Saudi Arabian High School Learners: Delhi Public School - Case Study Example

Saudi Arabian high school learners: case study of Delhi Public School Name: University: Tutor: Date: 1. Introduction Best performing high schools in Saudi Arabia attribute their success to peer learning and group(s) of dedicated students within the institution. Scholarly articles regarding this also explain that within a given institution, peer learning and teaching form core factors that enhance wide range of objectives which also caters for wide range of students abilities. For instance, Clark (2007) took a case study of Dhahran High School to examine barriers that affect students learning second language in Saudi schools. Among other things, he realised that cooperation among students and teachers produced positive learning outcome. When they collaboration among students and teachers then they can build capacity to outperform individual problems they have. Boling and Evans (2008) also share the same sentiments as above. Boling and Evans set a comprehensive research to find out features that make certain group of students smart and unique as compared to others though such students shares the same environment and economical statuses. Their findings show that given set of learners can be academically unique and thus be able to surpass challenges affecting them if there is cooperation between students and teachers. In their recommendation though, they suggest that instructors and teachers need to create conditions which are able to motivate students so that such group of learners can effectively engage in a give-and-take kind of discussion. Using various scholarly reviews and researches, this paper intends to critically carry out needs analysis on group of learners from Delhi Public School which started its operation in Riyadh under agreement with the Delhi Public School Society. To achieve this objective, the paper will cover aspects such as description of these learners, their key features, specific needs of the group and factors affecting their academic excellence. 2. The learners and the learning context within Delhi Public School One distinguishable factor that can best describe students in Delhi Public School is the shift the institution has made the students undergo. For instance, as Hsiao and Oxford (2002) point out, most students in Saudi Arabia have not switched their minds and still believe that their studies have no implications on their future endeavours. However, learners from Delhi Public School can be described as group of students who are autonomous and more observant of class norms meaning that students’ mentality about study has shifted from a psychological perspective to a more cognitive perspective. These students can also be described as group of learners who exercise individual accountability. Data collected through the adoption of methods of selecting quick learners and slow learners, test results and class participation reveals that sometimes instructors can use different instruction methods so as to enhance specific responsible behaviours among them. And such as yielded positive outcome because there are situations where weak students are mandated to ensure that everyone provide certain inputs. The second aspect after unique characteristics portrayed by these students is to compare learning context within the institution which has been found to vary significantly with most of high schools in Saudi Arabia. To begin with, learning contexts between Dhahran High School and Delhi Public School can give a perfect platform to compare. Handelsman et al. (2006) argue that syllabus coverage and methodologies used to impart knowledge in other institution raises more questions than answers. They argue that instruction methods used in Dhahran High School are ‘ineffective’ in the sense that it lacks facilitation of a discussion which should involve the recognition and employment of varied perspectives and skills so as to create inclusive learning environment. Contrary to this and other issues experienced in other schools, Delhi Public School has adopted a learning context where students are supposed to work with three set principles the institution term as “KEYS.” These principles are; a) Using assignments that can link and mutually promote individual work, total class discussion and group work b) Promoting individual and group accountability c) Adopting mechanisms that enhance give-and-take interaction in the class and among the group To summarise the above principles, the school has adopted figure 1 below which always reminds students what they need to know. Adopted from Larry K. Michaelsen, Designing Effective Group Activities The second learning context within the institution is the adoption of assignments which require low levels of group interaction thus can be completed by independent individual work. Michaelsen et al. (1997) suggest that to produce high levels of learning and interaction, teachers need to give their students assignments and class works that will require these students to use course concepts in an attempt(s) to make technical choices; a typical learning context that can be identified with Delhi Public School. The context of learning in this institution also includes the usage of linked and mutually reinforcing assignments. An important factor noted is that the school ensures that assignments, continuous assessment tests and exams at every stage of learning (for instance, as indicated in the figure 1) are linked and can mutually reinforce. Looking at the figure above it can be realised that if learning process at each level is linked to a given reinforcing assignment then individual work and small group work as shown in the figure can positively impact on total class discussion and learning outcome. And in their attempt to maximise overall payoff on their teaching and instruction methods, the institution has characterised assignment at each stage by “3S’s”; Same problem: Groups or Individuals should work on the same question or assignment. Specific choice: An individual or groups will be required to make use of course ideas in making given choices or response. Simultaneously report: if possible, individual assignment or students working on a case(s) should submit their response(s) simultaneously. 3. Characteristics that make these learners unique as a group a) Group cohesiveness and group norms Dornyei and Malderez (2010) believe that for better performance, group of learners should show togetherness in order to achieve academic excellence. Learners in Delhi Public School can be identified by this characteristic as they exhibit strength of the relationship amongst themselves. Such cohesiveness has led individuals to identify themselves with their groups where they observe norms that can enable them succeed. It can also be realised that through group cohesiveness, there has been effective communication which has been enabling these students share ideas, materials and experience with one another. b) Group accountability It is clear that group accountability forms a very important foundation needed for good performance. Without which neither instructor nor students can be able to tell whether learning objectives have been achieved or not. Students in this institution show great level of accountability. This is done in two different levels; the first is the nature of classroom assignment. For example, assignments given to these students or specific study group for any phase of a long-term project are done and the responses are submitted for feedbacks. c) Their ability to adopt practices that stimulate idea exchanges According to research by Scharle and Szabo (2000), the extent to which learners are exposed to new ideas and perspectives in an institution depend on two factors. First, the extent to which the teacher is able to create conditions that can enhance take-and-give classroom interaction. The second is the uniqueness of this group of learners whereby they can adopt practices that is geared towards stimulating idea exchanges---something done through exhibiting diversity of ideas, opinions and perspectives. 