Thesis/Dissertations | ތީސީސް އަދި ޑިސަރޓޭޝަންސް
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Item Attitude towards mathematics and it's performance among higher secondary students in Male'(Islamic University of Maldives, 2020-12-06) Hassan, Mariyam NazaafathThis descriptive correlational research was conducted in higher secondary schools of Male city. The main purpose of the study was to find the relationship between student’s attitudes and their performance among higher secondary students of Male city. Target population of the study was all the students of higher secondary education in Male city. Sample of the study was 222 participants. A questionnaire was used to examine students attitudes and its relation to their performance. The study shows that most of the participants have positive attitudes. Further, the study shows factors such as anxiety, leaners achievement and teaching methods affected formation of attitudes and students performance in mathematics. In addition, the results indicates that there is no difference in gender in relation to attitudes and performance. Additionally, it shows that there is no association between demographic factors and students attitudes.Item Investigation of writing strategies used by second language secondary students at an international school in Maldives(Islamic University of Maldives, 2020-08) Faheem, ShirmeenaLanguage, being the medium of communication, plays a vital role in everyday life. Language learners should make the most out of their schooling in order to use language skills once they start to function in their working environment. In this regard, writing is one of the skills that is widely used for various purposes ranging from writing letters to writing reports or news and other official documents. It is important for language learners to use their writing skills at a proficient level and for this, learners are required to use different writing trategies to develop their writing. Thus, this study aims to investigate the writing strategies used by Maldivian Second Language Learners in secondary school. Using a qualitative research design, this study was done using semi-structured interviews with four students and four language teachers purposely selected from one of the secondary schools in Male’, the capital of Maldives. The qualitative data collected through the interviews were analyzed using coding. The students who were interviewed stated that used various writing strategies. At the axial stage of coding, it was also found that there were five significant strategies common to all participants which are namely planning, mind mapping, drafting, proofreading, and editing. Apart from these strategies the teachers also mentioned peer-reviewing and brainstorming as additional strategies that aided L2 learners’ writing. The study also revealed that awareness of metacognitive strategies is evident in more proficient learners than less skilled learners. Limitations of the study are discussed along with recommendations for future research and for language teachers to support language learners in enhancing their writing skills. Therefore, it is concluded that for second language learners, adoption of various writing strategies is vital to keep their writing level at a proficient level.Item Student's percertion of written corrective feedback : a case study of pre-university ESL learners(Islamic University of Maldives, 2019-01) Sameer, Khadheeja MohamedAs the world continually attempts to cater to the needs of a globalizing community, the need for learning a Lingua Franca – a common language of communication for speakers of different mother tongues – has become imperative. Hence, English is taught around the world as a Second Language to speakers of other languages. In language teaching pedagogy, feedback is crucial for ESL students to reach their desired target language competency. However, to be most effective, feedback must be designed to cater to the students’ individual needs, and in a way that they would understand and accept the feedback, especially during the pre-university stage. This is because pre-university learners are expected to be self-oriented, autonomous learners, and hence, feedback is an essential element to prepare them for this. A myriad of literature suggests that effective feedback can only be given when educators understand how individual students perceive the feedback they are given. Unfortunately, there are no published studies on the Maldivian students’ perception of feedback till date. Therefore, a qualitative case study design that adopts the interpretive research methods was used to understand how Maldivian pre-university students expected, understood and reacted to written corrective feedback (WCF). Focus group discussion and stimulated recall sessions were used as instruments to collect relevant, authentic, and triangulated data from a sample of six students. The findings indicated that the students of the selected institute felt appreciated and encouraged when the lecturers gave feedback. On the other hand, they felt quite apprehensive when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded feedback in their learning. Also, it was found that the participants had preferences and expectations of feedback and how it must be provided. Unlike most of the studies on student preferences in feedback around the world, Maldivian students preferred focused indirect feedback to be given on errors in their draft work. And finally, it was found that the students tend to avoid uptake of the feedback if they disagreed with the lecturer. Moreover, they disregarded the feedback if the lecturer had not provided enough evidence of the error. In the cases of successful uptake, the students used the feedback mostly to avoid repeating the same errors, while some students also reflected on the feedback to repeat the same effective points that the lecturers had indicated as positive evidences. Therefore, it is advisable for educators to consider the students’ preferences when providing WCF so that it may cater the needs of the learners.Item Teaching English as a second language : Key stage 1 & 2 teacher's perception on integrating both explicit and implicit grammar instruction(Islamic University of Maldives, 2022-07) Rabeeu, MariyamThis research studied Key Stage 1 and 2 teachers’ perception on integrating both explicit and implicit grammar instruction in teaching English as a Second Language in the Maldives. With this aim, a qualitative case study method was adopted. The prime sources of data collections were one-to-one semi-structured interview, observation and documents. Semi-structured interviews were conducted with 5 local English language teachers teaching in Key Stage 1 & 2 at the time of data collection, their lessons were observed and documents; (lesson plans and students’ notebooks) were analyzed to study teachers’ viewpoint from three different angles; interview, observation and document. Further, to analyze the collected data, thematic analysis process with the six qualitative data analysis steps by Creswell was followed. The findings showed that teachers believed that grammar instruction has a crucial role in the ESL classroom. Indeed, incorporating both explicit and implicit grammar instructions in their ESL classroom is highly beneficial as both methods have advantages. However, teachers believed that lack of attention given on grammar form in implicit instruction may lead learnersto grab wrong verb form. Hence, there is a need for explicit or direct grammar instruction, in order to teach learners, produce grammatically correct language. Yet it is vital that, rules explanations ought to be simplified to the level of these young learners at this young age. In fact, not all the lessons can be integrated; it depends on what and who is being taught.