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Attitude towards mathematics and it's performance among higher secondary students in Male'
(Islamic University of Maldives, 2020-12-06) Hassan, Mariyam Nazaafath
This 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.
Investigation of writing strategies used by second language secondary students at an international school in Maldives
(Islamic University of Maldives, 2020-08) Faheem, Shirmeena
Language, 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.
Knowledge, attitudes and practices towards consumption of fast food among FHS students of Maldives National University
(The Maldives National University, June 2016) Adam, Aminath Shafiya
Eating healthy foods and living in a healthy life is one of the essential requirements for having long life expectancy. However, people are consuming fast foods with lots of calories but with little nutritional value that leads to chronic diseases like (NCDs) which was the major causes of morbidity and mortality in Maldives. This cross sectional descriptive study was carried out to identify knowledge, attitude and practices towards consumption of fast food among health background students of Maldives National University in May 2016. Among 100 participants who participated in the study, it has found that majority of participants were aware about the risks causes due to consumption of fast food. 45% of the participants have strongly agreed that fast food can causes NCDs and other diseases. Even though, participants have knowledge about the risk of consuming fast food, there were about 28% of participants who consume fast food every day while, 40% of the participants consume fast food weekly. Consumption of fast food among participants increases due to their lifestyle. As there 54% of the participants who agree that they prefer fast food when they want to become socialize with friends and family. In addition, 59% of the participants have strongly believed taste of the fast food makes to consume more fast food. Therefore, it can be said that the students have knowledge about risk factors of fast food consumption however; the attitudes and practices of students should be changed. Hence, the community should work on the policy of providing healthy meals conveniently at lower cost. Also the university should work on creating awareness among students to minimize intake of fast food and increase level of healthy foods to be consumed.
Student's percertion of written corrective feedback : a case study of pre-university ESL learners
(Islamic University of Maldives, 2019-01) Sameer, Khadheeja Mohamed
As 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.
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, Mariyam
This 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.
Understanding teacher educators' pedagogical and technological cultural habitus (PATCH) : an ethnographic study in the Maldives
(The University of Waikato, 2015) Adam, Aminath Shafiya
A substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Sub-questions arising from this are: 1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy? 2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice? 3) How do teacher educators form their pedagogical and technological practice? My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking. This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools.
Use of role-play in language and literacy development for English as a second language (ESL) learners : an exploratory case study of a Maldivian school
(Islamic University of Maldives, 2023-03) Moosa, Shama
Providing children with opportunities to develop their language in a positive environment is vital. Engagement in different types of play allows children to utilise their language skills. Roleplay is one of the most common methods used by teachers in order to facilitate young English as a Second Language (ESL) learners’ language development and literacy skills. The purpose of this study is to investigate how role-play facilitates language and literacy development in ESL learners of grade two level students. Participants of this case study include purposively selected 20 students and 2 teachers. Data were collected by means of classroom observations, semi-structured interviews, and teachers’ lesson-plan documents. Data for this study were analysed by following Braun and Clarke's (2006) thematic analysis framework. The findings revealed that role-play has a positive impact on students’ literacy and language development. It also revealed that role-play is a relevant method for students to enhance their vocabulary through exposure to new vocabulary, and through writing scripts. During role-plays, students incorporated language structures and grammar points, resulting in a holistic improvement in their language development and literacy skills. The study indicates the importance of using role-play in teaching English language and literacy skills. Implications of this study therefore will provide guidance indicating the importance of using role-play to facilitate to English language teachers who teach ESL especially to elementary grade students. Giving more details of how this method can boost the students’ vocabulary as well as other language skills.
