Faculty of Education (Theses and Dissertations)

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21st Century Schools’ Leaders: the Lead Teachers’ Positive Influence on the Teachers and the Students A Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2018-10) SUBRI, NOUR ABDULLAH MAHMOUD
This research study investigates the influence of the lead teachers’ role on the teachers’ motivation and professional development, and it explores the influence of the lead teachers’ role on the teaching and learning process along with the main challenges that face the lead teachers in their role in a private school in Dubai. The aim in this study to examine the positive relationship between the effective lead teachers’ role with the improvement in the teaching and learning process, teachers’ motivation to work, and teachers’ professional development. Triangulation method was adopted in research for completeness and conformity purposes; a close-ended questionnaire (quantitative data) was sent to 104 teachers in the school, and standardized open-ended interviews were conducted with 20 lead teachers in different schools in Dubai who are currently in their role. The researcher received 37 responses only out of 104 teachers in the mentioned school. Survey Monkey Software was used in collecting and presenting the quantitative data while Nvivo Software was used in presenting the qualitative data. SPSS Software was used in analyzing the quantitative data. The analysis of the quantitative data of the study shows that there is a positive relationship between the effective lead teachers and the improvement in teaching and learning process, teacher’ motivation to work, and teachers professional development. In corresponding with the analysis of the quantitative data, the qualitative data reconsolidates and confirms the quantitative data findings, and it indicates that lead teachers face many challenges in their role as teachers and leaders in the same time that constrains their work such as time and resources shortage, work overload and teachers’ reluctant. At the end of the study, the research study’s limitations were highlighted and few recommendations were suggested in the further studies in the future in order to cover and to include other leadership aspects that could affect on the schools’ improvement in UAE.
A Balanced Approach Towards Teaching the Skills of L2 Reading and Writing to Enhance the Writing Proficiency of Foundation Program Students at Universities in the UAE
(The British University in Dubai (BUiD), 2023-03) ALFARAN, FATHIA HASAN; Dr Tendai Charles
The current study aims to investigate the effectiveness of balancing reading and writing instruction in foundation programs and how that affects learners’ essay writing skills in higher education institutions in the UAE. To achieve this goal, two research questions are formulated to drive the inquiry: What are the foundations program instructors’ perceptions and practices regarding the balance of teaching L2 reading and writing? How does the balance in teaching L2 reading and writing enhance foundation programs learners’ writing performance in higher educational institution in the UAE? In the current study, the mixed methods approach is employed to assess classroom practices to investigate whether there is a balance in teaching reading and writing so as to strengthen the learners’ performance in these two skills; and examines whether these practices improve foundation programs learners’ essay-writing skills in higher education institutions. The quantitative data have been collected from teachers’ questionnaire to answer the first question. The qualitative data have been collected from an experiment that consists of a pre-posttest to answer the research second question. The results of the intervention and the achievement tests, instructors’ questionnaire and interviews revealed that the techniques used in the balanced reading and writing teaching program are suitable for first-year students and can be implemented if the instructors get appropriate training from knowledgeable people.
A Critical Investigation of the Effectiveness of Career and University Guidance on Secondary Students in the Abu Dhabi, U.A.E.
(The British University in Dubai (BUiD), 2023-11) HAMZE, SOHA; Professor Abukari Abdulai
The UAE government has made significant investments in education, focusing on improving secondary school careers and university guidance programs. However, research on the effectiveness of these programs in Abu Dhabi is limited. An online survey of 175 students investigated the effectiveness of career and university counselling on students' decision-making and future aspirations in 10th, 11th, and 12th grade. Guided by the social cognitive career theory, the study measured student engagement in various activities, student knowledge and self-efficacy, student decision on a career choice, student satisfaction with counselling services, and perceived benefits of the career and university counselling program. This study mostly used a cross-sectional exploratory quantitative research design. The online survey was followed by semi-structured email interviews with three professionals in career and university guidance, shed light on the program resources and current challenges and offered recommendations. The study results supported the reliability and construct validity of the latent variables of knowledge, self-efficacy and satisfaction with counselling services. The maximum likelihood common factor PLS-SEM contributed to the nomological validity of these latent variables. The study results were consistent with the published literature. The maximum likelihood common factor (PLS) SEM model revealed that the usage of counselling services, student knowledge and self-efficacy, and student satisfaction with the counselling services explain 46% of the variance in student decisions on career choice. Nevertheless, only 25% of the variance in perceived benefits of the program is explained by these factors, suggesting that there may be room for improvement. The qualitative feedback from the three school experts added rigour, authenticity, and creditability to the online survey results. While the program is moderately effective in influencing student decision-making on career choice, counselling programs can further enhance their impact and perceived benefits by emphasising community engagement and mentorship and ensuring the availability of counselling resources. This includes providing timely information about university application deadlines, enhancing knowledge about diverse working conditions, and ensuring the guidance provided is comprehensive and based on accurate information. Keywords: Career Counselling, Vocational Education, Higher Education, Student Decision, Career Choice, Self-efficacy, Engagement.