4. Specific needs of these learners Needs analysis conducted revealed that these students need diverse study groups. Though there exists some, there are other aspects of group discussions or study groups which have not been included in the program. One way of ensuring that these learners are exposed to new ideas is making sure that study groups are relatively large, perhaps between 6 and 8, and as diverse as possible. As one of the specific needs the analysis was able to identify, creating diverse group will be able to curb such need. There need to identify the dimensions that make an impact on students performance in every lesson or course. These learners also need to be sorted out into groups so as member assets and liability are evenly spread so as each group enjoy maximum resource(s). The other specific need the research was able to identify is that most of students participating in class or within their formed groups do not have background information regarding the subject matter. This greatly inhibits their ability to contribute to the subject matter at hand. Further enquiry within the institution reveals that though teachers provide needed information regarding the topic, most students at Delhi Public School have no access to sufficient background information or materials which prepares them for the coming lesson or group work discussions. In this sense, students interviewed conceded that work tasks need more preparation in advance. 5. Accessibility issues affecting learners at Delhi Public School Students in Delhi Public School are limited to the access of the already rare research materials. As reports one of the students, “We appreciate enormous volumes of research materials available on school database and the library albeit such materials are crucial to understanding of the syllabus, we often run into access barriers in the process of accomplishing tasks---an issue that has forced us to settle for anything that we can get access to rather than what we need most.” Perhaps the most frustrating barrier to academic materials witnessed in this institution is the fact that though some students, through their efforts and financial burdens that come with it, come up with comprehensive research on various topics, they are denied access to such researches once the school own them and that they have to subscribe before allowed to access such information. Due to this, Epstein (2008) is quoted saying, "Given such unequal access of information in the institution, not only is the school lagging behind but Saudi Arabia inevitably struggle to perform world class science.  The fact is that equitable access to current scientific information is essential if the country is to take its rightful place in the world." (pp. 387-89) 6. Potential barriers to learning for students in Delhi Public School The notable obstacle students were complaining about is the shocking attrition rate of teachers. The main reason why students at Delhi Public School have not been able to see their teachers for more than two years is that this institution is a centre of excellence and thus means a lot of work and responsibilities that come with it. Though this trend can be witnessed elsewhere, the exit rate in this institution has also been documented by Jalongo and Heider (2006) who presented staggering statistics arguing that close to fifty percent of newly recruited teachers in this school always quit to other schools in what they term as “new pasture” (p. 378). This figure can indeed make one’s head go round. For one, it is painful to believe that these teachers have spend over four years in colleges going through rigorous curriculum process yet cannot withstand the challenge they have been trained for. Secondly, there is no way students are going to meet their academic objective since they do not have strong bonds with their teachers. According to data presented by Duck (2007) it is because of this factor that school recorded poor performance with average score dropping from 69% in 2005 to a staggering 47% in 2006. Another potential barrier to learning students face in this school is the lack of parental involvement which students themselves and their teachers have to deal with. Basing on the questionnaire that was distributed to senior classes in the institution, about 80% of the responses showed that parents are not aggressive with matters concerning academic progress of their children. For instance, none of the responses indicated that parents are members of parents teachers association (PTA). And just a few were bothered to ask about grades, home works and continuous assessment tests. When this happens, students feel dejected and cannot understand any link between hard work in classroom and future success. As part of his recommendation regarding a research he did on, “Lack of parental involvement in Saudi schools” Epstein was particular about this institution and argued that educators at all level know that for students to succeed at all academic level, there need to be families who are involved and stay informed about their children’s’ progress. (p. 9) References Boling, C.J., & Evans, W.H. (2008). Reading success in the secondary classroom. Preventing School Failure (p. 59-66). North Carolina. Clark, J. (2007). Discourse encounters through experiences at school. (pp. 93-117). Culture, Inquiry, and Dialogic Activity in Educational Contexts North Carolina. Dornyei, Z., & Malderez, A (2010). The Role of Group Dynamics in Foreign Language Learning and Teaching. (p.155-170). Cambridge: CUP. Duck, L. (2007). Using sounder foundations to help avoid the “why new teachers cry” phenomenon. (p. 29-36). Clearing House. Epstein, J. (2008). Improving family and community involvement in secondary schools. (p. 9-12) Education Digest. Cambridge: CUP. Handelsman, J., Miller, S., & Pfund, C. (2006). Scientific Teaching: Diversity, Assessment, Active Learning (New York: W.H. Freeman & Co.) Hsiao, T., & Oxford, R. L. (2002). Comparing Theories of Language Learning Strategies: A Confirmatory Factor Analysis (368-383). Jalongo, M., & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. (p.379-380). Early Childhood Education Journal. Michaelsen, L., Fink, L. & Knight, A. (1997). Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development. (p. 373-397). New Forums Press Co. Scharle, A., & Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: CUP. Read More