أسباب انتشار المخدرات وآثارها وعقوبتها في القانون المالديفي وعالجها : دراسة تحليلية في ضوء السياسة الشرعية
(جامعة مالديف الإسلامية, 2020) حسن، موسى أنور
تعد المخدرات مشكلة اجتماعية حاضرة في جميع مجتمعات العالم، وليس جمهورية المالديف بعيدة عن هذه المشكلة؛ ذلك أنّ الالتجاء إلى المخدرات ازداد في المالديف في السنوات الأخيرة؛ نتيجة للتغيرات الاجتماعية والاقتصادية والسياسية، وغيرها التي طرأت على المجتمع المالديفي، ولم تغب عن الشريعة الإسلامية تلك الآثار والسلبيات المترتبة على المخدرات، وتأسيسا على ذلك، جاء هذا البحث المؤلف من فصل تمهيدي وستة فصول لدراسة أسباب انتشار المخدرات وآثارها وعقوبتها في القانون المالديفي وعلاجها في ضوء السياسة الشرعية وأحكام التعازير، وقد انتهج الباحث في ذلك منهجًا استقرائيا، ووصفيًا تحليليًا، ومنهجا مقارنا، وقد أبانتِ الدراسة عن أن أسبابًا ،اجتماعية، وتكنولوجية، واقتصادية وقانونية وراء ذلك، وفي مقدمتها ضعف الوازع الديني، وأنَّ آثارًا ،نفسيَّة واجتماعية واقتصادية وتربوية نتجت عن ذلك، وقدمت علاجات لهذه المشكلة من منظور إسلامي، ومنها : التوجيهات الإسلامية للأسرة، وترشيد وسائل الإعلام، والوقاية الاحترازية، وإحسان استخدام التقنيات الحديثة، وقدخلُص الباحث إلى عدة نتائج وتوصيات أبرزها ضرورة العودة إلى صيغة قانونية جديدة للمخدرات في جمهورية المالديف، بوصفه حلاً لمشكلة. Drug-abuse is a ubiquitous issue facing all societies across the world, and the Maldives has not been an exception. The practice of abusing narcotic substances has spread more and more in the country in recent years, and is a pervasive evil which affects all but few Maldivian homes. This has been the case as a result of a plethora of reasons connected to social, economic, political, and other factors which have dramatically and drastically changed the social dynamics of the Maldivian nation. Narcotic drugs and alcoholic drinks, have been prohibited in Islamic Shariah due to their evil effects and consequences on human health and intellectual faculties, and are allowed only for specific usages for reasons of necessity when and where they can be administered under medical supervision as a treatment for certain diseases and health conditions. This research includes an introductory chapter introducing the issue as it exists in the Maldives, and has five additional chapters. Those chapters examine the causes of drug-abuse as a common social evil in the Maldives, their destructive impacts on the Maldivian society, the punishments prescribed in Maldivian laws for drug-abuse offenses, and finally how this issue can be solved through the application of Shariah policy and the injunctions of the Shariah. This study has shown that while wide-spread drug-abuse in the Maldives is contributed by social, economic, technological, and even legal reasons, the foremost cause of the problem is the weakness of religious faith and religiosity. Its devastating impacts are