Dissertations for Learning and Teaching (LT)

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    The Impact Of Teachers’ Differentiated Initiations And Feedback On Students’ Responses: A Model Based On Audience Design And Bloom’s Taxonomy Of Cognitive Domains
    (The British University in Dubai (BUiD), 2023-10) ZAGHAB, MAI IDREES; Dr Emad Abu-Ayyash
    The main objective of this study was to gain insights into students' verbal responses and, consequently, offer valuable information and recommendations to teachers and curriculum designers on ways to cater to individual students' learning needs and enhance the quality of students' responses. This study aimed to investigate the impact of incorporating the audience design model, Bloom's taxonomy, and the differentiated instruction approach on students' verbal responses.Data for this research was gathered from 5 observed classes and through semi-structured interviews with 12 high school teachers and 5 high school students. The research sought to address the following research questions: To what extent does integrating the audience design model in teachers’ differentiated initiations and feedback improve students’ verbal responses? To what extent does employing Bloom’s Taxonomy of Cognitive Domains when tailoring teachers’ initiations and feedback help improve students’ verbal responses? The study, conducted in a private school in Dubai, employed qualitative research methods to analyse and synthesise data into several themes related to differentiated instruction, classroom interactions, teacher talk time vs. student talk time, and audience design. These themes provided a comprehensive understanding of the data. The findings indicated that teachers' differentiated instruction and feedback, especially when considering the audience design model, significantly impacted both the quantity and quality of students' verbal responses. However, the study had faced some limitations, as a result, several recommendations were put forward to assist educators and curriculum designers in facilitating the implementation of differentiated instruction and feedback. These recommendations included promoting research, collaboration, and presentation skills. Furthermore, it highlighted the significant role of curriculum publishing companies in offering ready-made questions and activities to ease the burden on teachers in terms of time and effort.
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    The Effect of Using Multiple Digital Platforms to Enhance Formative Assessment and Teacher Feedback in UAE Schools
    (The British University in Dubai (BUiD), 2023-12) NASSEREDDIN, MAYSA FARID; Dr Emad A. S. Abu-Ayyash
    Formative assessments and teacher feedback are essential elements that support the learning process, and using technologies is a demand nowadays. The present study utilized mixed methodology to investigate the teacher's perception of using multiple educational platforms in formative assessment, the quality of feedback, and the opportunities and challenges of using these platforms in public schools in Abu Dhabi. In recent years, technology in the classroom has changed how teachers manage assessments and give student feedback. Due to the development of several digital educational platforms, educators can access various tools and materials that help improve formative assessment techniques and feedback. Both quantitative (Teachers Questionnaire) and qualitative (Teachers Interviews) instruments were used in the study simultaneously. However, the data analysis maintained the two threads apart. After that, a thorough grasp of teacher beliefs about formative assessment and feedback using platforms was developed using the two sets of results derived from the questionnaire and interviews. The results of this research showed how using multi-platform for formative assessment allows teachers to design dynamic learning environments that engage students, encourage active learning, and support continual development by leveraging various digital tools and platforms. These platforms provide higher productivity, better lesson planning, and improved learning process. Teachers can save time and effort when using the ready assessments, and they can use the analysis and track students' learning progress through the platforms. Feedback could be provided to students employing platforms focusing on specific areas of improvement and offering constructive suggestions for enhancement based on students' level in different types of feedback. On the other hand, Teachers must be updated and investigate the available digital resources to improve teaching methods and deliver direct individualized feedback. Find alternative ways to complete assessments virtually to overcome exam reliability issues and test characteristics problems.
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    Investigating High School Science Teachers’ Perceptions and Practices of Science Virtual Laboratories in American Schools in Ajman, UAE
    (The British University in Dubai (BUiD), 2022-09) ABUALHAIJA, INAAM MOHAMMAD
    Despite the positive impact of the virtual lab experimentation, the teachers are not using labs for scientific experiments and investigations effectively in quality and quantity. Even the virtual labs applications are not used regularly or effectively. Thus, this research study aimed at investigating high school science teachers’ perceptions and practices of science virtual laboratories in private schools following US curriculum in the emirate of Ajman in the United Arab Emirates. A mixed method approach was employed to collect qualitative and quantitative data via valid and reliable questionnaire. The study targeted a group of high school science teachers of grades 9-12, teaching biology, chemistry and physics in three American curriculum schools based in Ajman-UAE. Four research questions were crafted to guide the study and achieve the purpose of the study. The research problem stemmed from the acknowledgement of insufficient practical integration of virtual lab in science instruction. The results of the study found out that teachers had adequate knowledge of virtual laboratories; teachers agreed on what they needed to improve their own practices and assured the success of using virtual laboratories in high school science lessons, and schools are required to provide students with sufficient resources. Besides teachers stated that they did not receive appropriate training on how to use and conduct virtual laboratories. Despite the limitations of the current study, its significance lies in being a stepping-stone to start conversations on the matter at hand and motivate further investigation into the effectiveness and methods of integrating virtual laboratories in science classes as a whole. Keywords: virtual lab, Science teachers, perception, practices
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    Perception of students on provisions provided to cycle three students with mental illnesses (anxiety disorder and depression (in public schools in the United Arab Emirates: an expletory study
    (The British University in Dubai (BUiD), 2022-08-01) Jawaher, Alkaabi;
    Anxiety disorders and depression are the most common mental disorders among adolescents. It is well-established that both anxiety disorder and depression negatively impact adolescents’ academic performance, social life, and their general well-being. This study aimed to explore services provided for cycle three students (14-18 yo) in public schools in the United Arab Emirates in terms of mental health and what could be further offered to help in improving students’ mental well-being. Data was collected using a qualitative method in the form of Semi-structured interviews were conducted with current and former students in public schools to explore their perception of anxiety disorder and depression, to assess what is currently on offer for students who are dealing with anxiety disorder and depression, and to discuss what could public schools further offer to Improve their mental health. The results indicated that there is little to no systematic services offered to students with anxiety disorder and depression. Furthermore, the results also showed a few systematic measures that could be taken by public schools to improve students’ wellbeing such as a mental health professional in schools, longer breaks during the school day, allocated times for solitary activities, and more physical education classes.