Academic Leadership for Teaching and Research Development in Higher Education: A Bahraini Case Study
(The British University in Dubai (BUiD), 2016-03) AL-Qallaf, Amal Jasim
The Arabian Gulf countries have witnessed a significant growth and development in higher education provisions and demands since the end of 1980s. The main purpose of this study is to gain a better understanding of the experiences and roles of academic leadership administrators in higher education in the Kingdom of Bahrain while enhancing teaching and research quality, and investigating the current quality management model used for effective leadership, and what style of leadership best handles the challenges of cultural diversity within Bahraini higher educational organizations especially in their early stages of development in order to reach world standards development. A composite theoretical framework was designed using Bolden, Petrov, and Gosling (2008) academic leadership model, Trompenaars and Hampden-Turner’s (1998) and Branine’s (2011) models of cross-cultural management, Schein’s (2004) model of organizational culture and leadership, Schultz’s (1995) model of organizational culture and Shils’s (2008) academic ethos for teaching and research. The methodology used in this study is a predominantly qualitative and interpretive case study, using mixed methods which included the following: International, regional, national, and organizational document analysis; interviews with Deans, Chairs, and Quality Assurance Authority representatives; a faculty survey; and alumni focus groups. There are two main types of results. The first is empirical, finding that there is a rich potential for research in Bahrain but funding, heavy workloads and more advanced training are the main obstacles, whereas for teaching the strength is in the academics’ quality of teaching but workload is the single most important problem, and for leadership the strength is in the quality of expertise but are constrained by lack of autonomy. The second main result of the study is the development of a more comprehensive, regionally appropriate, and multi-dimensional model for university development that includes: academic leadership and organizational dimensions, the academic ethos elements; the multicultural interactions dimension; the dynamic system Interaction; the integrated model, and the temporal domains/changes and developmental. This model aims to contribute to the development of an academic system that best suits higher education institutions in the Kingdom of Bahrain.
ACCESSIBILITY OF INCLUSIVE PROVISIONS FOR STUDENTS WITH DISABILITIES TRANSITIONING INTO HIGHER EDUCATION IN THE UAE: AN INVESTIGATIVE STUDY
(The British University in Dubai (BUiD), 2020-10) Alshehhi, Khawla
Embodying the aspiration of the United Arab Emirates leadership, the vision of the Ministry of Education (MOE), is to ensure quality education for all. To implement the Federal Law 29 of 2006 on the rights of People with Disabilities (PWDs), the MOE launched the “School for All” guideline 2010, under the title “General Rules for the Provision of Special Education Programs and Services for Public and Private Schools.” Transitional services are included in these provisions. This was also declared in the country’s National Policy in 2017 on PWD, currently known as People of Determination (POD). It has been noted that, transitional Services as outlined by the “School for All” guideline do not describe detailed provisions as current international transition practices do, where an Individual Educational Plan (IEP), a summary of performance and required supports are delineated in an exhaustive manner. In contrast, the Quality Standards (QSs) of services for PWDs in governmental and private institutions, issued by the Ministry of Community Development in 2016, introduces a more comprehensive sets of standards for non-specialized institutions to guide provisions for PWDs. For this study, it seemed befitting to explore inclusive provisions in Higher Education through the lens of those QSs. The study aims at investigating inclusive provisions that facilitate transitioning PWDs from high school into HEIs. How inclusive provisions are perceived by PWDs at the opposite ends of a transition, as well as by those who provide these services in high schools and colleges, can point out whether higher education in the UAE is regarded as accessible. This study utilized a sequential mixed methods approach. The 222 participants are from eight high schools and four colleges in the UAE. The qualitative and quantitative data was generated using: documents review, interviews, questionnaire and observation. Statistical analysis and coding of the data revealed themes of PWDs readiness for the journey from high school to higher education highlighting needed provisions that can facilitate their transition to HEIs. The findings point to a “missing link” between secondary and post-secondary education that needs to be urgently addressed for a smoother transition into HEIs. Recommendations serving that purpose are offered. This study contributes to the scant literature considering inclusive higher education in the UAE, and sets a new direction for future research to examine transition services in national post-secondary education.