felt psychologically, socially, economically, and educationally, by individual persons as well as the society as a collective entity. This research proposes solutions for the problem mainly from an Islamic perspective, including the strengthening of the family in accord with Islamic teachings, development of a responsible and accountable media, and precautionary and preventative measures taken through the effective use of modern technology. The research is concluded with various recommendations which, it is believed, will help the Maldives to get rid of the problem in question.
ދިވެހިރާއްޖޭގައި ޚިޔާލުފާޅުކުރުމުގެ މިނިވަންކަމުގެ ޙައްޤު ނަހަމަ ގޮތުގައި ބޭނުންކުރުން ހުއްޓުވުމުގައި ދިމާވާ ގޮންޖެހުންތައް
(ދިވެހިރާއްޖޭގެ އިސްލާމީ ޔުނިވަރސިޓީ, 2023-11-16) ޢަފާ، ޢާއިޝަތު
މިއީ، ދިވެހިރާއްޖޭގައި ޚިޔާލުފާޅުކުމުގެ މިނިވަންކަން ނަހަމަގޮތުގައި ބޭނުންކުރުން ހުއްޓުވުމުގައި ދިމާވާ ގޮންޖެހުންތައް ދެނެގަތުމަށް ކޮށްފައިވާ ދިރާސާއެކެވެ. ދިވެހިރާއްޖޭހެ ޖުމްހޫރިއްޔާގެ ޤާނޫނުއަސާސީ (2008) އިން ދިވެހިރާއްޖޭގައި ޚިޔާލުފާޅުކުރުމުގެ މިނިވަންކަމުގެ ޙައްޤު ލިބިދިނީއްސުރެ، މިއަދާއި ހަމައަށް ވެސް، މި ޙައްޤު އެކަށީގެންވާ ގޮތެއްގައި ތަންޒީމްވެގެން ގޮސްފައެއް ނުވެއެވެ. މިގޮތުން މި ދިރާސާގެ މަޤްޞަދަކީ ދިވެހިރާއްޖޭގައި ޚިޔާލުފާޅުކުރުމުގެ މިނިވަންކަން ޙުދޫދުކުރެވިފައިވާގޮތާއި، ޚިޔާލުފާޅުކުރުމުގެ މިނިވަންކަން ނަހަމަގޮތުގައި ބޭނުންކުރުން ހުއްޓުވުމުގައި ދިމާވާ ގޮންޖެހުންތައް ދެނެގަތުމެވެ. މިއީ ކޮލިޓޭޓިވް މެތޮޑޮލޮޖީ ބޭނުންކޮށްގެން ކުރިއަށް ގެންގޮސްފައިވާ ދިރާސާއެއްކަމަށްވާއިރު، ސާމްޕްލިންގގެ ގޮތުގައި ބޭނުންކޮށްފައިވާނީ، ނޮން -ޕްރޮބެބްލިޓީގެ ސާމްޕްލިންގގެ ވައްތަރެއް ކަމަށްވާ، ޕާޕޮސިވް ސާމްޕްލިންގއެވެ. މިގޮތުން ސެމި -ސްޓްރަކްޗަރޑް ސުވާލު ކަރުދާހެއްގެ އެހީގައި، މި ދާއިރާއިން މަޢުލޫމާތު ދެވޭނެ 7 ފަރާތަކާއި އިންޓަރވިއުކޮށް، ޑޭޓާ އެއްކޮށްފައިވާނެއެވެ. ނަތީޖާ ދެނެގަތީ، އިންޓަރވިއުތައް ޓްރާންސްކްރައިބްކޮށް، ކޯޑު ކުރުމަށްފަހު، ތީމްތަކަކަށް ބަހާލައިގެން ކަމަށްވާއިރު، ޑޭޓާ ތަޙްލީލްކުރުމުގައި ބޭނުންކޮށްފައިވާނީ ކޮންޓެންޓް އެނާލިސިސް ޓެކްނިކްއެވެ. ޚިޔާލުފާޅުކުރުމުގެ މިނިވަންކަން ނަހަމަގޮތުގައި ބޭނުންކުރުން ހުއްޓުވުމުގައި ދިމާވާ ގިނަ ގޮންޖެހުންތަކެއް މި ދިރާސާއިން ހާމަވެގެން ދިޔައެވެ. އެގޮތުން، މިކަމަކަށް ވަކި ޚާއްޞަ ޤާނޫނެއް ނެތުމާއި، މިހާރު ހުރި ޤާނޫނުތައްވެސް އެކަށީގެންވާ ގޮތެއްގައި ތަންފީޛްވަމުން ނުދިއުން އަދި ސަރުކާރުގެ ނުފޫޒު މިކަމުގެ ތެރޭގައި އޮތުން ހިމެނެއެވެ. އަދި ޓެކްނޮލޮޖީގެ ވަޞީލަތްތައް ބޭނުންކޮށްގެން ޚިޔާލުފާޅުކުރާ ފަރާތްތައް ދެނެގަންނާނެ ރަނގަޅު ނިޒާމެއް ނެތުމާއި، ޤާނޫނުތަކަށް ޢާންމުންގެ ހޭލުންތެރިކަން ނެތުން އަދި ޤާނޫނުތަކަށް ތަބާނުވުމަކީ މިކަން ހުއްޓުވުމުގައި ދިމާވާ ގޮންޖެހުމެކެވެ. މިގޮންޖެހުންތަކަށް ޙައްލު ހޯދުމަށްޓަކައި، ސިޔާސީ ނުފޫޒުން އެއްކިބާވެފައިވާ ރަނގަޅު ޤާނޫނީ ނިޒާމެއް ޤާއިމްކޮށް، އެއަށް ރައްޔިތުން އަހުލުވެރިކޮށް، ޤާނޫނުތަކަށް ކިޔަމަންވާފަދަ އަޚްލާޤީ މުޖުމަތަމަޢެއް ޤާއިމްކުރުމަކީ މުހިންމު ކަމެކެވެ.

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