Business Research Methodology Report: Online Education in UAE Schools

This report presents a qualitative study on the implementation of online education in government schools within the UAE. The research explores the perspectives of teachers and the school principal regarding the transition from traditional pen-and-paper methods to online learning environments. Data was collected through structured interviews, and the findings were analyzed using thematic analysis and NVivo software. The study investigates the resistance to change, the benefits of online systems, and the overall impact on students and the educational system. The report includes an abstract, introduction, literature review, research methods, interview transcripts, and a discussion of the theoretical implications and major findings. The study concludes with recommendations for the future of online education and identifies limitations and areas for further research. The research highlights the need for awareness among teachers, principals, and students regarding the online education system and the need to make arrangements for its proper implementation.

Running head: BUSINESS RESEARCH METHODOLOGY
Business Research Methodology
Name of the Student:
Name of the University:
Author’s note:

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Abstract:
The innovation of technology and its implementation in different aspects of real life is
enriching the modern world. The report is based on the use of technology and online
procedures in education system. The researcher in this research report has taken interviews
the four teachers and principal of a government school in UAE. The qualitative data analysis
reveals the comparison of school-based traditional pen-paper method and online method. This
is an authentic primary data and responses are not manipulated. The resistant to change the
traditional method for online activity of the principals and teachers of schools in UAE is a
burning issue. The qualitative research investigates the ground report and attempts to find out
the truth. A questionnaire with more or less questions helped the researcher to collect the
verbal data. With the help of software and thematic analysis it is found that students are very
much keen to welcome online teaching, learning and exam system. Some teachers are
optimistic about it. Some of them are not too much convinced from new system. However,
the principal of the school is seemed to be very eager to cope up with the technological
education system. The main reasons behind this transformation are found out to be time-
taking and monotonous approach of traditional system. Besides, the online education system
is sophisticated and automatic. The researcher also investigated about different types of
mentality regarding the subject and present “Online & Technological” scenario of the UAE
schools. Teachers and principal of the school are not paying any more importance to the
backward mentality of the principals of other school. Although, some uncertainty, they feel
about accepting new system, but they consider that this is going to be worthy in near future.
To clear resistances of the online system, teachers and principals are growing awareness
among students and collecting funds to make good arrangement of online education system.

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Table of Contents
Abstract:.....................................................................................................................................1
Introduction:...............................................................................................................................3
Theory and Hypothesis:.............................................................................................................3
Theory:...................................................................................................................................3
Hypothesis:.............................................................................................................................3
Background:...............................................................................................................................4
Literature Review:......................................................................................................................4
Research Methods:.....................................................................................................................4
Research Design:........................................................................................................................5
Samples and Data sources:.........................................................................................................5
Research Procedure:...................................................................................................................5
Measure:.....................................................................................................................................5
Other types of analyses:.............................................................................................................6
Discussion:.................................................................................................................................6
Interviews:..............................................................................................................................6
Interview with First Teacher..............................................................................................6
Interview with Second Teacher..........................................................................................9
Interview with Third Teacher...........................................................................................12
Interview with Fourth Teacher.........................................................................................14
Interview with Principal of the school.............................................................................17
Theoretical Implications (NVivo):.......................................................................................19
Analysis and Outcomes (Major Findings):..............................................................................39
Thematic Analysis (Contribution to theory):.......................................................................39
Recommendations:...................................................................................................................40
Research Limitations:...............................................................................................................41
Future Research:.......................................................................................................................41
Conclusion:..............................................................................................................................41
Reference:................................................................................................................................42

