Browsing by Author "Mohamed, Ahmed"

Now showing 1 - 3 of 3
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    Assessing teacher readiness for inclusive education in Maldives : instrument modification and validation
    (Routledge, 2020-10-27) Moosa, Visal; Shareefa, Mariyam; Adams, Donnie; Mohamed, Ahmed
    Teacher readiness for inclusive education is frequently investigated in literature. However, the psychometric properties of a scale to evaluate teacher readiness for inclusive education in the Asian, specifically Maldivian, context are extremely scarce. This study aimed to modify the teachers' readiness for an inclusive education scale to determine if the modified scale was reliable and valid in the Maldives Context. A total of 628 teachers (258 males and 370 females) from seventy-seven schools participated in this study. In phase 1, the construct validity of the Maldives teachers' readiness scale was established through exploratory factor analysis. In phase 2, the tests of dimensionality, reliability, convergent and discrimi-nant validity was established through confirmatory factor analysis. Results supported a two-factor, 23 items scale. The scale may be utilised as a reliable and valid instrument to assess teacher readiness for inclusive education in the Maldivian context.
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    Maldivian teachers’ experiences in digitalising their remote teaching during the COVID-19 pandemic
    (Scientific Research Publishing, 2024-05-14) Adam, Aminath Shafiya; Moosa, Dheeba; Reesha, Aishath; Mohamed, Ahmed
    The sudden shift to remote teaching during the COVID-19 pandemic has forced teachers to integrate Digital Technology (DT) more extensively in teaching. This research sought to collect teachers’ experience of digitalising their teaching during the pandemic. The research adopted an explanatory sequential mixed-method approach, generating quantitative data, followed by qualitative data. Primarily, using a survey, quantitative data were collected from 659 teachers across selected Maldivian schools. Next, using purposive sampling, a total of three focus group interviews were conducted, giving teachers the opportunity to discuss the emerging findings to clarify and validate the understanding sought. The result of the survey suggests that overall, teachers reported greater use of DTs and gained more confidence in their use of DTs during the pandemic. Teachers reveal specific purposes of using DTs aligned with a range of different pedagogical strategies suitable for remote teaching. The main challenges identified by teachers include unreliable internet and connection issues, while also revealing the need for support to facilitate smooth use of DTs in teaching. There is better recognition of teachers’ readiness to incorporate DTs into pedagogy with the high level of confidence and realisation of the potential DTs have in teaching/learning.
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    Validating a tool to measure implementation of differentiated instruction.
    (2020) Shareefa, Mariyam; Moosa, Visal; Mohamed, Ahmed; Reesha, Aishath; Ali, Agisa
    އެބްސްޓްރެކްޓް މި ޒަމާނުގައި ބާރުއަޅަނީ އެއް ގްރޭޑެއްގެ ހުރިހާ ފަންތިއަކާއި ގިންތިއެއްގެ ދަރިވަރުންނަށް އެއް ކުލާހެއްގައި، ޝާމިލުކޮށްގެން އުނގަންނައިދިނުމަށެވެ. މިފަދަ ކުލާހެއްގެ ދަރިވަރުންގެ މެދުގައިވާ ޖިސްމާނީ، ނަފްސާނީ، ފިކުރީ، އަދި މިނޫންވެސް ގިނަގުނަ ތަފާތުތަކަށް ރިޢާޔަތްކޮށްގެން އުނގަންނައިދިނުމަށް ބޭނުންކުރެވޭ އެއް ފަލްސަފާއަކީ ޑިފަރެންޝިއޭޓަޑް އިންސްޓްރަކްޝަންގެ ފަލްސަފާއެވެ. މި ދިރާސާގެ މަޤުޞަދަކީ، މުދައްރިސުން އެބައިމީހުންގެ ކިޔަވައިދިނުމުގައި ޑިފަރެންޝިއޭޓަޑް އިންސްޓްރަކްޝަން ބޭނުންކުރާ މިންވަރު ދެނެގަންނާނޭ ސުވާލުކަރުދާހެއް ތައްޔާރުކޮށް ވެލިޑޭޓްކުރުމެވެ. މި ދިރާސާގައި ވެލިޑޭޓްކުރި ސުވާލުކަރުދާހުގައި ހިމަނާފައިވާ ސުވާލުތަކަކީ، މީގެ ކުރިން އިނގިރޭސިބަހުން ކުރެވިފައިވާ ބައެއް ދިރާސާތަކުގައި ބޭނުންކޮށްފައިވާ ސުވާލުތަކެކެވެ. މި ދިރާސާއަށް ޑާޓާ އެއްކުރީ ދިވެހިރާއްޖޭގެ ސްކޫލުތަކުގައި މަސައްކަތްކުރާ 507 މުދައްރިސުންގެ ފަރާތުންނެވެ. މިގޮތުން އެއްކުރެވުނު މަޢުލޫމާތު ތަހުލީލުކުރީ އީ.އެފް.އޭގެ ފިޔަވަޅުތަކާ އެއްގޮތަށް، އެސް.ޕީ.އެސް.އެސް ބޭނުންކޮށްގެންނެވެ. މި ދިރާސާގެ ނަތީޖާއިން އެނގުނުގޮތުގައި ދިވެހިރާއްޖޭގެ މަދަރުސާތަކުގައި އުނގަންނައިދިނުން ޑިފަރެންޝިއޭޓްކުރާ މިންވަރު ދެނެގަތުމަށްޓަކައި ތަފާތު 6 ގިންތިއަކަށް ބަލަންޖެހެއެވެ. އެއީ، އުނގަންނައިދިނުމުގެ ގޮތްތައް، އުނގެނުނު އެއްޗެއް ހުށައަޅާ ގޮތް، ވަޒަންކުރުން، އުނގެނުމުގެ ވެށި، އުނގަންނައިދޭ ތަކެތި، އަދި އުނގެނުމަށް ދޭ ވަގުތު މިއެވެ. މި ދިރާސާގައި ވެލިޑޭޓްކުރެވުނު ސުވާލުކަރުދާހަކީ ކުރިމަގުގައި ދިރާސާގެ ބޭނުމަށާއި ތަޢުލީމީ ސިޔާސަތުތައް އެކުލަވާލުމަށް މަޢުލޫމާތު އެއްކުރުމުގައި ބޭނުންކުރެވޭނެ ސުވާލުކަރުދާހެކެވެ.