/library/oar/handle/123456789/106429 2025-11-08T03:04:32Z 2025-11-08T03:04:32Z /library/oar/handle/123456789/133657 2025-04-01T05:46:04Z 2023-01-01T00:00:00Z

Title: Chemistry in context : a guide to site visits in secondary education chemistry Abstract: The Chemistry SEC 06 syllabus 2025, saw the introduction of new coursework modes, one of which is Site Visits. Being a novel approach to assessment in secondary education Chemistry, educators may be unaware of local sites that could meet the exigencies of the curriculum. Also, guides to organise such visits, in Chemistry, are lacking. This project set out to identify some of these sites and to develop a resource pack to help teachers transition to Site Visits as coursework. Education design research methods were used in this study. During the first phase, exploratory visits to six sites were conducted. Data were collected through semi-structured interviews and guided tours around each of the sites. Five sites were then chosen to be part of the resource pack. A students’ resource pack supported by a teachers’ guide was developed for each site. The students' resource pack includes Introductory, Preparatory and Site activities inspired by social constructivist ideologies, particularly intersubjective and narrative approaches. The pack was then presented for evaluation to teachers from the state, church and independent schools. Feedback was collected using an online, semi-structured questionnaire. The research findings show that teachers valued site visits as opportunities to enhance learning since they impart objective and social relevance to the theory taught in class and these views were also sufficiently complemented by the activities in the pack. The pack was described as a useful tool to help teachers plan site visits in non-formal, highly contextualised environments. Some proposed revising some activities to be accessible to a wider student cohort. However, most educators agreed that the pack adequately provides for mixed-ability cohorts through a student-centred approach, thereby facilitating the achievement of the learning outcomes by the students. In general, the teachers seemed to entertain attitudes that favour the effective use of contexts in chemistry and were rather unperturbed by most reasons commonly quoted as deterrents to non-formal learning activities. This, and the fact that local sites have been identified to meet the syllabus requirements, makes this coursework mode very much feasible. Description: MTL(Melit.)

2023-01-01T00:00:00Z /library/oar/handle/123456789/126517 2024-09-11T10:32:54Z 2023-01-01T00:00:00Z

Title: It-tagħlim tal-partiċipju passiv fil-Malti Abstract: Għażilt li nittratta t-tagħlim tal-partiċipju passiv (PP) lil studenti tal-ewwel lingwa (L1) bl-għan ewlieni li noħloq taħriġiet dwar il-PP fl-iskejjel sekondarji. Bdejt billi tajt ħarsa lejn it-tifsira ta’ grammatika u l-kriterji pedagoġiċi tagħha fit-tagħlim tal-L1, b’mod speċjali l-proċess tat-tinqija li lokalment ġie studjat minn Camilleri Grima (2020). Wara, analizzajt il-morfoloġija tal-PP Semitiku ta’ kull forma verbali bħal mv12ū3 ta’ ‘maqtul’, li ġieli tvarja skont jekk il-PP hux ġej minn verb sħiħ jew dgħajjef, is-suffissi tal-PP Rumanz -at, -ut u -it u xi irregolaritajiet. Dan għamiltu biex nistħarreġ it-tagħlim tal-PP skont l-iskaluni, il-kisbiet u s-sillabi, u x’inhu mistenni mill-istudenti fil-karti tal-eżamijiet. Biex il-forom partiċipjali jinftehmu mill-istudenti, Iddeċidejt li minn din it-taqsima nibda nissimplifikahom. Ngħidu aħna, il-forma mv12ū3 inbidlet f’mVKKuK,. Il-qofol tat-teżi ntlaħaq billi ħejjejt ħdax-il lezzjoni b’riżorsi tradizzjonali u diġitali dwar il-PP Semitiku għal studenti tad-disa’ sena ta’ Rotta 3. Il-kriterji pedagoġiċi li kkunsidrajt huma l-motivazzjoni tal-istudenti, il-kontenut u r-rabta mas-sillabi, l-attwalità, l-awtentiċità u l-preċiżjoni, il-proċess tat-tinqija, il-kunsiderazzjonijiet soċjali, l-awtonomija tal-istudenti, is-soċjokulturaliżmu u t-tagħlim kollaborattiv, id-disinn tekniku u d-disinn istruzzjonali. Description: MTL(Melit.)

