IUM Repository :: Browsing by Author "Shareefa, Mariyam"

Browsing by Author "Shareefa, Mariyam"

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A bibliometric analysis of research on perception towards covid-19 vaccines
(2021-12-31) Moosa, Visal; Shareefa, Mariyam; Shafeeu, Ismail
Since 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.
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, Rosmawijah
The 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.
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.
Demystifying the impact of teachers’ qualification and experience on implementation of differentiated instruction
(2023-01-01) Shareefa, Mariyam
According to many educators, teachers’ knowledge and experience are identified as key factors that facilitate effective classroom instruction. The aim of this study was to investigate the role of teachers’ experience and qualifications in the implementation of differentiated instruction (DI). The study employed convergent mixed method design with 400 teachers surveyed, out of which 16 were interviewed, and 8 teachers’ classroom teaching sessions were observed. Both quantitative and qualitative approaches were used to analyze data collected from instruments that were adapted from previous studies. The survey data were analyzed using inferential statistics of ANOVA, while interview transcripts were analyzed using content analysis method, and observation checklists were analyzed using a mixed approach. Findings of these analyses showed that there is no significant difference in teachers’ implementation of DI based on their experience, while teachers’ qualifications showed otherwise. These findings indicate the importance of teachers’ pre-service and in-service professional development in the area of differentiated instruction. Further research is required to confirm and crossvalidate these findings in other educational contexts.
Differentiated instruction : definition and challenging factors perceived by teachers
(Atlantis Press, 2019-12) Shareefa, Mariyam; Zin, Rohani Hj Awg Mat ; Abdullah, Nor Zaiham Midawati; Jawawi, Rosmawijah
Differentiated Instruction (DI) is a teaching strategy teachers adopt to attend to student diversity in inclusive classrooms. The aim of this paper is to explore teachers’ definition of DI while identifying the challenges experienced in implementing DI strategies. Data for the study were collected from both mainstream teachers and Special Education Needs (SEN) teachers selected from 30 Maldivian schools in which inclusive education is practiced. A total of 368 mainstream teachers and 32 SEN teachers were surveyed with an open-ended questionnaire, and a semi-structured interview was conducted for 8 teachers purposively selected from survey participants. To analyse the data of both the survey and interviews, the open coding strategy (Rossman & Rallis, 2011) was used. Findings revealed that definition of DI can be explained by associating three major facets:(1) use of different strategies (2) addressing student diversity, and (3) advancement of student learning. Six major categories pertaining to challenges were also identified:(1) time,(2) resources,(3) knowledge,(4) class size,(5) support, and (6) workload. These findings are discussed in depth, and implications for practice are suggested.
Enhancing virtual learning during the crisis of COVID-19 lockdown : a case study of a higher education institution in Maldives
(2021-11) Shareefa, Mariyam; Muneez, Mohamed; Hammad, Aaidha; Shihamaa, Mariyam
Regardless of whether educational institutions had experience of using online teaching, the COVID-19 pandemic forced a sudden switch to fully virtual delivery mode, which presented challenges at both institutional and instructional levels. At the time, not much information about these experiences was available to guide education during lockdown. This study, therefore, explored the virtual learning experiences of a Maldivian higher education institution that had practiced virtual learning before and during the pandemic. Data was collected from 52 participants–a senior management member, four lecturers, and 47 students-through conducting semistructured interviews, studying students’ reflection journals, doing lesson observations, and reviewing documents. Thematic analysis of the data revealed several changes had occurred in the teaching process of the college. Significant modification of the instructional setup, structural arrangements, and the psychological readiness of students had both positive and negative impacts. This study endeavors to be of value to other higher education institutions who adopt virtual learning.
Evolution and implementation of inclusive education in the Maldives : hurdles and the way forward
(GI Global, 2023) Shareefa, Mariyam; Moosa, Visal; Rushdhee, Adhila; Rizwan, Shuhudha
This 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.
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, Muhammad
Reflective 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.
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, Rosmawijah
Education 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.
Implementation of differentiated instruction : conjoint effect of teachers’ sense of efficacy, perception and knowledge
(2019) Moosa, Visal; Shareefa, Mariyam
Existing 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.
Institutional and teacher readiness for inclusive education in schools of Hithadhoo, Addu, Maldives : a study of the perceptions of teachers
(2016-01) Shareefa, Mariyam
The Inclusive Educational Policy of Maldives (Ministry of Education, 2013), declares that all students should be given equal educational opportunities regardless of their physical, intellectual, social, emotional or other conditions. The aim of this study was to find out what teachers believe, perceive, and feel about their schools ‘readiness for inclusive education, with regard to the school leadership, school climate, curriculum instructions, individual student support, and teachers ‘knowledge, skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo, Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general, teachers had a positive view towards all the readiness factors related to inclusive education. However, the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education, lack of facilities, lack of awareness among all stakeholders, curriculum difficulties, and time restrictions.
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, Shuhudha
The 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.
Mainstream and special education teachers' implementation of differentiated instruction
(2019) Shareefa, Mariyam; Jawawi, Rosmawijah; Abdullah, Nor Zaiham Midwati; Matzin, Rohani
This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N= 64) and classroom observation (N= 8). Independent sample t-test was adopted to analyse survey data, while mean scores of the rating scale were used to analyse observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.
Open education practices : a meta-synthesis of literature
(Frontiers in Education, 2023-07-03) Shareefa, Mariyam; Moosa, Visal; Hammad, Aaidha; Zuhudha, Aminath; Wider, Walton
Introduction: 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.
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, Walton
The 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.
Teachers’ perceptions on differentiated instruction : do experience, qualification and challenges matter?
(2019) Shareefa, Mariyam; Moosa, Visal; Zin, Rohani Mat; Abdullah, Nor Zaiham Midawati; Jawawi, Rosmawijah
This 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.
The impact of teachers’ experience and qualification on efficacy, knowledge and implementation of differentiated instruction
(2019) Moosa, Visal; Shareefa, Mariyam
The 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.
The most-cited educational research publications on differentiated instruction : a bibliometric analysis
(2020) Shareefa, Mariyam; Moosa, Visal
The 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.
Using differentiated instruction in multigrade classes : a case of a small school
(Routledge, 2021-01-02) Shareefa, Mariyam
This paper presents findings of a case-study set in one of the small schools of Maldives which was practising the concept of multigrade teaching. The aim of the study was to investigate teachers’ experiences of using Differentiated Instruction (DI) in multigrade classes. It also explored the benefits as well as challenges for using DI in the combined classes. Participants of the study included the school principal and four respective teachers who were teaching in multigrade classes. Data for the study were obtained through semi-structured interview, classroom observation and document analysis of teachers’ lesson plans.
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.

Browsing by Author "Shareefa, Mariyam"

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