Abstract
In 2018, a 60 student program was piloted to explore the potential of using an adaptive learning system in larger class sizes to mitigate issues such as a lack of qualified teachers and high teacher turnover rates in the UAE. This study sought to understand the impact of this program on student engagement and academic performance, as well as the enabling conditions needed for student self-regulated learning. Using data from over 12,700 students’ exam results, as well as surveys from teachers and students, we examined the impact of this program using a propensity score matching technique. Results of the study showed that increasing the teacher-student ratio had no significant negative impact on student academic performance, and in some cases increased student engagement. However, enabling conditions for student self-regulated learning and teacher feedback on this project provided key insights that guides a more in-depth digitization of the UAE K12 public education system, which has important policy and practice implications.
Author Information
Xin Miao, Alef Education, United Arab Emirates
Pawan Kumar Mishra, Alef Education, United Arab Emirates
Samantha Monroe, Alef Education, United Arab Emirates
Richard John Brooker, Alef Education, United Arab Emirates
Paper Information
Conference: ECE2023
Stream: Design
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Miao X., Mishra P., Monroe S., & Brooker R. (2023) A Study of Adaptive Learning in Large Class Sizes and the Enabling Conditions for Student Self-Regulated Learning in the UAE ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.49
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.49
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