Browsing by Author "Moosa, Visal"
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Item A bibliometric analysis of research on perception towards covid-19 vaccines(2021-12-31) Moosa, Visal; Shareefa, Mariyam; Shafeeu, IsmailSince the onset COVID-19 spread in 2019, there has been a drastic rise in the volume of publications on COVID-19. As such, there is a need for an overarching understanding of the knowledge-base in this domain. Hence, the current study aims to present an overview of the knowledge-base on COVID-19, scoping it down to perception on vaccines, by employing bibliometric and science mapping analysis. We used the search terms ("covid-19" and ("vaccine"" or "vaccination") and ("perception" or "attitude" or "beliefs" or "perspectives" or "hesitance")) on the SCOPUS database. After refinement, the final dataset contained 1276 entries. The data were analysed using Microsoft excel to demonstrate the geographical trajectory of publications. VOSViewer was engaged in generating bibliometric networks for collaboration, co-citation, and keyword co-occurrence. The results indicated that there is a worldwide contribution towards scholarly work on the topic. The co-citation analysis revealed that the literature on the topic can be mapped onto six clusters, the most significant of which reflects publication on efficacy and confidence in the vaccines, and challenges in building immunity against the virus. The keyword analysis demonstrated three major conceptual themes: medical/biological, health care provision, and social aspects, the last of which has attracted researchers in recent studies. Future researchers interested in exploring about perception towards COVD-19 vaccine may delve into the three specific themes of keywords, particularly on the social aspects.Item A challenge made easy : contributing factors for successful multigrade teaching in a small school(2020-09-01) Shareefa, Mariyam; Moosa, Visal; Zin, Rohani Mat; Abdullah, Nor Zaiham Midawati; Jawawi, RosmawijahThe purpose of this case study is to investigate the factors that contributed to the success of multigrade teaching in a small school in Maldives. Data were collected using semistructured one-to-one interviews, observation of classroom teaching, and field notes. The interview was conducted with the principal of the school and four teachers who taught in multigrade classes while classroom teaching of three of the teachers were observed. Content analysis of the data revealed four major factors that contributed to successful multigrade teaching; leadership, professional development, structural support, and parent awareness. These factors could be considered to enable multigrade teaching in schools.Item Assessing teacher readiness for inclusive education in Maldives : instrument modification and validation(Routledge, 2020-10-27) Moosa, Visal; Shareefa, Mariyam; Adams, Donnie; Mohamed, AhmedTeacher 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.Item Evolution and implementation of inclusive education in the Maldives : hurdles and the way forward(GI Global, 2023) Shareefa, Mariyam; Moosa, Visal; Rushdhee, Adhila; Rizwan, ShuhudhaThis chapter shares the journey of a developing island nation in their effort to implement a nation-wide inclusive education system. The chapter intends to bring to forefront key milestones, challenges faced, and the way forward in the expedition towards realizing full inclusion in schools. Towards this end, the authors engaged multiple sources of data including (i) legal, policy and other relevant documents from the local context,(ii) focus group discussions with experts, and (iii) interviews with practitioners. Insights from these multi-source explorations are triangulated and discussed in the light of local and international literature. Recommendations for moving towards enhancing and expanding inclusion in the education system are offered with specific focus on policy and practice, which can benefit the education system not only at the local level but also at the global level.Item Exploring the dimensionality of the reflective functioning questionnaire in the context of Maldives higher education(2021-12-31) Shareefa, Mariyam; Moosa, Visal; Saeed, Khaulath; Hassan, Visama; Kashif, MuhammadReflective functioning positively affects students' mental wellbeing. There are alternative scales already developed for measuring reflective functioning among which the reflective functioning questionnaire (RFQ) is one of the most widely used. Nonetheless, there have been some criticisms about RFQ in the recent literature, particularly concerning its dimensionality. This study intends to explore the dimensionality of RFQ in the context of higher education institutions of the Maldives. We gathered data from a sample of 333 students enrolled in higher education programs in various disciplines. Data were analysed following procedures of exploratory factor analysis (EFA) to examine the factor structure of the RFQ in the study context. Findings indicate that the reflective functioning of students, measured in the context of Maldivian higher education is a unidimensional construct. As the dimensionality of RFQ is a question that is being debated in current literature, and such validation is required in various contexts, this study adds to scholarly work on measuring reflective functioning. While future researchers may adhere to these findings when measuring reflective functioning, we proclaim that further studies are required to confirm our findings.Item Facilitating differentiated instruction in a multi-grade setting : the case of