JREPT: Vol 2 No 1

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https://bspace.buid.ac.ae/handle/1234/1432

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    Editorials: Using effective assessment to improve teaching and learning
    (The British University in Dubai (BUiD), 2019) Abujaja, Afishata Mohammed; Abukari, Abdulai
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    The impact of Alef Platform on students’ performance at Al Asayel School in Abu Dhabi, UAE
    (The British University in Dubai (BUiD), 2019) Alyammahi, Aisha Hassan
    As times and people are changing so should processes and systems. One thing that all experts can agree on is that, driven by technological advancements, the global economy is transforming at a rapid pace and there is need for education to keep up with this transformation. Jobs and most importantly people who are hired for those jobs will need to have very different capabilities in the future. Careers will change and will require that employees be creative, innovative and have expertise in interpersonal communication. Professions will no longer need people to “do” but will require employees to “think” and think outside the box. Artificial Intelligence (AI) will be an important contributor to this expected revolution. AI is progressively making it possible for machines to do the jobs of humans. AI is the enabler for many elements in this transforming economy hence it is expected to play a significant role in the paradigm shift in education. To answer the call to attempt to transform education, Asayel School in Abu, Dhabi UAE has implemented the Alef Program. Alef’s digital learning platform is powered by start-of-art technologies that are designed to support learning and to provide education in a way that students can learn based on their needs. The aim of this quantitative research study is to investigate whether the Alef platform enhances student performance at the Al Asayel School by measuring students’ motivation, engagement and performance.
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    The impact of using Socrative based formative assessment to enhance student achievement in a nutrition course: A digital forward assessment
    (The British University in Dubai (BUiD), 2019) Hussein, Hinda Jirdeh
    The purpose of this paper is to describe an experimental study that examined the impact of using Socrative as a tool for formative assessment “Feedforward” on EFL tertiary college students’ conceptual understanding of a nutrition course in the United Arab Emirates. The impact is determined by student test achievements. The study used true experimental design on 47 nutrition students and randomly assigned 23 participants into an experimental group and 24 into a control group. Both groups took pre-post-test of three parts unit of macronutrients. After the teaching the units, a pretest was administered, then the experimental group got a Socrative formative based assessment and the control group received the usual traditional paper based review. The study evaluated students’ understanding of the concepts and improvement of posttest after treatment of socrative based formative assessment. The results were analyzed in statistical software (SPSS 23) using independent t-test to determine if there was significant difference in the posttest scores between the two groups. The findings showed a significant improvement in the experimental group’s posttest, which is an impact in the implementation of socrative as formative assessment in enhancing student achievement.
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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.
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    Undergraduate physiotherapy students’ performance in theoretical and practical examinations: A correlational case study in the UAE
    (The British University in Dubai (BUiD), 2019) Ramakrishnan, Senthilnathan; Abukari, Abdulai
    The study aimed at finding the correlation between the theoretical and the practical examinations marks of first year physiotherapy students and explore the possible contributory factors for any differences in exam performances. Mixed approach was used and correlation was analysed using Microsoft excel 2013 and interviews were employed to explore the factors associated with good or poor performances in the written and objective structured clinical examinations. There were no significant differences in the scores of theory and practical exams for the whole participants as the means of the former (40.05) and later (40.03) were nearly equal and the r value (0.672) indicated moderate positive correlation but individual differences in performances between the written and objective structured clinical examination noticed. Students and lecturers were interviewed and the qualitative data analysis identified factors associated with assessment methods, instructional strategies and learning styles were contributing for good and poor performances in the theoretical and practical examinations.