBL is 29. Pearson’s Correlation Matrix estimates the association of the variables and its estimations are: the relationship between AC and TM is 0.879. The relationship between AC and WE is 0.89. The relationship between AC and CEL is 0.627. The relationship between AC and UBL is 0.903. Moreover, the Pearson’s Correlation Matrix represents that the relationship between BL and TM is 0.822. The relationship between BL and WE is 0.878. The relationship between BL and CEL is 0.593. And the relationship between BL and UBL is 0.899. At the same times, the relationship between TM and WE is 0.866. The relationship between TM and CEL is 0.595. The relationship between TM and UBL is 0.844. The relationship between WE and CEL is 0.539. The relationship between WE and UBL is 0.86. And the CEL and UBL is 0.625. Conclusion: The study found strong association of the blended learning, usage of website and the concept of e-learning, the usage of technology with the academic performance of the students.
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    The impact of student attendance on student achievement in PSAT: An Analysis of Grade 9, 10, and 11 students in an International School in Dubai
    (The British University in Dubai (BUiD), 2018-04) AJAJ, TASNEEM
    This explanatory study is aimed at exploring the impact of attendance on PSAT achievement. The existing literature suggests that high level of attendance is correlated with high academic performance (Moonie et al., 2008; Wigley 2009; Oghuvbu, 2010) and there is no gender difference in school attainments (Lindberg et al., 2010). However, these studies were conducted predominantly in western societies such as the USA and the UK. While there are some research findings linking attendance to academic achievements, they have not established this link in relation to PSAT; hence, there is a limited research, if any, that has contributed to attendance-achievement debate from the UAE. Therefore, the current study has employed an archival research design and collected attendance and PSAT data from an international high school situated in Dubai. The school has 80% attendance policy; hence, attendance performance above 80% is considered ‘high’ attendance, while attendance lower than 79.99% is grouped under ‘low’ attendance. Based on the literature review, eight hypotheses were developed and tested using statistical analysis. Interestingly, contradictory to the predominant research findings on this topic, this study has found that there was no statistically significant impact of attendance on academic achievement. The implications of this finding for practitioners have been considered and recommendations have been provided.
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    The impact of teachers’ leadership styles on the students’ academic achievement and behaviour in a cycle 1 government school in Dubai
    (The British University in Dubai (BUiD), 2023-05) ALSOORI, HAYA MOHAMMAD HUSSAIN
    Education professionals must be leaders in order to succeed. Leadership approaches were evaluated in Dubai's government cycle 1 schools. A study was conducted to examine the impact of teachers' leadership on student academic success and conduct. To increase the validity and dependability of the study, the researcher used both quantitative and qualitative methodologies. In order to understand successful leadership styles that will help improve academic performance and student behavior, the researcher communicated with instructors throughout the study by implementing observations, surveys, and interviews. The study results indicate that real leaders can positively influence students' academic achievement and behavior by having a thorough understanding of the curriculum, being able to use a variety of teaching methods, establishing positive relationships with students, providing constructive feedback, and letting students share their ideas and innovate.
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    Impact of Using the Self-Study Guide to Reduce the Negative Effects of Teachers’ Turnover on Students’ Performance: a Study Conducted in a Private American School in Abu Dhabi
    (The British University in Dubai (BUiD), 2019-03) FARAHAT, NESRINE
    This work proposes a novel Self-Study Guide that can be used in high schools suffering from frequent Teachers’ Turnover during the academic year. Teachers Turnover is a global escalating problem with some teachers decide to leave their schools or change career during the school year. In this study, I have assessed the feasibility of applying the Self-Study Guide in a private high school in United Arab Emirates (UAE). Three groups of students have been recruited for the study with each group guided to study with a different technique. A mixed-approach (quantitative- qualitative) is used to detect the success of using the proposed Guide to solve the Turnover problem. Firstly, the study presents factors and consequences of Teachers’ Turnover with previously suggested solutions in case no qualified teachers are found. Secondly, it investigates how schools and educational institutes deal with turnover problems. Thirdly, it presents the key theories that helped the researcher frame her study: such as Culture Exchange Theory, Social Development Theory, Motivation Theory, Constructivism Theory, Collaborative Learning Theory and Creativity Theory. Finally, it presents a new program called a Self-Study Guide as a solution for the Turnover problem. To measure the validity and significance of the Self-Study Guide program, a comparison of students’ academic performance is conducted among 3 groups of students who learned a certain lesson through different techniques. Another comparison, to measure students’ motivation towards learning, is conducted within one group of students only, who learn 3 different lessons using the three different techniques. This study aims at examining the significance of the Self-Study Guide on the level of performance, level of motivation and creativity of students in learning. It, also, recommends directions for future studies. Results show that students’ best performance is recorded in the teacher-supported group with a 100 % success rate, while 90 % success rate is found within the Study-Guide’s group and 75 % success rate for students who studied completely independent. The Self-Study guide proposed in this research is found to have a significant positive impact on student’s level and academic performance with possible teachers’ turnover during the school year.
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    Study of the Impact of Students’ Access to Internet and its Impacts on their Relationship with their Teachers and on their Academic Engagement: A Case Study of four Schools in UAE
    (The British University in Dubai (BUiD), 2018-03) ALI, GHADEER
    This study aims to analyze the impact of internet use on the academic performance of students and student-teacher relationship. The relationship of the student with teachers is significant in providing academic help, guidance, and directions. However, the trends are changing an internet is taking over the role of teachers. The study analyses the case of four schools and findings suggests that internet has a negative impact on student’s teacher relationship thus adversely influencing the academic performance. The study recommends the need for designing academic structure that offers more connection of student with the teacher and reduces the need for internet use for any kind of help and guidance.