ARC '16
Social Sciences, Arts and Humanities Pillar http://dx.doi.org/10.5339/qfarc.2016.SSHAPP2009
Momentum for Education Beyond 2015: Improving the Quality of Learning Outcomes & Enhancing the Performance of Education Systems in the GCC: Kuwait & Qatar Cross Country Analysis Faryal Khan, Iman Chahine United Nations Educational Scientific and Cultural Organization, QA Email:
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This cross-case study analysis is based on two case studies in two GCC countries: Qatar and Kuwait. The studies gathered data through a combination of quantitative and qualitative methods to analyze existing learning outcomes, teacher efficacy, and the extent to which the instructional strategies align with curriculum expectations in math, science, and reading. The analysis was carried out in two stages. First, we conducted separate within-case analysis on each country using matrices to discern patterns and compare trends. In the second round, we conducted cross-case analysis identifying main themes across both sites, and comparing and contrasting findings across school districts. To conduct the within-country and across-country analysis, we employ three parallel processes: meta-analysis of quantitative data; coding and categorizing strategies, and display strategies. The cross case analysis is motivated by the global efforts to promote the use of quality learning indicators in education and by the Framework for Action for EDUC 2030. We argue that the effective use of educational outcomes is essential to improving the overall quality of learning.
Cross Case Context and Purpose The cross case analysis is conducted on two GCC Member States, Qatar and Kuwait, two countries with emerging economies and comparable income-levels. The purpose of this analysis is to provide insights on the challenges and constraints that are impeding improvement in the quality of education and system-performance in the GCC countries, as well as inform potential prospects for education post 2015. The specific objectives of the analysis are three-fold: 1) to examine learning outcomes in each country in order to ascertain strengths and weaknesses of the education systems in achieving the Education for All Goals; 2) monitor progress for achieving EFA goals by gathering Cite this article as: Khan F, Chahine I. (2016). Momentum for Education Beyond 2015: Improving the Quality of Learning Outcomes & Enhancing the Performance of Education Systems in the GCC: Kuwait & Qatar Cross Country Analysis. Qatar Foundation Annual Research Conference Proceedings 2016: SSHAPP2009 http://dx.doi.org/10.5339/ qfarc.2016.SSHAPP2009.
This abstract is available through QScience.com
quantitative and qualitative data; and 3) identify potential measures to develop a post-2015 education approach in the GCC Countries.
Cross Case Research Questions This cross case analysis targets that following questions: What are the patterns in teaching efficacy across cases/sites? Are there differences in efficacy beliefs between males and females across content areas (math, science, and reading) and grade levels (Grades 4 & 8)? What are the instructional strategies that teachers employ to help students achieve learning outcomes, content and cognitive processes, specifically in grade 4? How is the performance of grade 4 students in Qatar compared to their counterparts in Kuwait in mathematics?
Cross Case Analysis Methodology Individual case studies were conducted using quantitative and qualitative research techniques. Each case was examined and a case matrix developed to include the major concepts of the research questions. Following the development of individual case reports, a cross-case matrix display was developed for each of four critical issues underlying the related research questions (teacher self-efficacy, instructional design/strategies, and learning outcomes/student achievement.) Sample of schools Data in the cross analysis was collected using two random samples: 22 public schools from Kuwait and 28 independent schools in Qatar (See Table 1 & 2 attached). Individual case studies were based on multipurpose and nationally representative samples of boys and girls schools randomly selected from 6 districts in Kuwait and 7 districts in Qatar. The choice of participating districts was based on data availability, using surveys addressed to: 1) school principals and subject coordinators, 2) math, science and reading teachers, and 3) students in grades 4 & 8. We employed four data collections techniques to collect qualitative and quantitative data: survey questionnaires, observation of selected classrooms, tests, and focus group discussions. Student questionnaires identify student cognitive and affective dispositions towards learning and teacher surveys measured teaching efficacy and beliefs.
Cross Case Analysis Findings/Discussion We employ two units of analysis: teachers and students. For teachers, we focus on the following themes: teacher self-efficacy and instructional design/strategies. For students, we focus on learning outcomes/student achievement. The two case studies suggested shared similarities and differences across the aforementioned themes. Theme 1: Learning Outcomes/Student achievement in math (grade 4) There was a significant difference (p=.000 at α
