Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700218
Title: An alternative pedagogical approach to traditional teaching in Higher Education in the UAE : student engagement
Author: Warner, Racquel Sydonie
ISNI:       0000 0004 5992 3440
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2016
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Abstract:
Low student achievement and decreasing student engagement have provoked a call for pedagogical change in the UAE. In an attempt to address these challenges an intervention was introduced that consisted of an alternate pedagogical approach in the form of standards-focused project-based learning which is an active-learning approach where students drive their own learning through the completion of a project(s) that promotes inquiry, standards alignment, and collaborative research. This action research study sought to analyse the effectiveness of this alternate approach by answering two research questions using by collecting and analysing both quantitative and qualitative data. The first research question was: what kind of change can be brought about by engaging students in a student-focused and active learning environment by the design and implementation of a standards-focused project-based learning model? The second research question was: what is the difference in exam scores between students in a lecture-based class and students in an active-learning class that utilizes a standards-focused project-based learning curriculum? In response to these research questions, statistical significance was found in the difference between the mean examination scores of the Foundation course experimental section and the Foundation course control section. No significance was found when comparing the mean examination scores of the First year education experimental section with the first year education control section. Four primary themes were identified through thematic content analysis of the feedback shared by the participants during the focus groups. The four themes were (a) connection between teaching style and performance, (b) students’ preparedness for exam, (c) positive influence of peer pressure and (d) students driven by an external locus of control.
Supervisor: Troudi, Salah Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.700218  DOI: Not available
Keywords: Student Engagement ; Alternative pedagogy ; UAE higher Education
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