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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:700218 |
| Date | January 2016 |
| Creators | Warner, Racquel Sydonie |
| Contributors | Troudi, Salah |
| Publisher | University of Exeter |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10871/24300 |
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