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A framework for seeking the connections between technology, pedagogy, and culture : a study in the Maldives
(University of Waikato, 2017) Adam, Aminath Shafiya
Educational technology researchers have often overlooked the effect of culture on teachers’ use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. An ethnographic methodology, linked to Bourdieu’s (1977) habitus, is used to explore teacher educators’ practices in the Maldives. The author uses interviews, observations, focus groups, and the hanging-out approach to gather data from eleven teacher educators who work in a Maldivian university. Key findings demonstrate that teacher educators’ pedagogical and technological practices are influenced by their own culture, their early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, the paper proposes a framework; namely, Pedagogical and Technological Cultural Habitus (PATCH), for understanding teachers’ pedagogical and technological habitus in various contexts. The PATCH framework provides a theoretical basis for designing technology-oriented professional development for professionals in various pedagogical contexts, including virtual and blended pedagogical spaces. It also contributes to the TPACK framework by adding an outer layer to its current theorisation to represent teachers’ backgrounds and habitus when examining their practices.
Challenges and strategies to enhance online remote teaching and learning by tertiary institution educators : a literature review
(Scientific Research Publishing, 2021-04-01) Mazlan, Ahmad Farit; Mohamad, Maslawati; Reesha, Aishath; Kassim, Rosnani; Othman, Zarina; Kummin, Saadiah
In 2019, Covid-19 has been declared as a global pandemic. Online remote teaching and learning is the most practical solution to continue teaching and learning particularly at tertiary institutions. There is a drastic change from face-to-face teaching and learning to a fully online teaching and learning environment. Tertiary institutions need to ensure that they consolidate the curriculum and adjust it in accordance with online teaching and learning. In accordance with the new normal in teaching and learning, educators must adapt to new and creative strategies to engage students during online remote teaching and learning. This paper is a literature review on 1) the challenges faced by tertiary institution educators in online remote teaching and learning and 2) strategies that they used to carry out their teaching during this Covid-19 outbreak in order to overcome those challenges.
Cultural impact on teacher-educators' use of technologies in their pedagogical practices : a study in the Maldives
(The University of Waikato, 2014) Adam, Aminath Shafiya
A substantial body of literature discusses the complexity of integrating technology into teachers’ pedagogical practices. However, the literature provides limited understanding about the impact of teachers’ culture on their use of technologies. I argue that technological and pedagogical practices of teachers cannot be fully understood without considering the social and cultural norms of their specific cultures. This paper aims to explain the impact of Maldivian culture on teacher-educators’ technological and pedagogical practices. My research used an ethnographic methodology linked with Bourdieu’s (1977) habitus as a lens. The data were gathered from eleven teacher-educators who work in a Maldivian university context. The process of ethnography took place during two visits to the research site. In the first visit, I spent six weeks “hanging out”1 with the participants, interviewed them individually, and observed six participants’ classroom teaching. In the second visit, I spent five weeks hanging out and organised focus groups with ten participants. Accordingly, follow-up interviews were carried out with five participants to clarify the main understanding of teacher educators’ habitus. The finding was generated through various strategies adhering to grounded theory. Key findings demonstrated that teacher-educators’ technological and pedagogical habitus was influenced by the cultural practice related to their learning norms and some aspects of their institutional context. The study revealed that teacher-educators adopted specific technologies available in their workplace relying on benefits gained for their pedagogical purposes. However, these pedagogical purposes were much influenced by the social cultural norms of the Maldives. As a result, the participants formed technological (PowerPoint-assisted) and pedagogical (content-oriented) habitus. This study offers valuable insights for understanding the impact of culture and habitus on teachers’ practices and their use of technologies both in schools and university contexts.
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.
Do perceived cross cultural differences influences level of conflict and intention to leave? : a cross-sectional study on African students in Malaysia
(2014-04-12) Abdullahi, Abdul Rasheed Filiya; Hassan, Zubair
The purpose of this study is identifying the impact of cross cultural differences on student’s satisfaction and intention to leave the institution in future. A conceptual framework comprises of four (4) factors that are originally developed by Hofstede (1986) and further enhanced in 2001 by adding fifth dimension of Confucian dynamism was used to examined the impact of cross-cultural differences on level of conflict experienced by African students and their intention to leave the institution in near future. A multivariate likert-scale questionnaire (scale from 1-5) has been developed. Samples of 250 respondents were used from four private institutions in Malaysia to collect the data using random probability sampling method. Simple linear regression and correlation analysis was conducted using SPSS 22. Regression beta coefficient and correlation coefficients were generated to test the hypotheses and to establish the causal effects of collectivism, power distance, Masculinity and uncertainty avoidance. The research shows no significant influence of cross cultural differences on both student’s perceived level of conflict experienced inside and outside of the academic institution. Also this research found no significant impact of cross-cultural differences on student’s intention to leave, except power distance. This study shows that as student’s perceived differences in power distance increases, the intention to leave also increases. Similarly this research found that perceived level of conflict has a significant and positive impact on student’s intention to leave. Therefore this study concluded that cross-cultural differences do not have any significant impact on perceived level of conflict and student intention to leave except power distance. Power distance has significant and positive impact on student intention to leave. However if students experience more conflict, it may strongly influences students intention to leave. Therefore managers at education sector should take initiatives and pay more attention to reduce level of conflict that may arise between students and management, teaching staff and among students. This might help the institution to retain the students in longrun or until they complete the study. Also it is important that government of Malaysia to take initiatives to aware general public and relevant authorities in dealing with African students to reduce the level of perceived conflict in order to attract more students. Future research should be undertaken on different context or by increasing the sample size by widening the research context to ensure validity and reliability of the results.