2023-01-01T00:00:00Z /library/oar/handle/123456789/126459 2024-09-11T06:11:30Z 2023-01-01T00:00:00Z

Title: Lived experience of undergraduate students with access arrangements : a qualitative study Abstract: Background. The number of students receiving access arrangements at the University of Malta has increased substantially over the past five years. As of 2020, 210 students qualified for and received access arrangements at the University of Malta. Previous local studies on the lived experience of students receiving access arrangements have been restricted to secondary and post-secondary education. The aim of this dissertation is to address this gap through a qualitative study of the lived experience of undergraduate students who receive access arrangements at the University of Malta. Methodology. The sample population was undergraduate students at the University of Malta between their second and final year of their course and who receive access arrangements at the University of Malta. Semi- structured individual interviews were carried out with 9 participants (the duration of each interview was approximately 25 minutes), which were then transcribed, and subsequently analysed through thematic analysis. Results. Six overarching themes emerged from the qualitative analysis: Equity, Anxiety, Assessment, Application Process, Appropriate Access Arrangements, and Support. Participants’ experiences within these themes relate to a sense of justice and dignity in relation to students’ lived experiences with access arrangements. Participants experienced higher levels of anxiety due to examinations and course-related work, and viewed access arrangements as fair adjustments which level the playing field. Participants suggested that examinations could be carried out online on computers in their home setting and given a choice to do an assignment instead of an examination. Lived experiences also involved experiences whereby participants felt supported and hence dignified by members of the ADSU throughout the application process, as well as deeming provided access arrangements as appropriate, hence dignifying them. Participants also reported negative experiences pertaining to the application process and inappropriate (or lack of) provision of access arrangements, and anxiety over what they perceived as their peers’ judgement regarding fairness of receiving access arrangements as well as lecturers’ and teachers’ attitudes towards students with disabilities and willingness to support their access arrangements. Conclusions. The results indicate that communication between University entities, students and lecturers could be improved in order to raise awareness among students and lecturers, thereby addressing attitudinal barriers in relation to students with disabilities and access arrangements. Assessment methods may be improved by a shift back to online examinations in the home setting. Given the chronicity of disability and continuity of education, further research should focus on students’ lived experiences withm access arrangements at primary, secondary and post-secondary levels, and their experiences of assessment with regards to online examinations as a result of the COVID situation in the Maltese context. Description: MTL(Melit.)

2023-01-01T00:00:00Z /library/oar/handle/123456789/123996 2024-06-26T10:36:44Z 2023-01-01T00:00:00Z

Title: Educators’ perspectives on the effectiveness of dyslexia friendly strategies in two dyslexia friendly schools in Malta Abstract: Dyslexia is a specific learning difficulty which causes problems with reading, writing and spelling. Research regarding the causes, identification and manifestation of dyslexia is extensive however it is generally agreed that problems with reading and spelling are the main challenges. As a result, students with dyslexia tend to experience considerable self-esteem issues often resulting in behavioural challenges in the classroom. This learning difficulty has become a subject of great concern for academics and professionals all around the globe since students with dyslexia require ongoing support and guidance whilst dealing with their diverse challenges. By making use of a social constructivist approach, this research study sets out to investigate educators’ views on dyslexia and the effectiveness of dyslexia friendly teaching strategies in dyslexia friendly awarded schools in Malta. Through the use of in-depth semi-structured interviews with two members of the school management team and six primary educators this research investigates educators’ knowledge of dyslexia, the availability of DF resources and teachers’ awareness and familiarity with strategies and views on their effectiveness. The findings resulting from this qualitative study indicate that the implementation of dyslexia friendly strategies has positively supported students with dyslexia in their learning and in their life at school. These multisensory teaching practices have provided students with opportunities to respond to teaching methods which are appropriate for their learning styles and which are supportive of their learning challenges. The participants reported that this has greatly contributed towards encouraging students to maintain a positive self-esteem. The findings indicate that the implementation of dyslexia friendly strategies in schools has provided evidence which should encourage all schools to become dyslexia friendly. Therefore, it is proposed that all schools should provide training for all teachers to become dyslexia friendly. Additionally, the outcomes of the study lead to the recommendation that all senior management team members should be made aware of the impact of DF strategies and adopt a structured plan for implementation so as to ensure that all students, especially those with dyslexia, are enabled to maximize their learning opportunities. Description: MTL(Melit.)

2023-01-01T00:00:00Z