Al-Wattary, Noor Ahmed Adnan (2022) A case study of the implementation of an Islamic social emotional learning programme in a public school in Qatar. PhD thesis, University of Warwick.

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Abstract

This thesis has evaluated the impact of a social emotional learning intervention (SEL) on students’ wellbeing and classroom behaviours. This single embedded evaluative case study designed research is focused on evaluating the impact of the SEL programme on a public preparatory school for girls in Qatar. The study involved three main sequential stages. The first stage involved a cluster randomized controlled trial (RCT) of pre-assessment of students’ mental wellbeing level using the Warwick- Edinburgh Mental Well-being scale (WEMWBS) for an intervention (n=81) and a control group (n=82) of students aged (13-15) years. Then, the intervention group was provided with the programme’s sessions on a weekly basis. Each session was conducted once a week over one hour. The second stage involved assessing students’ wellbeing levels using the WEMWBS scale in both groups to compare and evaluate the impact of the social emotional intervention. This stage was followed by the third stage, in which interviews were conducted with students, teachers and social staff to evaluate the impact of the programme based on their perceptions and experiences. Furthermore, during each session, observation was conducted to evaluate and understand the programme’s dynamics, content, instructional approaches and students’ engagement. This observation was conducted to identify factors that can hinder or facilitate the SEL programme’s success in school settings. An Effect Size calculations (EF = 0.60) revealed that social emotional intervention in this study had increased students’ wellbeing levels in the intervention group when compared to the control group. In addition, this study highlights the importance of looking at the SEL intervention as an integrated process in which the content of the programme, the approaches of implementation, the instructor’s characteristics and the study’s context can facilitate or hinder the programme’s success.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education L Education > LG Individual institutions (Asia. Africa)
Library of Congress Subject Headings (LCSH):	Social learning -- Qatar, Affective education -- Qatar, Education, Secondary -- Qatar, Well-being, Students -- Psychology, Islamic education -- Qatar
Official Date:	March 2022
Dates:	Date Event March 2022 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Wyness, Michael G.
Format of File:	pdf
Extent:	xii, 332 leaves : illustrations
Language:	eng

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