Faculty of Education (Theses and Dissertations)

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Assistive Technology's Effect on the Academic Performance of Students with Disabilities: An Investigative Study at Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2020-11) Alsoori Alzaabi, Abdulla
Assistive Technology (AT) has a significant role in helping people with disabilities to function better in society. The AT becomes an indispensable tool across the education realm, which can be linked to the more significant academic achievement for Students with Disabilities (SWDs). Furthering and integrating AT in higher education settings permits the practice of independence and social participation of SWDs along with their peers free from discrimination based on disability. Accordingly, the United Arab Emirates (UAE) provides great efforts to promote social inclusion by integrating people with disabilities in everyday activities, such as work, sports, and education. The UAE embraced best global practices and solutions in this field through the standards of services provided, initiatives, and technology as a result of implementing the National Policy in Empowering People of Determination and Federal Law No. 29 of the Year 2006 on the Rights of People with Special Needs. This study aims to examine the effects of AT on the academic performance of SWDs in Higher Education Institutions (HEIs) in the UAE. A mixed methods approach of data collection was applied to gathering data quantitatively and qualitatively, which included a questionnaire, interview and analysis of official documents. The target sample population of the study consists of SWDs, teachers and specialist staff who understand the necessity of AT services and evaluate barriers in promoting AT effectively. This study revealed the extraordinary benefits of the use of AT as a way to increase the academic performance of SWDs in HEIs and identifies the major challenges that hinder the successful implementation of AT. The study recommends establishing AT services and support centers in HEIs along with creating an AT Act to be regulate these provisions in the UAE
Attitudes of Parents of Children with Special Educational Needs and Disabilities towards Diagnosis and Intervention in Dubai and its Implication on Education
(The British University in Dubai (BUiD), 2017-03) EL HARIRY, YOMNA
The purpose of this study was to identify the attitudes of parents of children with Special Educational Needs and Disabilities (SEND) towards diagnosis and intervention in Dubai. It aimed to explore the relationship between these attitudes and its effect on the academic performance of children with SEND. A mixed-methods approach was utilized that centered on a questionnaire-based survey as well as interviews with class teachers, SENCOs, learning support staff, school counselor and head of SEN department of a Dubai-based private school. Mostly positive attitudes towards services provided from the diagnostic centers were depicted, including therapies and various intervention tools. Two main themes stood out during data analysis; the first focused on the financial strains parents had to endure in order to receive a diagnosis for their child followed by therapies and interventions, and the second focused on anxiety with regards to their children’s future after they graduate from school and fear of the unknown. Interviews conducted mainly focused on the implication of parents’ attitudes towards their children’s future in education. Participants from the educational field shared their thoughts and experiences, and all of them stressed the importance of early diagnosis and intervention in order to ensure the best possible social, emotional, and intellectual development of the child. The main themes that stood out from these interviews also included the financial pressure that most parents suffered in order to diagnose their children and provide therapies and intervention as well as the reliability of diagnostic reports received from accredited and authorized diagnostic centers and clinics.
The difficulties that expatriate students face for first-year university students which affect their academic performance
(The British University in Dubai (BUiD), 2022-11) ALGRGAWI, AMEERA FAWZI
The university study stage is considered a pivotal stage in the life of the university student in terms of affecting his practical, social and psychological status. Therefore, the reason for this research was to show the relationship between the student choice of the university location and their academic performance, that the student’s academic performance declines in the first year of university due to his separation from his family, social circle and home country to a overseas country. Some of them returned after months of starting their university studies, and others showed decline in their academic level because of factors that contributed to the negative impact on the expatriate student academic performance. A delegation participated in the research about 30 expatriate students from several universities in the United Arab Emirates. The researcher studied the psychological impact of alienation from residing in a new place, new environment and social community. And its consequences on the expatriate students’ academic performance, as they start a completely different stage of academic life than what they used to during the past 12 academic years.
