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Article
Publication date: 2 May 2017

Darwish Abdulrahamn Yousef

This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business…

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Abstract

Purpose

This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and Operations Research in a non-Western setting.

Design/methodology/approach

Data was collected from 750 undergraduate business students in third- and fourth-year classes at the UAE University (UAEU). Descriptive statistics were used to gain some insights into the demographic and educational characteristics of respondents and their opinions regarding the importance of the three factors of concern to their understanding of quantitative courses material, along with multiple regression analysis that was used to test the hypotheses of the study.

Findings

The results of the present study indicate the importance of the teaching style in terms of the way the lecturer speaks and the pace of presenting the material, in addition to the structure of the lecture in understanding quantitative course material. Additionally, availability and contents of the material on the course website play an important role in helping undergraduate business students understand the subjects of quantitative courses. The study revealed that the UAEU undergraduate business students are, to some extent, uncomfortable in reading printed textbooks and writing reports on quantitative topics in English. The results of multiple regression analysis revealed that both teaching style and English language and communication have a great influence on the academic performance of UAEU undergraduate business students.

Research limitations/implications

The paper has a number of limitations. For instance, the sample was taken only from students in a single university. Moreover, this study focuses on the business students and in turn, it excludes students of other colleges. On the other hand, it has a number of implications for administrators, instructors and researchers. Administrators should pay special attention when setting admission standards. Instructors teaching quantitative courses should prepare well-structured lectures and deliver them at a reasonable pace to allow students the time to understand them. They should also pay attention to the way they speak. For researchers, this study will indicate the need for further research to confirm or refute the results of the present study.

Originality/value

The present study is the first attempt to investigate the impacts of the three factors of concern on the academic performance of undergraduate business students in introductory quantitative courses in a public university setting in the UAE context.

Details

Journal of International Education in Business, vol. 10 no. 01
Type: Research Article
ISSN: 2046-469X

Keywords

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Article
Publication date: 5 November 2018

Darwish Abdulrahamn Yousef

This study aims to incorporate the Honey and Mumford’s learning styles questionnaire (LSQ) to assess the learning style preferences of postgraduate students at the British…

480

Abstract

Purpose

This study aims to incorporate the Honey and Mumford’s learning styles questionnaire (LSQ) to assess the learning style preferences of postgraduate students at the British University in Dubai (BUiD), as well as investigating whether there are statistically significant differences in such preferences from demographic and academic characteristics perspective.

Design/methodology/approach

Questionnaires were distributed to a sample of 200 students (males and females) in various postgraduate programs. Descriptive statistics analysis presented the main characteristics of the respondents and the results of the study. The independent samples t-test and Kurskal–Wallis test determined if there are significant differences in learning style preferences among the postgraduate students because of their demographic and academic characteristics.

Findings

The results revealed that postgraduate students preferred the theorist (20.36), reflector (20.31), pragmatist (19.00) and activist (18.62) learning styles, while no significant statistical differences were found across the four learning styles from demographic and academic characteristics standpoint.

Research/limitations implications

On one hand, the present study has several limitations. First, the findings of the study are based on data from only single university. Second, the sample is limited to postgraduate students. Third, the results are based on a self-reported questionnaire, which might affect their reliability. On the other hand, this study has some implications for educators and students. Its results could help educator adopt appropriate teaching styles and strategies that match the preferred learning styles of the majority of their students. Students themselves could also benefit from knowing their own learning style.

Originality/value

The present study is the first scholarly attempt to explore learning style preferences of postgraduate students in the UAE higher education context.

Details

Journal of International Education in Business, vol. 11 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

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Article
Publication date: 1 May 2019

Darwish Abdulrahamn Yousef

This study aims to evaluate the dimensionality of an instrument developed by Lebcir et al. to measure the impact of teaching style, English language and communication skills and…

178

Abstract

Purpose

This study aims to evaluate the dimensionality of an instrument developed by Lebcir et al. to measure the impact of teaching style, English language and communication skills and assessment methods on the academic performance of international business students in project management modules.

Design/methodology/approach

Data were collected from two independent samples drawn from the United Arab Emirates (UAE); the first sample consisted of 581 undergraduate business students from a public higher education institution, while the second sample consisted of 188 undergraduate business students from a private higher education institution. Confirmatory factor and principal component analyses were employed; additionally, Cronbach’s alpha was used to test the internal consistency of the instrument.

Findings

The results showed that for both samples, the validity of measurement of all three factors by Lebcir and colleagues instrument was not confirmed. Therefore, caution should be taken when using this instrument, at least in Arab settings.

Research limitations/implications

The present study has a number of limitations. The statistical techniques used in the present study might not be sufficient to judge the validity of Lebcir et al.’s (2008) instrument. For example, test-retest technique could be used to test the reliability of this instrument. This study has a number of implications, one of which is that those administrators who intend to use the recommendations of research works based on the three factors of Lebcir et al.’s (2008) instrument in Arab settings should be cautious, as such recommendations might be misleading in such settings.

Originality/value

The present study is the first attempt to validate Lebcir et al.’s instrument in an Arab setting.

Details

Journal of International Education in Business, vol. 12 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

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