a small school(2021-04-26) Shareefa, Mariyam; Moosa, Visal; Matzin, Rohani; Abdulla, Nor Zaiham Midwati; Jawawi, RosmawijahEducation literature often reports about the challenge-prone nature of both multi-grade teaching (MGT) and differentiated instruction (DI). This article explored the factors that expedited implementation of DI in a small rural school which practised MGT. Participants of this case study were the principal and three elementary teachers of the selected school. Using semi-structured interview, classroom observation, and document analysis, the possibilities and challenges for DI implementation were examined, analysed, and described. The findings revealed four major factors that facilitated successful implementation of DI. These are teachers’ positive perception, teachers’ knowledge, support and advocacy of school management, and the choice of instructional setup employed. The findings also indicated lack of time and teachers’ high workload as challenges to teachers’ efforts for DI implementation. The findings imply that favourable conditions within schools can facilitate DI in a multi-grade setting, even in the presence of certain challenges.Item Factors influencing brand equity : testing Aaker’s brand equity framework in Malaysian toy industry(Consulting Publishing Company Business Perspectives, 2024-01-04) Hoo, Wong Chee; Xin, Chai Yi; Moosa, VisalPrevious studies have demonstrated varying associations between fundamental components of brand equity within diverse sectors. The purpose of the current study is to examine the influence of Aaker’s brand equity model’s dimensions (brand awareness, brand loyalty, perceived quality, and brand association) on brand equity in the context of toy brands in Malaysia. The study employs a quantitative-based correlation design within a non-controlled setting, using a cross-sectional approach with individuals as the unit of analysis. The population consists of respondents from the general public aged 18 and above, as they are valid buyers of toys. Data collection was conducted using a non-probability sampling method. The questionnaire was sent to the targeted respondents using online Google Form links. A comprehensive dataset from 384 respondents was gathered for descriptive analysis of the demographic profile. Hypothesis testing was performed using regression analysis. The findings indicate that, except for brand associations, the remaining three factors – perceived quality (Beta = .377, p < .001), brand loyalty (Beta = .338, p < .001), and brand awareness (Beta = .221, p < .01) – exhibit a statistically significant positive correlation with the brand equity of children’s toy brands in Malaysia.Item Implementation of differentiated instruction : conjoint effect of teachers’ sense of efficacy, perception and knowledge(2019) Moosa, Visal; Shareefa, MariyamExisting literature suggests that teachers' sense of efficacy, their perception and knowledge of differentiated instruction (DI) are related to their implementation of differentiation. However, there is deficiency of research examining the predictive nature of those relationships. The purpose of this study is to examine the impact of teachers' perception and knowledge of differentiated instruction, and their sense of teacher efficacy on the implementation of DI strategies. The study employed a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll * of Maldives. Data were analyzed using SPSS 21.0. The results indicated that there was a significant correlation between teachers' knowledge of differentiated instruction and its implementation, and also between teachers' sense of efficacy and implementation of DI. Result of regression analysis showed that teachers' knowledge had a significant impact on their implementation of differentiated instruction. Recommendations were made for future research to investigate the effect of certain demographic variables and mediators on differentiation.Item Legal landscapes of inclusive education in the Maldives : evolution, implementation, and future directions(SEAMEO Regional Centre for Special Educational Needs, 2023-10-03) Shareefa, Mariyam; Moosa, Visal; Rizwan, ShuhudhaThe purpose of this research is to document the legal transition of a developing island nation, namely Maldives, to establish a nation-wide inclusive education system that caters to all students, including those with special needs. The study sheds light on the significant milestones achieved, current status of implementation of the legislations, and suggests a roadmap towards achieving inclusion in schools. The investigation draws heavily on the relevant legal, policy, and other local documents to elicit the story on the legal domain. Data from reports and similar documents are used for examining the status of implementation. Major milestones and transitions that took place over the three and half decades in the inclusive education journey of the country are discussed in the paper. These milestones in implementation are cross-checked against the expectations stipulated in the relevant legislations. The study offers recommendations to improve and widen the scope of inclusive education in the country which could be lessons for countries similar in context.Item Level of wellbeing among Maldivians during COVID19 pandemic(2022) Nasheeda, Aishath; Moosa, Dheeba; Moosa, Visal; Saeed, Khaulath; Hassan, VisamaThis study aims to present the level of wellbeing associated with demographic factors and COVID-19-related factors of people living in the Maldives during the COVID-19 pandemic. Data were collected from 312 