Achievement in Taught Modules as a Predictor of Subsequent Behaviour of Project Management Masters Students in The British University in Dubai
(The British University in Dubai (BUiD), 2012-04) Uchil, Nandini
A review of literature demonstrates that there are several studies on different aspects of higher education including progression patterns, achievement, completion and predictors of academic success. In this study, the researcher investigates the influence of student performance in the taught modules in the MSc Project Management (MPM) programme on the second stage of the programme, the dissertation component. Further, the researcher investigates the correlation between the taught modules overall grade and the time taken to complete the dissertation. That is, whether a good overall performance in the taught modules leads to timely completion of the dissertation and thus the programme itself, or vice versa. This study is important as completion rates seem to be an issue in higher education and, specifically in the MPM programme in The British University in Dubai. Quantitative research methods are used for analysis of data collected from the University records/archives, and descriptive and inferential analyses are used to interpret the data. An independent t-test and Pearson Correlation Coefficient tests were used to test the two-tailed hypotheses. Findings show that performance in the first part of the programme (taught modules) is neither a predictor of subsequent behavior in terms of programme completion nor does it have a bearing on the time taken to complete the second stage (dissertation). This indicates that the taught modules do not necessarily add value to the students’ learning and does not prepare them to handle the rigors of dissertation work. The implications of these findings are discussed and recommendations are made to the policy makers to enhance the structure of the programme which could lead to higher completion rates.
Adoption and Implementation of Online Learning Systems in Lebanon: Prospects and Barriers
(The British University in Dubai (BUiD), 2018-08) SHAYA, NESSRIN MOHAMMAD
This study aims at obtaining a finer-grained understanding of the primary prospects and barriers to adopt and implement online education systems in Lebanon, through investigating online learning readiness and acceptance among various key stakeholders in higher education. This study started with an assumption that traditional systems govern the processes of the Ministry of Education and Higher Education, depriving the nation from the chance to harness the opportunities brought forth by online education. A multiple case study, mixed-methods research design, was conducted on Lebanese higher education students, faculty and senior academic leaders, revealed adequate readiness levels and increased acceptance of online education among students and faculty. Data was collected quantitatively through electronically distributed questionnaires and qualitatively through face-to-face semi-structured interviews. Macro and micro levels of analysis took place using statistical testing methods and thematic analysis led to an emergent status of online education in Lebanon. Operationally, strong e-learning management capacity and institutional readiness distinguished private institutions, while weak technological infrastructure and geographical complexity characterized the public university. Lack of readiness in ministry for abrupt change that online education might cause in pedagogy and instruction surfaced, leading to strategical resistance for full-fledged online programs. Diminished state funding for public university, fears from the mediocrity of ‘no-lecture university’, faculty job relevance, doubts in students’ self-regulation skills and the possible influence of corruption on student enrollment form major barriers. Prospects lie in the consensus that online education can serve as a catalyst for higher education transformative change supported by embracing culture for implementation at postgraduate studies, leading to a proposal on strategic plan for successful implementation. Various statistically tested associations along with sophisticated qualitative stakeholder analysis led to expanding readiness and acceptance models with practical implications for future testing. Limitations were assigned along with valuable and empirical contributions.