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Introduction:
New technologies continue to developed and have an impact on learning. It allows
schools and teachers to learn new techniques of teaching. The effectiveness of innovation in
school organization depends on the extent to which people are aware of a problem, and
therefore the need to be aware of a range of alternative solutions and feel themselves in an
appropriate regulatory environment (Karmel Report, 1973). Online learning environments
and computer-based exams had emerged alongside the traditional learning; this has become a
new form of schooling that provides numerous advantages. Since online learning
environments aroused besides traditional classrooms, more traditional strategies have been
transferred to be online. However, schools’ principals and teachers continue to face
limitations forced by technology. While the internet access has increased greatly over the last
period, some schools continue to experience capacity shortages and most schools do not have
enough computers for every student. Education technicians are known to be responsible for
implementing and promoting a variety of innovative programs and devices to improve
teaching and learning method. Educational technology has advanced its ability to improve
education more quickly than implementing it in the classroom. One of the factors that is
affecting this adoption is the resistance of professors. It is clear that in the recent changes in
technology and the need for change in education in schools requires redesigning of teacher
education. This is particularly important when leadership and guidance are considered
important factor for training eligible generations.
Theory and Hypothesis:
Theory:
The purpose of this qualitative study is to investigate what teachers and principals of
the government schools anticipate when operating a new educational system in their school
and how to improve the implementation outcome. A qualitative study is more appropriate for
understanding shared experiences. According to Creswell (2007), a qualitative approach is
more appropriate when exploring people’s perceptions and experiences, where a purposeful
sample selection must be conducted.
According to the research, the researcher sets the experimental hypothesis for testing.
Hypothesis:
The hypothesis of a research provides a predictive statement of independent and
dependent variable. The research method is based on the research hypothesis-
Null hypothesis (H0): The principals of government schools of UAE are resisting the
introduction of online system in teaching and exam process of online system.
Alternative hypothesis (HA): The principals of government schools of UAE are not resisting
the introduction of online system in teaching and exam process of online system.

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The hypothesis concludes the statistical significance between dependent and
independent variable of the model.
Background:
The problem that would be analyzed through this study is the level of principals and
teacher’s resistance through change in education. Not much work has been done to analyze
and investigate this specific issue, which is believed to be a large-scale problem, and
therefore not much investigation has been done. The Internet has become a major tool for
schools around the world, but does it actually help them with their teaching and learning
needs. What elements developed the experience of change has not been evaluated and has not
been identified. This again is an issue that must be highlighted to understand how to deal with
change in schools more effectively and can reduce teachers' resistance. The negative
consequences associated with the study are that it will end up presenting a general point of
view.
Literature Review:
New technologies are being developed day by day in this ever-changing world. The
innovation of technologies is also bringing changes in the teaching and learning techniques.
Online learning environments are being launched in various schools all over the world
(Raven 2011). This process is gradually replacing traditional teaching, learning and exam
mode (Guessoum 2006). Such type of new form of schooling is a new trend in educational
system.
For promoting the nurturing and sustainable environment, the secondary schools of
UAE are promoting a prepare plan for the modern world. The pattern of education is
drastically changing these days in UAE (Abulibdeh and Hassan 2011). There is also a
renewed focus in the teaching is being observed for practical competencies and critical
thinking. The innovation and allocation of high standard technology in classroom teaching
and examination process are decreasing school drop outs and class bunk (Macpherson,
Kachelhoffer and El Nemr 2007).
Some resistances are coming from Islamic religious approach of the principals and
some sort of resistances are coming from the misconception among the teachers and
principals of government schools. Some of them considers that online system in education is
complex (Gaad, Arif and Scott 2006). However, the mis-conceptions and uncertainties
regarding online approach in educational system is not valid.
The analysis would indicate a new horizon of E-contextual learning in UAE as in
Oman (Sarrab and Elgamel 2013). The hypothesis of resistance towards this global-approach
is a considerable fact (Findlow 2005). The probable measure and validity of the suspicion of
resistance is to be rechecked in this analysis (Godwin 2006).

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Research Methods:
The research of the qualitative data is executed here. The data is collected with the
help of interview method. The data is based on the responses of four teachers and one
principal of a government school of United Arab Emirates. The questions are open-ended.
Overall 21 questions are asked to each teacher and 20 questions are asked to the principal of
the school. Respondents answered the questions of the interview as per best of their
knowledge. The researcher would analyse the answers of the responders of the school of
UAE.
Research Design:
Research design simply defines the research problem and it is the preparation method
of research project. It is actually a collection and analysis of data that combines the relevance
of the research to the purpose of the study and procedure. Mainly four types of research
designs are the sampling design, observational design, statistical design and operational
design. The interview method is considered as an observational design. The objective of
obtaining information, nature of the problem and availability & skills is fulfilled in this
research design. The phenomena can take various qualitative values for different responders.
The presence of some independent variables could be found in this research design.
Samples and Data sources:
In this qualitative research study, the researcher collected data for testing assigned
hypothesis in the interview method. The target population are the teachers and principals of
government schools. According to the target population, the researcher selected the focus
group of four teachers and one principal of two randomly selected higher secondary schools.
The data collected in interview method is primary data. The responses are neither
manipulated nor deployed.
Research Procedure:
Interview is actually a question-answer process in which answers are scripted in
structured, semi-structured or un-structured mode. These particular interviews are arranged in
structured method. The common factors that influence interviews are experience, opinion,
feelings, knowledge and ability to express. Qualitative data analysis (QDA) is the procedure
in which interpretative philosophy is examined. For Qualitative analysis, predefined analysis
is not provided in advance. In interview method, qualitative data analysis describes
phenomenon or generate theory on ground data.