participants aged 18 years and above using a two-stage random sampling approach. Mental Health Continuum Short Form (MCF-SF), was used for data collection. The mental wellbeing results revealed average scores in the three wellbeing domains; emotional wellbeing 4.33 (SD = 0.05), social wellbeing 3.81 (SD = 0.05), and psychological wellbeing 4.60 (SD = 0.04). Females reported a higher level of stress and a low score on the mental wellbeing scale. Participants who were single reported higher levels of stress and low levels of mental wellbeing than those who were married or divorced/widowed. Those who were unemployed and those who feared receiving medical assistance reported higher levels of stress while scoring low on mental wellbeing. At the time of the study, which was during the first wave of the pandemic, the most affected region was Male, while no significant case numbers were reported in the islands, which represents a significant population in the dataset. This study is among the few studies done in Maldives examining the mental wellbeing of the people during the Covid19 pandemic. As such, this study indicates how the extent Maldivians are affected by the Pandemic. This information will be useful for relevant authorities to plan effective interventions, identify vulnerable groups and plan to reduce the burden of mental health during crises in the future.Item Open education practices : a meta-synthesis of literature(Frontiers in Education, 2023-07-03) Shareefa, Mariyam; Moosa, Visal; Hammad, Aaidha; Zuhudha, Aminath; Wider, WaltonIntroduction: Most of the recent reviews of literature on open education practices (OEP) seem to be limited in their scope, inhibiting their capacity to arrive at a comprehensive understanding of the concept of OEP. Hence, this systematic literature review was conducted with the purpose of analysing past research on OEP in an effort to identify how OEP is theorised and defined in the existing literature. Methods: Employing a systematic protocol, the literature search was conducted using the Dimensions database. A total of 30 publications were considered for the qualitative analysis, which engaged a thematic approach. Results: The findings indicated that the concept of OEP can be explained with a combination of three major components: open education resources, an open teaching and learning process, and open research and scholarly practice. The findings also showed that these components should be grounded in six principles: accessibility, flexibility, shareability, affordability, innovation, and academic freedom. Discussions: The findings imply that, in order to meaningfully execute open education practices, each of the three components must be given equal importance and that these practices be well grounded in the identified six principles.Item Prevailing leadership styles in change management : evidences from existing research(2023-04-26) Moosa, Mariyam Dhooma; Moosa, Visal; Faheem, ShirmeenaPurpose: To study the evidences from the existing research regarding the prevailing leadership styles in change management. Theoretical framework: The study explored the various leadership styles by reviewing the existing literature. It identified various leadership styles like Autocratic, Authoritarian, Bureaucratic, Laissez-Faire, etc. It discusses the importance and difference among the various leadership styles. Design/Methodology/Approach: The secondary literature used for analysis came from previously published sources. SCOPUS, Dimensions, and Google Scholar were the databases used to gather the research. The final group of publications for analysis was screened using the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses-PRISMA” guidelines. Twenty different resources were chosen for more research, thematic analysis was used extensively in this investigation. Findings: The findings of this research indicate a correlation between the two styles of “change management”: transformational and transactional leadership. The importance of the conventional bureaucratic styles of leadership declined. Not only do the results highlight the importance of leadership styles, but they also show that employee motivation is a key aspect in every successful business. Research, Practical & Social implications: This article suggested that a highly engaged workforce is essential to the success of any change management initiative. Eventually, it became clear that most leadership styles could be traced back to the theoretical frameworks that Great Man theorists and Kurt Lewin developed. Originality Value: This article is an academic contribution that allows an understanding that Great Man theory, Kurt Lewin’s paradigm having application in principle of contingency management while implementing transformations.Item Relationship of consumer behaviour in social media influences between perceived quality and brand awareness respectively towards brand image(2024-02-26) Hoo, Wong Chee; Hau, Chong Shin; Moosa, Visal; Raman, Arasu; Khan, Muhammad KamranThis study aims to investigate how consumer behaviour in Malaysia is influenced by the characteristics of social media influencers who shape consumers' perceptions of drone quality and brand awareness. The research framework on brand recognition, brand loyalty and brand image were adopted from the previous literature. The Malaysian Gen-Z population with disposable income and who use social media are the target of this study. They were users of social media such as Facebook, Instagram, WhatsApp and email. Convenience sampling was used to deliver online surveys. A