The Advantages and Disadvantages of Distance Learning for Students with Special Educational Needs and Disabilities During Covid-19 at University in UAE
(The British University in Dubai (BUiD), 2020-10) Juma, Mariyam Salim
This study investigates the advantages and disadvantages of distance learning for SEND (students with special educational needs and disabilities) during COVID-19 crisis at the University in the United Arab Emirates (UAE). The study depends on the qualitative method using interview that depends on semi-structured interviews. Data was collected from SEND, teachers and special need education coordinator/ specialists’ perspectives. Overall the experience and thoughts were a mix up between positive and negative aspects of studying online from students with special educational needs and disabilities. I believe that the reason behind it, that remote learning has always been a debatable topic. Yet during COVID-19, the students have no choice to choose remote learning or traditional learning because the ministry of education in UAE forced all students to study remotely. In the long run, the outcomes of the remote learning experience depending on the type of disability, the readiness of the students, the acceptance to change and sometimes the type of course that students took. Findings show that most of the parties involve in the semi-structured interviews agreed that remote learning after categorizing it as a safety matter, it saves times and open a door to learn new technology skills. On the other hand, lack of communication interaction was the main disadvantages of remote learning as students feel lonely while attending classes, teachers can’t interact and can’t observe if the learning objective was met and specialists believe that students learn from other students sometimes and they missed this chance. Recommendations for the research was to keep training students and teachers on new strategies and new technology to be prepared for the future whether if any crisis occurred or for a job. Governments should study the case from a different angle to overcome all the challenges and include all learners in any policy and procedures. Limitation of the study was the limited access to higher education organizations. Also, the limited number of SEND involved as it is only from one university in the UAE. As well as depending on interviews only to follow the rule of no social interaction between people.
The Alignment of Beliefs on TBLT and Student Motivation: A Case Study in a Private High School in Dubai
(The British University in Dubai (BUiD), 2020-10) Yaghi, Sherin
This case study takes a mixed methods approach to examine the alignment of beliefs on Task-Based Language Teaching (TBLT) in light of student motivation. This study is situated at a private school in Dubai and it focuses on the high school section. The data collection was done through data source triangulation and method triangulation, as it uses a questionnaire to obtain students’ opinions and interviews to gather the opinions of teachers and senior leaders. The overall number of participants is 46, consisting of 40 high school students from ninth to twelfth grade, 4 teachers and 2 senior leaders. The qualitative data was analysed through inductive coding, whereas the responses to the questionnaire were obtained through quantitative analyses. The data findings represent discrepancies in opinions, not only between the students and educators, but also within the educational staff and leaders. It also brought forward the lack of knowledge that principals generally have on TBLT and their indifference towards the internal motivation of learners. This study concludes with evidence that students’ and educators’ beliefs are, in fact, skewed. Finally, specific limitations of this study are outlined and implications for future research are brought forward.
An Analysis of the Relationships & Views Among the Big Five Personality Traits and Kolb’s Learning Approaches in Higher Education Students in Dubai, UAE
(The British University in Dubai (BUiD), 2024-05) ALAMEEN, MOHAMMED ADNAN; Professor Christopher Hill
In this study, the interplay between personality traits and learning approaches among higher education students in Dubai, United Arab Emirates is explored, using the Big Five Personality Traits and Kolb's Experiential Learning Theory as theoretical frameworks. Conducted at a renowned semi-governmental institution, this mixed-methods research utilized quantitative surveys with 186 students and qualitative interviews with 19 students. Quantitative data were analysed to identify correlations between personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and learning approaches (learning modes: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation; and learning styles: Accommodating, Assimilating, Diverging, and Converging). Qualitative interviews provided deeper insights into these relationships. Major quantitative findings indicated significant correlations between traits like Agreeableness and Openness with Active Experimentation and Reflective Observation learning modes, as well as Conscientiousness with Abstract Conceptualization and Concrete Experience modes. Qualitative data revealed that students with high Agreeableness and Openness preferred reflective and experiential learning activities, while those with high Conscientiousness thrived in structured and conceptual tasks. These insights highlight the potential for personalized teaching strategies. These results suggest that incorporating personality traits into educational settings can optimize learning outcomes by aligning teaching methods with students’ learning preferences. The study emphasizes the necessity for further research across various educational settings to validate and expand upon these findings, aiming to enhance educational effectiveness through tailored pedagogical approaches.