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In this research methodology, analysis is circular, progressive and iterative. The
responses are first structured and then familiarized. Interview data is primary data. The
researcher took the help of NVivo-11 software for analysing primary and unbiased data.
Measure:
Mainly three types of variables could be measured in the study design. The dependent
variable is the response variable of the model, independent variables are the predictor
variables of the model and control variables in the research model minimizes the effect of
extraneous independent variable (Source: Anon, 2018). In this research design, the measures
are mainly a dependent and an independent variable. The presence of control variable is
tactically neglected here in this method. No conformed relationship is approved in this
analysis.
Other types of analyses:
The other types of analysis that could be executed with the progressive focusing is
decision tree analysis or text-mining analysis. In these processes, the qualitative analyst
interacts with the data gradually and refines the focus.
Discussion:
Interviews:
Interview with First Teacher
1. How long are you in this school?
R: As long as I can recall, I have been in this school for over 7 years and running
2. Is this your first school or you had any other previous experience? Any ICT teaching
experience?
R: No, this is not my first experience in teaching in a school. Previously I was in a
government aided secondary school where I had worked for around 2 years.
3. I think you like your profession? Isn’t it?
R: Of course… I am in this profession just because I like to teach and stay around the little
one and share my own experiences.
4. How you feel yourself in front of student? Do they communicate and interact with
you properly?
R: Students are like my children and therefore in front of them I am a mentor and a guide
who will assist them in creating their future. Obviously, I maintain a friendly and cordial

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relationship with my students and therefore they never hesitate to come up to me in any
circumstances.
5. Which subject you generally teach in the classroom? Is desktops or computers
necessary for teaching and learning in your subject?
R: I am a graduate on Mathematics and therefore I teach math in my school. I don’t think
desktops and computers are necessary for my subject for the primary students as they initially
need to have knowledge about the formulas and the basic ideas about mathematics. But, the
students who are in the secondary classes may require desktops and laptops as they need to
improve their skills in Microsoft Excel and other software and learn to calculate by making
use of the formulas in the software.
6. Do you prefer pen and paper mode in the classroom? Do you have any suggestion
about its pros and cons?
R: In my classroom, I always prefer pen and paper as pen and paper provides the basic
foundation with the help of which the students can have knowledge about how to calculate
the sums and figures that can be used by them in their daily living. The use of pen and paper
makes a student more competent and they are able to use their brain because in case of
computers the students do not need to use their brain.
7. Many researchers say that use of online learning is better than traditional mode of
teaching. I would like to know your suggestion?
R: I cannot suggest as to whether traditional learning or online learning is better as both of
them have their benefits and it is in the discretion of the school to implement both the
processes in an effective manner. The balance between online learning and traditional
learning is the best way to bring out the best teaching
8. The facilities like projector, laboratory, computers and technological instruments are
essential for teaching method in online process. Are those things available in your
institution? How many machines and labs are there in your school/department?
R: All the facilities and the equipment that you have mentioned are available in our school
but the amount in which they are available is limited. There is only one laboratory and an
entire computer lab that has 45 computers. Projector is only available in the school hall.
9. A significant number of principals of schools of UAE are resisting online activities for
learning process in future days. What is the approach of principal of your school in this
context?
R: I really haven’t had a discussion with our principal on this topic, but by looking at his
mind set and point of view I can say that he would influence online learning activities in the
future days as he is always in the lookout for development and better learning experiences in
the future.