The effect of online time on students’ academic performance: A study of cycle 1 and cycle 2 students in Abu Dhabi, UAE government schools
(The British University in Dubai (BUiD), 2014-03) Sharabassy, Nermin Hamed
The last few years have witnessed a rapid growth in technology all over the world. This growth is evident in the great increase of Internet use and the technological devices that have been invented and commonly used in a very short time. Using the Internet has become the main source of getting information in all fields of knowledge. The benefits of using the Internet are widely spread to include different aspects of life; communicating with friends, booking flights to any destination in the world, checking bank accounts, paying bills, and helping with any kind of educational needs such as doing homework or research, preparing for assignments , projects and final assessments. This study is focussed on the time students in cycle 1 and 2 of Abu Dhabi, UAE government schools are spending online, and how it is affecting their academic performance. This study will also investigate the effect of this online time on their academic achievement and the perceptions of teachers, parents and the students themselves on the impact of this online time on their academic achievement at school. The study also focuses on the various Internet activities that the students are busy working on, and if online time can be beneficial for them to do their homework, school projects, and to be prepared for their final assessments, or is it merely a tool to communicate with friends through various social networks to play games, check emails and be used for entertainment only. The findings of this study have suggested that online time has a positive effect on the students’ academic performance unless it has not been used wisely within good online time management at school and at home. Online time can be used as an interactive factor to enhance the learning process if it is used wisely in a way that can stimulate the students’ needs and attention.
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.
The Effects of the COVID-19 Pandemic on Undergraduate Students’ Stress and Anxiety in a University in the UAE
(The British University in Dubai (BUiD), 2021-05) Alfalasi, Khulood
Education has faced a significant transition in the 21st century, shifting from face-to-face classes to online classes due to the unprecedented COVID-19 pandemic. The pandemic's consequences have affected teaching and learning and negatively influenced students' psychological well-being. The following abstract will mention the aim and rationale of the study, the key theories involved, the method used, the study's key findings, implications, limitations, recommendations, and conclusion. This study aims to explore the pandemic's impact on undergraduate students' academic stress, especially as related to their academic performance. Furthermore, the students' coping strategies during the pandemic, if any, are investigated. The rationale of the study is to help students who are stressed and anxious by understanding the causes of stress and choosing suitable methods for supporting them emotionally, psychologically, and academically. The main theories used in the study includes demand-and-control theory, cognitive-mediational theory, the Ryff Scales of Psychological Well-Being, General Adaptation Syndrome (GAS), Hans Selye's theory of stress, academic self-efficacy, internal attribution of failure, self-determination theory (SDT), well-being theory, and Maslow's hierarchy of needs. The key theories explain how humans are influenced by their inner selves and their surroundings, specifically in terms of well-being, stress, anxiety, and motivation. They can be applied to students in education during a change in their environment, such as the COVID-19 pandemic. Moreover, the researcher used a mixed-method approach consisting of quantitative and qualitative data. Quantitative data collection was done by surveying 191 participants from the College of Education (COE) and students from other colleges enrolled in elective courses in the COE. The qualitative data collection was achieved through a focus group discussion with seven COE undergraduate students doing their internship. To analyze the survey's responses, the researcher used statistical methods of descriptive analysis, t-test, analysis of variance (ANOVA), and correlation. The focus group qualitative data was analyzed using thematic analysis to fill the gaps in the quantitative data. The key findings showed that the xenophobia factor (the fear of strangers) causes the highest stress levels, and students reported that workload and time constraint factors were top stressors. Also, A-range students (students with a GPA of 3.7 and above) were generally significantly less stressed than B-range students (GPA of 2.7–3.3). First-year students were significantly more stressed than second-year, third-year, and fourth-year students. It was found that internship students expressed their stress and anxiety due to the change to online education caused by the pandemic. The implications of the current study will allow educators and psychologists to better understand students' needs and apply effective techniques during the pandemic. The limitation of the study is that the number of participants could have been increased, especially in the focus group. Also, the focus group deals with the experience of internship students teaching online in public schools during the pandemic. It is not necessarily applicable to the 191 students surveyed in the questionnaire about their experience of studying online during the pandemic. The recommendation of this study is to increase the number of participants and improve the instruments. In conclusion, the researcher expected that the COVID-19 pandemic would directly impact student academic stress, but the findings slightly contradict the researcher's assumption. This study argues and claims that the COVID-19 pandemic did not have a direct impact as an epidemic on student academic stress. However, the changes caused by the COVID-19 pandemic in online education might cause students stress and anxiety; the study needs further research to confirm the argument.
English Proficiency as a Predictor of Academic Performance of Project Management Postgraduate Students in UAE
(The British University in Dubai (BUiD), 2009-06) Maamoun, Ghada Sami
This research investigated the correlation between English language proficiency and academic performance of postgraduate project management students. Data were collected from the electronic students’ record, students' questionnaire and professors' interviews. Results showed a significant positive correlation between English proficiency and academic performance for all participants, female participants and for non-native participants. Other significant positive correlations were for Iranian students and another group of other languages but these to results must be dealt with cautious as the population samples were very small to be considered. The interview and questionnaire confirmed the direct relation between English and academic performance. They also identified other factors that may have a relation with the academic performance such as attendance and attitude toward learning. Other areas were also explored through the interview such as academic support program. The study provided recommendations. The significant one was regarding reprocessing the academic support program. Further studies were also suggested to have an insight to the areas of need for future investigations from the point of view of the researcher.
