English Language Learners\u27 Cognitive Load and Conceptual Understanding of Probability Distributions after Using an Animated Simulation Program

The majority of university students in the United Arab Emirates are English language learners. As a country that has only recently established its educational system based on an American model, it has adopted English as its language for teaching and learning. Challenges related to the use of a second language have been noted and simple interventions such as the use of Arabic translations and glossaries have not shown reasonable effectiveness, suggesting that limited English language proficiency in itself is not the sole cause of learning difficulties. The challenge to understand and find a solution to this problem led to considering Cognitive Load Theory, which suggests that certain approaches to teaching may hinder learning because of unnecessary burdens on working memory. This theory has been previously used to explain how the additional language burden negatively affect second language learners. Within this context, a quasi-experiment was conducted where students were taught the concept of probability distributions using an animated simulation of a coin tossing experiment. Animated simulation was hypothesized to create lower cognitive load and thus result in better learning and higher test scores. Performance and cognitive load were measured throughout the study. Although it was found that using animated simulation was not associated with better fact and procedural retention, students performed better in a test of conceptual understanding. As predicted by Cognitive Load Theory, the researchers found a negative relationship between test scores and cognitive load, albeit weak. Nonetheless, the cognitive load of students using the animated simulation was lower for most of the duration of the experiment. Results are further discussed from a cognitive load perspective and future research directions are proposed

Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi

The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi\u27s primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to science education was used to collect data on teachers\u27 perceptions of their strengths and weaknesses in the area of science education. Results showed a much lower sense of self-efficacy in comparison to other studies elsewhere in the world, and indicate cultural adaptation - both personal and professional - may influence teaching efficacy of beginning and experienced teachers. Self-efficacy of teachers working within a culturally different environment is an underexplored field and is worthy of future research. © 2014 Elsevier Ltd

From Their Perspective: Parental Involvement in the UAE

The purpose of this paper is to share findings from a mixed-method study that explores, from the perspective of Emirati parents , what it means to be involved in their children\u27s education. The study is built upon the idea that in order to provide culturally responsive family-school involvement practices and recommendations, it would serve us, as educators and researchers to investigate and understand Emirati parents\u27 beliefs about the educational choices they have for their children and their involvement in this process. The instrument used for data collection was a survey and included open-ended questions. Generally, the results suggest that parents viewed involvement as important, but that they also heavily relied on school staff and teachers for this involvement. This important first step of understanding parents\u27 beliefs will enable us to better support collaborative partnerships between schools and families in the education of children in the UAE

How can one learn mathematical word problems in a second language? A cognitive load perspective

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one\u27s native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a major role in solving problems successfully. The main purpose of this study was to investigate the influence of language when solving mathematical word problems while taking into consideration participant\u27s limited working memory. The participants\u27 main role was to solve word problems in a format that depended on the group they were assigned to. The study utilized a qualitative method approach and involved three phases, a pre-testing, acquisition, and testing phase. Predominant findings from this study show that there was a statistically significant difference between the various groups participants were assigned to

From Their Perspective: Parental Involvement In The UAE

The purpose of this paper is to share findings from a mixed-method study that explores, from the perspective of Emirati parents, what it means to be involved in their children\u27s education. The study is built upon the idea that in order to provide culturally responsive family-school involvement practices and recommendations, it would serve us, as educators and researchers to investigate and understand Emirati parents\u27 beliefs about the educational choices they have for their children and their involvement in this process. The instrument used for data collection was a survey and included open-ended questions. Generally, the results suggest that parents viewed involvement as important, but that they also heavily relied on school staff and teachers for this involvement. This important first step of understanding parents\u27 beliefs will enable us to better support collaborative partnerships between schools and families in the education of children in the UAE

Instructional mode: A better predictor of performance than student preferred learning styles

© 2019, Eskisehir Osmangazi University. This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students\u27 prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student\u27s cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed

Public versus private education in primary science: The case of abu dhabi schools

This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers\u27 perceived strengths and challenges in teaching science. Perceptions of primary school principals were analyzed through individual interviews. Both sets of data sources were coded and several themes were identified. The predominant findings show that science teaching in Abu Dhabi\u27s schools faces a number of challenges. This study cannot conclude that either public or private education is superior in this context. However, it can begin to delineate how they differ. Many of the identified issues could be addressed by targeted, well-publicized professional development, which focuses on both teaching science content and integrating science throughout the curriculum. © 2013 Elsevier Ltd