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"The fastest growing economy in the Middle East, the United Arab Emirates (UAE)—with Dubai ranked 29th in 2011 in the Global Financial Centers Index worldwide—has a private sector capable of creating tens of thousands of new jobs every year (Al Ali, 2013). Yet, many Emiratis prefer to remain unemployed rather than work in the private sector, contributing to an unemployment rate of nearly 12% (Sharif, 2013). Many Emiratis prefer to remain unemployed rather than work in the private sector because private sector salaries are perceived to be lower than public sector salaries. Sharif (2013), supported by Toledo (2013), adds that unemployment will increase as an estimated 13,000 Emirati college graduates enter the workforce each year and raise to the number of first- time Emirati job seekers to over 200,000 (nearly 25% of the entire Emirati population) within 10 years. This paper uses the findings of a recent study on family involvement in Emirati college student education to show how families contribute to the development of the attitudes, beliefs, and opinions of young people, some of which prove counter-productive in the workplace. According to Al Ali (2013), through the mid-2000s, Emiratis entering the workforce had little difficulty securing positions in the public sector, which paid high salaries and required only a basic education. However, by the late 2000s through the time of this paper, Al Ali, along with Sharif (2013) and Toledo (2013), found that in order to enter the workforce, Emiratis needed at least a college education and that there were few opportunities to work in the public sector. This paper explores the social and cultural factors that influence many young Emiratis to avoid considering positions in the private sector. The paper gives recommendations on how educational institutions and labor policy makers can join forces to reshape young Emiratis’ attitudes, opinions, and values by raising their awareness of their need to obtain higher education credentials and to work in the private sector. These institutions and policy makers can also initiate programs in the workplace and throughout the educational environment of post-secondary institutions and schools."
PurposeThe research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).Design/methodology/approachThe research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.FindingsThere is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.Research limitations/implications1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.Originality/valueThis research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.
In educational literature set in Western contexts, student performance is linked to positive family involvement and home environment; however, literature on the educational experience of college students in non-Western contexts, including the Gulf region, is scarce. Using both student and guardian surveys, this quantitative study investigates the effect of home environment and family involvement on the educational experience of students in a federally funded college in the United Arab Emirates (UAE) as well as links between these factors and students’ academic achievement. Results indicated that academic performance was linked to specific family involvement behaviors—categorized as enablers—financial, logistical, and physical supports; influences—interaction intended to shape values, opinions, and attitudes; and engagements—direct and demonstrable interaction—and to specific home environment factors including parents’ marital statuses, gender, family size, presence of siblings in college or university, parents’ education levels, and mother’s working status. في الأدبيات التربوية المنصوص عليها في السياقات الغربية، يرتبط أداء الطلاب بالتدخل العائلي والبيئة
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