Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Nicolae Nistor

Abstract

AbstractMany university students across the United Arab Emirates (UAE) face the problem of low achievement when compared to students graduating from other countries. This may be due to lower student engagement, which in turn may be a result of faculty's choice of teaching strategies. The purpose of this qualitative study was to understand how university faculty support student engagement and achievement. The conceptual framework for the study consisted of Chi and Wylie's interactive, constructive, active, and passive learning framework, which emphasizes the relationship between students' academic achievement and their engagement in the learning activity. The research questions addressed faculty members' choice of teaching strategies that enhance students' engagement in the teaching and learning process at 4-year universities in the UAE, and the ways faculty members perceive teaching strategies that can successfully support student engagement. A qualitative research was chosen for the study, and data were collected through an open-ended online questionnaire from 106 faculty members teaching at universities in the UAE. Resulting from thematic analysis, the findings suggested that faculty choose their teaching strategies based on their experience, self-development, students related factors, and course content. Promoting interactive dialoguing, construction of knowledge, active learning, and passive receiving of information in their classrooms were perceived as successful in enhancing student engagement. The findings potentially contribute to a better understanding of the teaching and learning process in higher education and suggest ways for deans and academic leaders to enhance student engagement, thus improving higher education institutions and leading to positive social change.

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