Does learning style impact student academic performance?
(2017) Ling, Ang Siew; Basit, Abdul; Hassan, Zubair
This research is to examine the impact of learning styles on student academic performance in private college of Malaysia. The framework developed for this study includes Visual Learning, Verbal Learning, Active Learning and Sequential Learning in the cluster of independent variables while Academic Performance falls in the dependent variable. This is an explanatory quantitative research engaging a sample of 200 MBA students was selected from a private college in Malaysia. Descriptive and Regression analysis were engaged to identify the impact of the independent variable on the dependent variable. The findings of the study founds visual and sequential learning to have a significant impact on academic performance while the other two variables (Active and Verbal) learning show no significant impact on the dependent variable. Future researchers are recommended to explore different contexts through engaging same framework while other frameworks can also be developed to investigate the topic.
Employer and academic staff perceptions of science and engineering graduate competencies
((University of Waikato), 2018) Adam, Aminath Shafiya; Khoo, Elaine; Zegwaard, Karsten
This paper reports on the findings from a study investigating science and engineering employers and university academic teaching staff perceptions of the competencies science and engineering recent graduates require in the workplace. Data were collected through surveys and focus group interviews of science and engineering employers and academic teaching staff. Participants rated 26 graduate competencies on how important they are for graduates entering the science and engineering workplace across three aspects: important today, important in 10 years’ time, and, the perceived competency performance level of recent graduates that have entered the workplace. The findings revealed that employers thought teamwork, written communication, problem solving, oral communication, and interpersonal relationships were particularly important for today while academic teaching staff, however, viewed problem solving, written communication, critical thinking, conceptual thinking, and oral communication to be important today. The findings offer insights into the extent current preparation of science and engineering students are meeting employer expectations and highlight shifts in perceived future competencies to enhance support for student learning and employability outcomes. Implications are offered for strengthening curriculum, pedagogy and assessment approaches for workplace preparation. Finally, we discuss the limitations of the present study and how future research might resolve those limitations.
Employer and lecturer perceptions of science and engineering graduate competencies : implications for curricular and pedagogical practice
(The University of Waikato, 2018) Khoo, Elaine; Zegwaard, Karsten; Adam, Aminath Shafiya
CONTEXT The University of Waikato has embarked on a major curricular review and redesign, making it compulsory for all students enrolling in an undergraduate degree to complete at least one paper/course in work-integrated learning, with the intent of developing workplace competencies and increasing employability outcomes. An investigation into the kinds of competencies valued by key stakeholders involved in supporting student learning and preparation for the workplace was, therefore, warranted as an initial step for (re)designing student university and workplace experiences to ensure coherence and foster more authentic application of theoretical ideas in real-world contexts. PURPOSE This paper reports on the findings from a study investigating science and engineering employers’ and university lecturers’ perceptions of the essential graduate competencies to be successful in the workplace. Their views and suggestions for enhancing current curriculum, pedagogy and assessment approaches were also sought. APPROACH Using a mixed-method approach, an online survey was conducted for science and engineering employers and science and engineering academic teaching staff. Participants rated 26 graduate competencies in terms of how important they are for graduates entering the workplace across three aspects: important today, important in 10 years’ time, and, the competency performance level of recent graduates that have entered the workplace. A follow up focus group interview provided further insights including strategies for strengthening student workplace preparation. RESULTS Employers thought competencies such as Teamwork, Written Communication, Problem Solving, Oral Communication, and Interpersonal Relationships to be particularly important for today and included competencies such as Computer/ICT use as well as Self-Management to be more important for 10 years’ time. Academic teaching staff, on the hand, viewed competencies such as Problem Solving, Written Communication, Critical Thinking, Conceptual Thinking, and Oral Communication to be important today and added Data Analysis to this list of important competencies for 10 years’ time. Both groups agreed that the biggest gap between the important competencies today and graduates’ level of competence were in the areas of Written Communication, Critical Thinking, Problem Solving and SelfManagement Skills. Strategies were offered for enhancing student preparation for the workplace. CONCLUSIONS The findings provide insights into the extent current preparation of science and engineering students are meeting employers’ expectations and highlight shifts in perceived future competencies. This study can inform the university’s review of current curriculum, teaching and assessment activities to enhance support for student learning and employability outcomes.