An Assessment of the Implementation of Forest Curriculum in a Private School in Abu Dhabi, UAE.
(The British University in Dubai (BUiD), 2024-03) ALMENHALI, AFAF AHMED; Professor Abdulai Abukari
This study determines the effectiveness of the implementation of the forest curriculum in a private pre-school in Abu Dhabi, UAE. This dissertation aims to evaluate the positive impact of nature-based learning in private pre-schools, to determine the challenges of implementation, and to propose effective implementation strategies with regard to the forest curriculum. Employing a mixed-methods approach, quantitative data were collected through a questionnaire distributed to a cohort of 42 teachers. Additionally, qualitative data were gathered through an interview with the principal of the school to provide insights into the lived experiences of the participants. This study contributes valuable insights to the field of curriculum evaluation, offering a holistic understanding of the impact of the forest curriculum on students. In addition, with the UAE moving towards sustainability, there has come a need to support nature curricula, which are represented by forest schools. Forest schools can have a positive impact on the environment and on sustainability by fostering a deep connection with nature, promoting environmental awareness, instilling sustainable practices, and contributing to the overall well-being of individuals and communities. The research findings underscore the importance of curriculum alignment with 21st-century skills and the need for ongoing professional development to support educators in navigating integrated forest school approaches. Further research involving a larger and more diverse sample is recommended to confirm and extend these initial results. The implications with regard to integrating the forest curriculum in government schools should be discussed.
An Examination of the Role of Leaders in Sustaining Academic Integrity During Online Assessments in Five of Sharjah Schools During COVID-19
(The British University in Dubai (BUiD), 2023-04) HAMAD, HANAN AHMAD; Professor Abdulai Abukari
The purpose of this study is to investigate the main impediments that jeopardize reliable online assessment data since the outbreak of COVID 19 pandemic, as well as the measures employed by leaders to mitigate these obstacles and maintain academic honesty, such as policymaking and ensuring the effective application of updated assessment policies. Authentic leadership theory lay the basis of this study and connections are explained thoroughly. The Fraud triangle Model extrapolates the process of misconduct by explaining the relation between motives, opportunity and academic misconduct. Main concepts such as academic integrity and online assessments are defined and analysed. A mixed method approach is used, which includes a survey of thirty school leaders in five schools in Sharjah, UAE, a semi-structured interview of 5 leaders, and an analysis of assessment policies in these schools. The findings are examined and compared to help provide a clear understanding of the research objectives. Findings show a clear misalignment between leaders’ responses and assessment policy documents which provides an insight of improper implementation of these policies. It was also clear that these policies were neither updated nor assessed. It is also clear that due to dominant beliefs among parents and students about the significance of marks, parents tend to participate in dishonest behaviour whether intentionally or not. Other threats to credibility of online assessment results include ease of access to resources and assistance during the test, whether from peers, parents or tutors. Based on the feedback from participants, numerous recommendations are made to assist administrators, school administrators, and decision makers in enhancing future online assessment methods. In conclusion, it is perceived based on data analysis that no matter how preventative and punitive measures school leaders take, the first deterrent to academic misconduct is the culture of integrity and the extent people believe in the worth of this value.
An Exploration of the Metaverse in Higher Education in the UAE
(The British University in Dubai (BUiD), 2023-12) ABUKHALAF, SIHAM; Professor Christopher Hill
This study explored stakeholders’ knowledge and perceptions of a cutting-edge technology known as the Metaverse; looking specifically at its potential benefits and challenges of integration into the higher education sector. Data collection was employed through a mixed-methods triangulation design, which included (a) surveys with university students and professors, (b) interviews with leaders and educators, followed by (c) focus group discussions with undergraduate students. The total number of participants was 300, consisting of 232 university students, 62 educators, and 6 educational leaders. A detailed, systematic analysis of both the quantitative and qualitative data revealed that educators and leaders have more understanding of the Metaverse compared to students. However, although they are more familiar with the concept of the Metaverse, they do not have adequate experience with it in an educational context. Notably, the vast majority of students also lacked experience with it, and had practical concerns about how studying in the Metaverse would be. Ultimately, this study presents stakeholders’ perceptions of the Metaverse in the context of the United Arab Emirates, and the findings indicate that they believe it has potential to be used for teaching and learning at university-level.
