About this paper

Appears in:
Pages: 3312-3321
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1710

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

USING ONLINE ASSESSMENT AND PEER INSTRUCTION TO IMPROVE MATHEMATICAL OUTCOMES FOR NON-ENGLISH NATIVE STUDENTS

R. Zein, F. Al Anouti, M. Farag

Zayed University (UNITED ARAB EMIRATES)
Eric Mazur’s method of peer instruction comprises regularly introducing multiple- choice questions into a group assignment. If a student in the group answered a question incorrectly, the group has to stop the lesson, discuss the question together and then re-answer the question individually [1]. Mazur (1996) stated that the percentage of students who answered correctly after the discussion increased [2]. “Learning gains approximately triple with an approach that focuses on the student and on interactive learning” [2].
Following the various initiatives launched by Sheikh Mohammed bin Rashid on smart learning in April 2012, smart government in May 2013 and smart city in 2017 which are aligned with UAE Vision 2021 to become a knowledge-based economy through the integration of technology in education and daily life; the UAE ministry of education required the use of online assessment in all the courses taught at higher education institutions. This study discusses the use of online assessment on Blackboard (BB) in math courses for non-English native students, combined with peer tutoring.
This study involved 107 sophomore UAE higher education students enrolled in four math classes taught by the same faculty member at a public university. A literature review on the context of the study will be presented in regards to, the UAE higher education system, Emirati students at the university level, and higher education faculty working in the UAE.
During the semester, these four sections participated in a total of eight online assessments, where three of them included peer instructions. The research methodology implemented was a mixed methods one. To collect quantitative data, a questionnaire was distributed to the students at the end of the study. This data was triangulated with a four students’ focus group interview, teacher’s interview and the assessment of the test grades. Results provided evidence that online exams taken with peer instruction performed better in small size classes, than the online evaluation alone. The improvement was clearly seen in the grades results, thereby reflecting the understanding and mastering of the course content and students’ satisfaction. This method of teaching filled the gap between English native teachers and non-English native students, where students were better able to support each other.
@InProceedings{ZEIN2017USI,
author = {Zein, R. and Al Anouti, F. and Farag, M.},
title = {USING ONLINE ASSESSMENT AND PEER INSTRUCTION TO IMPROVE MATHEMATICAL OUTCOMES FOR NON-ENGLISH NATIVE STUDENTS},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1710},
url = {http://dx.doi.org/10.21125/edulearn.2017.1710},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {3312-3321}}
TY - CONF
AU - R. Zein AU - F. Al Anouti AU - M. Farag
TI - USING ONLINE ASSESSMENT AND PEER INSTRUCTION TO IMPROVE MATHEMATICAL OUTCOMES FOR NON-ENGLISH NATIVE STUDENTS
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1710
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 3312
EP - 3321
ER -
R. Zein, F. Al Anouti, M. Farag (2017) USING ONLINE ASSESSMENT AND PEER INSTRUCTION TO IMPROVE MATHEMATICAL OUTCOMES FOR NON-ENGLISH NATIVE STUDENTS, EDULEARN17 Proceedings, pp. 3312-3321.
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