A tracer study of french baccalaureat graduates enrolled in the American universities of the UAE
The British University in Dubai (BUiD)
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.
DISSERTATION WITH DISTINCTION
French baccalaureat graduates, American universities, United Arab Emirates (UAE), academic performance, educational systems, student achievement, higher education, English system, French system, culture