An Investigation into the Effectiveness of Corrective Feedback on Written English Accuracy Among Arabic L2 Learners
(The British University in Dubai (BUiD), 2024-06) JUUDE, BINDUU; Dr Tendai Charles
Corrective Feedback (CF) in the second language (L2) Writing is deemed one of the most contentious topics in the field of L2 writing research. Various questions pertaining to the topic are still actively discussed and debated by researchers in the pedagogical landscape. The present study is endeavoring to investigate the effectiveness of direct and indirect CF in treating three recurrent grammatical errors (use of the subject-verb agreement, preposition and definite article) among Intermediate level Arabic L2 learners in the UAE, understand their perceptions regarding the provided CF and comprehend the factors that affect their engagement with the provided CF. Furthermore, the study is designed to examine the short-term and long-term effects of the provided feedback through a quasi-experiment involving four stages of pre-test, immediate post-test, post-test and a delayed post-test spanning 2 months. By way of including a delayed post-test, the researcher intends to find out the retention of the provided feedback in improving writing accuracy. To obtain a holistic perspective, a mixed method approach is chosen and the opted instruments are quasi-experiment, questionnaire and semi-structured interview. Upon analyzing the data, it was observed that the participants treated with direct feedback exhibited significant improvement in the target errors, followed by the indirect feedback group in the quasi-experiment. Moreover, the participants revealed their strong preference for direct feedback in the interviews and the surveys. The obtained results are expected to contribute significantly to the existing literature and aid L2 instructors, learners, policy-makers and other researchers in the field.
An Investigation into the Influence of Culture on Principals’ and Teachers’ Relationships and Practices in Public Secondary Schools in the UAE
(The British University in Dubai (BUiD), 2023-09) ABU-AYASH, YUSEF AHMAD; Professor Abdulai Abukari
As today’s world has become more globalized and interconnected, multicultural work environments have become the norm. However, Leading and/or following in a multicultural work environment can be quite challenging. The lack of knowledge and understanding of the different cultural norms, values and even communication styles can hinder both leaders and followers’ ability to navigate cross-cultural interactions more effectively. It logically follows that in order to have a more successful and productive relationship as well as to avoid misunderstandings and conflicts, it has become imperative for both leaders and followers to learn how influential culture is and how to function in an environment in which differences are likely to be more pronounced than similarities. The main purpose of this study was to investigate the influence of culture on principals and teachers in public secondary schools in the UAE. This purpose was further broken into several objectives: to understand how national culture and organizational culture influence the perception of leadership styles, to understand the influence national culture might have on the relationship between principals and teachers in terms of conflict creation, to understand the influence organizational culture might have on the workplace practices of principals and teachers in terms of conflict resolution, and to understand the influence cultural induction might have on improving the workplace practices of and the relationship between principals and teachers in terms of conflict prevention. The study adopted a mixed method research approach and results revealed that there was a variation in the perception of leadership styles between principals and teachers. While principals perceived their leadership style to be transformational, teachers perceived it to be transactional. This variance in perceptions was found to be stemming more from differences in national culture than in organizational culture. As for national culture influence in terms of conflict creation, results revealed that the influence was evident both directly through manifestations in behaviors and indirectly through language. As for organizational culture influence in terms of conflict resolution, results showed that organizational culture was quite influential in this respect. The same influential role was found to be played by cultural induction in terms of preventing conflict from taking place. In light of the findings of this study, the researcher concluded that future research should consider a larger sample size, a more generalizable sampling technique, and to extend studying the influence of culture on leaders and followers in settings other than educational ones. Furthermore, future research should be well-cognizant of real-self vs. ideal-self for participants. Recommendations to leaders, followers and policy makers were also provided; those included: the importance of designing a more immersive and extended onboarding/induction cultural programs for new joiners who come from different cultures, that future cultural induction programs better be led by school principals themselves in the real work-environment context/school, and that both leaders and followers should be open and welcoming of differences and engage in a life-long cultural learning journey. This study filled in a gap of knowledge concerning the influence of culture on leaders and followers in terms of conflict creation, conflict resolution and conflict prevention, particularly within the UAE public education context. The study also stands out among a limited number of studies that explored the influence of both national and organizational culture on leadership styles perception through examining the perspectives of both leaders and followers, and therefore, paving the way for a single holistic model that accounts for both national and organizational culture (‘Organational’ culture) simultaneously and equally. Lastly, this study expanded the existing literature examining the use, application and interpretation of nation-wide cultural data at the individual level; hence emphasizing the importance of being vigilant and not fall into the trap of ecological fallacy when drawing conclusions.