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.
Ethical behaviour of accounting students and intention to make an academic offense
(2017) Subramaniam, Ranjheta; Basit, Abdul; Hassan, Zubair
This research seeks to study the relationship between ethical behaviour of accounting students and intention to make an academic offense. A questionnaire was constructed based on ACCA model. The independent variables engaged are confidentiality, integrity, objectivity, professional behaviour and professional competence and due care to measure ethical behaviour of accounting students. Academic offense is the dependent variable used in this research. The research design for this research is explanatory research. A total of 120 questionnaires were distributed using convenient sampling to the accounting students in one of the local universities in Malaysia and the adapted sample size was 106. The survey consists of 30 questions with Likert-scale (Strongly Agree-5 and Strongly Disagree-1). The collected data was analysed using SPSS to generate correlation and regression outputs. The study found that four types of ethical behaviour such as confidentiality, objectivity, professional behaviour and professional competence and due care have a positive and significant influence on academic offense however integrity has a negative and non significant affect on academic offense. Future studies may include larger sample of accounting students by conducting research on more universities to widen the research span. At the same time, future studies may include responsibility as one of the types of ethical behaviour to portray a better picture.
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.
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 Midawati; 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.
Factors affecting entrepreneurship intention among the students in private sector of Malaysia
(2018) Basit, Abdul; Sing, Mayank; Hassan, Zubair
This research is aimed to investigate the factor affecting entrepreneurship intention among the students of private academic institute in Malaysia. The research has been conducted in Cyberjaya, of Malaysia. A review has been done to identify the current issue of entrepreneurship intention in Malaysia. This research borrows heavily on the review of past empirical studies and using theories and model of theory of planned behavior, to adopt the variables determinants which impact entrepreneurship intention among students. The first model is a theoretical framework which consist of four independent variables namely, encourage risk taking behavior, encourage creativity, encourage innovation, encourage empowerment. These independent variables will be used to test the dependent variable of entrepreneurship intention. Model adopted a positivism paradigm, explanatory design and survey as strategy. Convenience sampling will be used to obtain the sample size of 100 respondents from a population of 120 students from the academic institute. This is an explanatory research and data collections were through the distributions of a set of 22 questionnaires measured using the 5-point Likert scale. The respondents were asked to rate the answers from strongly disagree as 1 to strongly agree as 5. The primary data collected will be analyzed using a mixture of AMOS 22 and SPSS 22 software. Confirmatory Factor Analysis (CFA) to determine the good fit of the proposed model. Correlation coefficient to determine the relationship between variables and regression analysis method to test the hypothesis. The result shows that risk-taking behavior beta value is .200 with an insignificant value of .051 which is higher than the rule of thumb. Hence risk-taking behavior is found to have a positive insignificant impact on entrepreneurial intention. Creativity beta value is .281 with a significant value of .019 which is lower than rule of thumb. Hence creativity is found significant impact on entrepreneurial intention. Innovation beta value .059 with an insignificant value of .647 which is higher than rule of thumb. Hence innovation is found insignificant impact on entrepreneurial intention. Empowerment beta value .280 with an insignificant value of .006 which is lower than rule of thumb. Hence Empowerment is found insignificant impact on entrepreneurship intention. It is essential to direct future research with top to bottom information on this point in light of the fact that Entrepreneurial Aim entrepreneurship has a vital position in the quickly changing financial situation on the planet, and entrepreneurs assume an imperative part in helping the advancement of country as they will decrease the joblessness rate.
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.
Influence of reading strategies on ESL students' reading comprehension in secondary schools in Malé, Maldives
(2024) Naushan, Aminath; Rajanthran, Subashini K; Ali, Aniyath; Moosa, Dheeba
The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on studentsâ€™ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data- a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.
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.
Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices
(The University of Waikato, 2014) Adam, Aminath Shafiya; Wright, Noeline
Bourdieu’s concept of habitus has been widely discussed as a means of understanding cultural habits and practices in various contexts. This article identifies some of the characteristics of Maldivian teacher educators (TE) in terms of their habitus when they incorporate information and communication technology (ICT) in their teacher education programmes. In the Maldives, education is, broadly, teacher-centric and exam-focused. The TEs have this deeply ingrained in their teacher education practices. The findings, generated through an ethnographic approach using narrative interviews, observations and focus group discussions, suggest that TEs generally adopt ICT to make their own roles more efficient without necessarily changing their pedagogy, thus embracing teachercentrism. This article highlights issues linking cultural capital and the formation of specific ICT habitus within this context, thus contributing to understanding of habitus as it applies to teacher education in the Maldives.
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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