The impact of blended learning on learners’ academic performance and emotional well-being
(The British University in Dubai (BUiD), 2023-02) EL KHOULY, MARWA FAROUK ALI
This research seeks to investigate the learners’, teachers’, and school management's perceptions of blended learning. The study has adopted the mixed method approach to explore the effectiveness of blended learning implementations on middle and high school students in a private school in the UAE. The study sampling participants were 60 students who set for a questionnaire and interview. 18 teachers were requested to participate in the survey. There were also interviews with teachers who had a wide range of experience in teaching via blended learning. Teachers’ attitude toward blended was investigated against students’ attitude to compare the findings and achieve the goals of this study. Based on the data analysis, the study has concluded that teachers reported a positive attitude toward blended learning, while students indicated a negative attitude to the blended learning implementation. The study findings indicated that students encountered sophisticated challenges that negatively impacted their academic progress and emotional well-being.
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.
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.
IMPACT OF THE UAE NATIONAL SERVICE ON ACADEMIC ACHIEVEMENT AMONG COLLEGE STUDENTS
(The British University in Dubai (BUiD), 2021-02) Alhammadi, Fatima
The main focus of this study was to investigate the influence of the National Service programme in the UAE among the post-Secondary school Emirati youth on their academic development at higher learning institutions and hence career development in the future. To achieve this, three specific research objectives were developed to guide the study development. The first objective was to assess the experiential and learning skills taught at the national service that influences the level of discipline among the alumni while in higher learning institutions. The second objective was to explore the influence of participating in the national service programme on students' attitudes in higher learning education towards constructive feedback. The third objective was to assess the impact of participating in national service on the ability of alumni to make informed decisions on occupational choices. Snowball sampling technique was used to collect data from as many participants as possible. A sample of 1843 Emirati university students who are alumni of the national service programme, 106 parents of university national service students and 106 university lecturers, were recruited to participate in the study. A questionnaire, including closed-ended questions to collect quantitative data and open-ended questions to collect qualitative data, was used. The collected data were analysed using statistical analysis and thematic analysis. Before conducting analysis to address the specific objectives, a descriptive approach using frequency distributions, percentages and graphical representation were used to analyse demographic data and all the quantitative data. Another pre-test for objectives analysis conducted was Cronbach’s alpha test for reliability and validity of internal consistency, which showed significant reliability and validity of the data for further analysis. Pearson’s Product-Moment Correlation and Multiple Linear regression models were used to analyse the data in order to address the research objectives. The results showed that soft skills and behavioural maturity learnt during national service improve students discipline level, attitudes towards constructive feedback and the ability to make informed decisions as well as on academic development. The results also showed a significant relationship between improved discipline and commitment to academic studies and other responsibilities. The findings have concluded that participation in the national service programme equips young people with experiential and learning skills as well as behavioural maturity improvement that significantly influence their discipline level, academic development, attitudes towards constructive feedback and informed decision-making process. Therefore, the research recommends that the government should establish a diploma or degree programme for national service programme to increase its academic and career development scope.
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.
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.
A tracer study of french baccalaureat graduates enrolled in the American universities of the UAE
(The British University in Dubai (BUiD), 2011-05) Karanouh, Rola Sultan
The subject of students’ academic performance has been undergoing serious debates among numerous scholars, educators and policy makers. Previous studies in that area and their findings suggest a relation between the different types of educational systems and students’ achievement. Most of those studies have been conducted in European and American districts as well as certain Arab regions. However, there has not been considerable efforts in the UAE to examine the factors that affect these differences in performance between students coming from diverse school curricula in Higher Education. This study sought to investigate two types of educational systems: The English system and the French system. The aim is to find out if there is a significant difference in performance between students who come from either system and continue their tertiary studies at American Universities, taking into account variables pertaining to culture, nationality, and previous language of instruction. Using a mixed method approach, the results revealed that academic performance is highly affected by the type of system that students come from and their competence in English. The results also show that French educated students score higher GPAs in Higher Education than their counterparts. The study concludes by recommending further research into the available types of school systems in the UAE and their impact on students’ achievement.

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