An Investigation of the Influence of Educational Settings on the Acquisition of the English Language: A comparative Analysis of the Curriculum Provided by the Ministry of Education at a Public School in Fujairah and the American Curriculum in a Private School.
(The British University in Dubai (BUiD), 2024-03) ALABDOULI, SARA SALEM ALI; Dr Tendai Charles
This study compares two very different educational curriculums frameworks on teaching English as a Second Language (ESL). These contexts are a public school in Fujairah that follows the curriculum established by the Ministry of Education, and a private school in the United Arab Emirates that implements the American curriculum. The key goals of this study are to (1) investigate the elements that play a role in the acquisition of ESL in different curricula, and (2) evaluate the ways in which these factors play distinct roles in the different environments. I used a procedure known as triangulation, which involved collecting data using three different approaches. To begin, a document analysis was carried out to investigate the various papers pertaining to the curriculum and the institution. Second, there was an evaluation of the overall atmosphere of learning outside of the classroom, through the use of observation. Third, in order to obtain insight into the teachers’ perspectives on the use of a specific curriculum for teaching English as a Second Language, as well as their comments on the specific curriculum, interviews were conducted with the teachers. The Ministry of Education curriculum has a strong emphasis on structure and uniformity, whereas the American curriculum places a stronger emphasis on flexibility and a communicative teaching method. The major findings illustrate that while both curricula strive to enhance language competency, the nature of this effect differs. The implications highlight the necessity for an individualised ESL curriculum and inclusive learning settings that take into consideration the varied learning preferences and cultural backgrounds of students. In the end, the findings of this study point to the conclusion that maximising English as a Second Language (ESL) instruction in a variety of educational settings requires identifying the contextual differences that exist and finding ways to accommodate them.
An investigation of the United Arab Emirates’ Performance and Progress on PISA Assessments: A Comparative Analysis of Multiple Case Studies
(The British University in Dubai (BUiD), 2023-11) EL FARES, HAMZA SALEH; Professor Christopher Hill
The participation of nations in the Programme for International Student Assessment (PISA) has seen a significant surge in numbers throughout the last decade. These large-scale assessments contribute to the acquisition of a profound comprehension of the similarities and differences across international teaching and learning environments. PISA has emerged as a prominent tool for assessing the equity, quality, and effectiveness of educational systems. The purpose of this study is to carry out a comparative analysis of UAE performance in PISA assessments in relation to the performance of UK, Singapore, and Finland, identify the variables that contribute to favourable PISA scores, and finally provide the UAE with a set of recommendations and suggestions to promote the achievement of higher results in future PISA rounds, ultimately aiming to improve the country's ranking among other countries. This study employs a comparative approach to analyse multiple case studies, using quantitative methodologies and relying on secondary data sources. The study examines the results of PISA assessments of UAE, UK, Singapore, and Finland across the domains of Mathematics, Reading, and Science throughout multiple rounds. The research emphasizes that the implementation of appropriate reforms in educational systems and promoting educational initiatives, might have a substantial impact on enhancing the performance of UAE in PISA assessments. These findings are drawn from the analysis of experiences in other countries that were included in the study. The study provides significant benefits for policy makers in UAE when they consider incorporating the research suggestions into the development of educational policies, as well as their subsequent implementation. Additionally, the outcomes of this study will serve as a valuable resource for future academics, enabling them to undertake other investigations in a similar vein.