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10. I think WLAN and free Wi-fi is available in your school. Isn’t it? Are these factors
helping the teaching process?
R: WLAN is available only in the computer lab and free WI-fi is available all over the school
premises and I do not rely think that these facilities are generally improving the learning
process in a drastic manner.
11. What is the perception and interest of students about learning process in online
method? Also, add to that please state the consideration of other teachers about it?
R: The students are always keen to learn through the online process as it is effortless for them
in accordance to conventional teaching but I really do not have any idea about what other
teachers perceive about the same.
12. What according to you could be to the strategy to attract uninterested students and
teachers towards online teaching and learning process?
R: Uninterested students can be attracted with the help of various colorful and attractive
power point presentation slides so that the colorful features can influence them to learn. I
have no idea about how to attract the teachers.
13. According to you what are the facilities that internet and technology would provide
to the classroom that traditional teaching system cannot provide?
R: I cannot find any other facilities that would be provided by technology and internet in
accordance to the traditional teaching method other than reducing the time of teaching and
availability of new and current information and news.
14. Do you think that the days of globe, charts, maps, tables, markers and white-boards
has finished? Are those totally obsolete? Are these totally backdated compared to e-
marker and projector?
R: No absolutely not, the days of charts, maps, table, markers and white boards can be
replaced by the e-marker and the projectors as there are certain queries that comes from the
students which cannot be solved by these technologies. The balance between the traditional
and the new process should be maintained.
15. Could you estimate any kind of misuse that students can do?
R: I really don’t thing I can help you out on this question because I don’t have any idea
myself.
16. Would there arise any kind of harm of student’s mental growth and performance
when modern techniques would be applied?
R: I feel that the implementation of the modern techniques can have an impact on the mental
development of the students as they would slowly become reluctant to use their brains and
hands while gaining knowledge and education and so their level of education would hamper

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and they would not feel like studying by using their brain as they feel that everything is
available in the new technologies.
17. Will your principal take necessary steps to diminish the restrictions regarding online
teaching method?
R: Online teaching methods can be restricted if the principal feels that these techniques can
have an impact on the mind-set of the students.
18.Would this technique be able to generate more classroom interaction, ICT awareness
and professional development?
R: I really do not think.
19. Should school authority provide laptops, soft-materials and gadgets to school
students for free to enhance learning process?
R: Yes, that can motivate the students but the school should provide only those gadgets that
will be useful to the students not the ones that can be mis-utilised by them.
20. ICT based activity would be fruitful in near future as per my concern. May I know
about yours?
R: I am not sure but I feel certain aspects can be fruitful.
21. One last question. School committee is allowing internet free computer use only for
students or computer use with internet for all students. According to you which one is
more probable in your school?
R: I suggest computer use with internet but with certain limited websites that the students
would be allowed to visit which would be helpful for their educational purpose.
Interview with Second Teacher
1. How long are you in this school?
R: 10 years. I joined on 23rd October, 2007.
2. Is this your first school or you had any other previous experience? Any ICT teaching
experience?
R: No, my first experience was in Regent international school in Dubai. I worked there as a
part time teacher for 9 months. Then I moved to Ajman Academy School. The experience
was superb in that school. That time I was familiar with online teaching processes. After 2
years, I settled in this school.
3. I think you like your profession? Isn’t it?
R: Ya…you can say it. Lots of experience and lots of culturing of students made me happy
and satisfied in this profession.

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4. How you feel yourself in front of student? Do they communicate and interact with
you properly?
R: Yes, I feel enough comfortable to be in front of a classroom. They communicate and
interact with me cordially.
5. Which subject you generally teach in the classroom? Is desktops or computers
necessary for teaching and learning in your subject?
R: I teach many subjects such as literature, philosophy and history. But, I prefer philosophy
mostly. I think desktops or computers are not necessary in my class.
6. Do you prefer pen and paper mode in the classroom? Do you have any suggestion
about its pros and cons?
R: I think pen and paper mode is the most effective process of teaching. One to one
interaction is most effective in this method. No strain on eyes…. No worries about technical
glitches.
7. Many researchers say that use of online learning is better than traditional mode of
teaching. I would like to know your suggestion?
R: As per my point of view, online learning and teaching process is not much worthy. I
realize its drawbacks. Students do not receive proper knowledge in this method. Besides,
their understanding always is not good in this process.
8. The facilities like projector, laboratory, computers and technological instruments are
essential for teaching method in online process. Are those things available in your
institution? How many machines and labs are there in your school/department?
R: I cannot comment about number of machines. But, I know that our school have only 2
labs.
9. A significant number of principals of schools of UAE are resisting online activities for
learning process in future days. What is the approach of principal of your school in this
context?
R: The points of views of different principals in different schools are not similar. It is their
consideration. I cannot talk about that.
10. I think WLAN and free Wi-fi is available in your school. Isn’t it? Are these factors
helping the teaching process?
R: Yes…these are available. However, I do not know whether these factors are at all helping
teaching or learning process or not.
11. What is the perception and interest of students about learning process in online
method? Also, add to that please state the consideration of other teachers about it?