total of 230 samples were successfully collected. The findings indicate that brand awareness and perceived quality are positively and significantly impacted by social media influencers while brand image is positively and significantly impacted by perceived quality but not brand awareness. Perceived quality acts as a mediator between social media influencers and brand image. An analysis of prior research frameworks and studies was conducted to assess the relationship between drone brand image and influencers. Drone research has not been thoroughly investigated. Therefore, this will address some knowledge gaps. A thorough comprehension of the principles of perceived quality and brand awareness is necessary in order to better comprehend the role that social media influencers can play in marketing consumer drone brands.Item Research trends and patterns on emotional intelligence in education : a bibliometric and knowledge mapping during 2012–2021(De Gruyter, 4-6-2024) Solih, Mohamed; Ahmed, Nasrulla; Moosa, Visal; Shareefa, Mariyam; Wider, WaltonThe increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms “emotional intelligence,” “teaching,” and “education” were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.Item Review of collective teacher efficacy research : implications for teacher development, school administrators and education researchers(2021) Moosa, VisalOut of around two hundred different variables that are known to have some relation with student achievement, Collective Teacher Efficacy (CTE) was reported to be among the most influential. Hence, CTE has received attention of many researchers as a topic investigation. The purpose of the present review is two-fold; (a) to present an overview of research on CTE, and (b) to draw some implications and suggest some recommendations for teacher development, school administration and further research on the topic. This paper engaged the methodology of systematic literature review to collect data from Google Scholar database. Sixty-six sources were employed in the review. During the analysis, the reviewed papers were sorted into categories and themes based on their major focus. The results revealed four major factors that influence CTE; (i) principle’s leadership, (ii) teacher professional learning, (iii) teachers’ self-efficacy, and (iv) organisational factors. Furthermore, it was also found that CTE has a significant impact on (i) student learning, and (ii) teacher learning. The findings imply that (i) teacher development should providing avenues to improve teacher efficacy, (ii) school administrators need to focus on what might enhance teacher learning in school in order to foster positive CTE beliefs, and (ii) further research is needed in investigating the indirect link CTE has with leadership and relational/structural conditions in schools. Learning process as essential components of distance learning (synchronous or asynchronous).Item Teachers’ perceptions on differentiated instruction : do experience, qualification and challenges matter?(2019) Shareefa, Mariyam; Moosa, Visal; Zin, Rohani Mat; Abdullah, Nor Zaiham Midawati; Jawawi, RosmawijahThis mixed-method study examines data gathered from 101 elementary teachers to investigate their perceptions about Differentiated Instruction (DI) based on qualification and experience. The study also explores the challenges of implementing DI. A survey questionnaire with both Likert-type and open-ended questions was utilised to collect data. The results indicated that teachers had a high perception on DI, while no statistically significant difference in teachers’ perceptions based on their experience and qualification was identified. Additionally, lack of resources, time, support, knowledge, and class size were identified as barriers for DI implementation.Item The impact of teachers’ experience and qualification on efficacy, knowledge and implementation of differentiated instruction(2019) Moosa, Visal; Shareefa, MariyamThe purpose of this study is to investigate the differences in teachers' sense of efficacy, their knowledge, and implementation of DI based on their experience and qualification. The study also aims to investigate the moderating effect of teachers' experience and qualification. The study employs a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll of Maldives. Parametric statistic of independent sample t-test and one-way ANOVA were used to investigate differences among groups of respondents while multiple regression using split sample was carried out to examine the moderation effect. Results indicate that there is a statistically significant difference in teachers' sense of efficacy across the three experience-groups, F (2, 93) = 3.56, p = .032. However, there is no significant difference in teachers' knowledge and implementation of DI based either on their experience or qualification. The results also indicate that neither teachers' experience nor their qualification was a significant moderator of the DI implementation model. It is recommended teachers be equipped with sufficient knowledge of DI by incorporating relevant content in teacher training programs.Item The most-cited educational research publications on differentiated instruction : a bibliometric analysis(2020) Shareefa, Mariyam; Moosa, VisalThe amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.Item Validating a tool to measure implementation of differentiated instruction.(2020) Shareefa, Mariyam; Moosa, Visal; Mohamed, Ahmed; Reesha, Aishath; Ali, Agisaއެބްސްޓްރެކްޓް 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.