An Analysis of factors affecting reading comprehension performance of Arabic ESL students using the Suffolk Reading Scale
(The British University in Dubai (BUiD), 2009-09) Morris, Anne
The aim of this study was to examine the effectiveness of the Suffolk Reading Scale, a standardised multiple-choice paper and pencil test of reading comprehension, as a reliable method of assessing the reading ability of a group of ESL Arabic children aged between 9-10 years who were pupils at an international school in Dubai. The results indicated that the ESL Arabic children scored significantly lower than the comparison groups of non-Arabic ESL children and children with English L1 of the same age and studying in the same class. The study discusses the possible reasons for the difficulties experienced by the Arabic ESL children in decoding English text and attempts to conduct an error analysis by searching for any patterns of error that could be accounted for by interference from the Arabic L1 and other problems experienced by Arabic readers in decoding English text including problems with word recognition and spelling patterns, lack of phonemic awareness and insufficient reading strategies.
An Analysis of Student’s Engagement During Distance Learning in Abu Dhabi Schools
(The British University Institue In Dubai (BUID), 2021-10) SAIF, FATIMA SHAKER ABDULLA
As resources and contemporary technology become more freely accessible, distance learning courses are growing more popular. New learning approaches have also been developed. In which online learning systems, now have the capacity to increase student participation and engagement, which can also be used to assess students' degrees of positive and negative outcomes during distant learning. Teachers' attitudes on supporting, promoting, and accepting e-learning activities for their students will be investigated in this study. The goal is to gather useful information about instructors' and students' perspectives of distance and online learning in the Abu Dhabi area. The results of this research will help to map out how to increase student and teacher satisfaction and productivity with distance learning during and after the epidemic. To conducting the study, a quantitative approach has been taken to effectively find the data and results for the desired objectives. The most efficient method would be by using the descriptive research technique or instrument, in which it would be used to obtain effective findings from the quantitative research method that would be the research design kind. It is for this reason that a descriptive research method or instrument would be extremely beneficial in obtaining detailed information regarding students', instructors', and parents' personal analyses. Furthermore, effective survey questioning has been done among the respondents to analyze and compile the results of the research-based students, teachers, and parents. Most students have good attitudes regarding the educational learning process and believe participating in such processes to be beneficial, according to the study. Student satisfaction was shown to be influenced by course outline, teacher feedback, self-motivation, learning preferences, engagement, and instructor facilitation. Moreover, when it comes to expressing with academic staff at certain times, students are not restricted or confined in any manner. Due to the pandemic prevalence and repercussions, face-to-face lectures have been replaced with online distance learning, which was considered as an alternative learning strategy based on the use of technology. Such as smartphones, computers, and other devices in both organized and unstructured scenarios.
An Analysis of the Common Grammatical Errors in the English Writing made by 3rd Secondary Male Students in the Eastern Coast of the UAE
(The British University in Dubai (BUiD), 2008-06) Hourani, Taiseer Mohammed Y.
Having students to produce an organized, neat and error-free piece of writing has always been the life long dream and the ambition of all EFL teachers. The purpose of this study is to explore the common types of grammatical errors made by Emirati secondary male students in their English essay writing. The study was conducted in five leading schools on the Eastern Coast of the UAE. The most common and salient grammatical errors which were found in the students essays included: passivization, verb tense and form, subject-verb agreement, word order, prepositions, articles, plurality and auxiliaries. These errors were classified and tabulated according to their number of frequency in the students essays. 105 students and 20 teachers participated in completing two separate questionnaires reflecting their attitudes and opinion towards the English writing skill. Follow up interviews with 5 supervisors were conducted to deepen understanding and interpretation of the results. The data revealed that the UAE students make different types of grammatical errors, and most of these errors were due to intralingual transfer. In this study, intralingual transfer errors were more frequent than interlingual ones. Furthermore, the findings and the results of this study also showed that the English writing skill of the secondary male students in the UAE state schools needs more reinforcement and development. Based on the findings, recommendations and some implications which are of significance to educators and policymakers as well as to EFL teachers are provided. At last, it is hoped that the results of this study could be of much benefit for developing the English writing skill among secondary students in the UAE schools.

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