<p class="apa">The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using ‘t’ test, chi-squire and Pearson’s product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language proficiency tests were used to measure the variables. The data were collected from 200 male and female students from Abu Dhabi University. The study could not find out any positive relationship among the variables. It is also revealed that language fluency (IELTS) has no direct impact on the ADU students’ self-esteem scores and academic achievement (GPA).</p>
In the academic world "Real learning" in any form is an active interaction of human mind with past experience, and that relates to man, machine, materials and ideas. Therefore any teaching and learning process should be aimed at providing ample scope for the learners mind to interact and acquire fruitful experience. Only through this active interaction, the learners and educators can reconstruct his/her experience in light of new experience leading to "Real learning". This enables to enhance the competency, tenacity and inquisitiveness among the scholars. A dedicated and focused approach towards different teaching and learning experience of educators from different parts of the world, especially from the Middle East has been widely discussed in this Special Issue of general Education Conference.
A major factor affecting students’ academic performance is the classroom environment, in which class size plays an important role. This study aims to test the impact of class-size reduction on students’ performance and examine other factors affecting it. The results are established using a simple model that determines the impact of class size, individuals’ earnestness toward studying, and individuals’ learning environments on students’ performance. The results reveal the benefits of class-size reduction and how elementary students benefited from the smaller class size. This study will help school managers, teachers, and society understand the importance of creating an optimal learning environment based on students’ needs.
<p class="apa">Quality of instructional performance is the key skill needed for every teaching faculty for achieving the level of pedigree in the present educational scenario. However, the truth is that there are minimal studies to analyze the competency linking emotional intelligence to quality of instructional performance. Therefore the present attempt is to study the role of E.I. among University Instructors and analyze their quality of instructional performance. A sample of 110 Professors participated in the survey from different Universities in the Emirates of Abu Dhabi and Al-Ain. Emotional Quotient Inventory scale was developed to measure the EQ of Instructors. Statistical technique like ‘t’ test and ANOVA was used to find the test mean difference between two groups and more than two groups. The result revealed that emotional intelligence and self-efficacy had very significant relationship towards their work attitude followed by their performance.</p>
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