Please use this identifier to cite or link to this item:
Title: The impact of implementing the cubing strategy in English language classrooms in promoting active learning, differentiated instruction, and twenty-first century skills
Authors: Kanso, Rana
Advisors: Salloum, Sara 
Keywords: cubing strategy, active learning, differentiated instruction, twenty-first-century skills, multiple intelligence
Subjects: English language--Study and teaching--Case studies
Education--Study and teaching--Lebanon
Learning strategies
University of Balamand--Dissertations
Dissertations, Academic
Issue Date: 2022
Today's schools are educating for an unknown future, and the knowledge considered relevant today can partially turn irrelevant in as little as a couple of decades. Accordingly, teaching and learning focusing on rote learning of factual knowledge will not serve the needs of the learners in the future. Essential twenty-first-century skills have become necessary to prepare learners for life-long learning, such as creativity, critical thinking and problem-solving, and communication. Such skills, understanding, and knowledge can be better achieved and optimized when students are engaged and motivated by differentiated teaching and learning that attends to students' diverse interests, learning styles, levels, and preferences. This study examines the impact of the cubing strategy on promoting active learning, differentiation, and 21st-century skills. A qualitative instrumental case study approach in combination with participatory action research (PAR) was utilized to collect and analyze the data. The data gathering sources included students’ products, classroom observations, focus group interviews, and teacher questionnaire. The findings revealed that implementing the cubing strategy promotes students' engagement and interaction, enhances differentiated practices, and fosters twenty-first-century skills in English language classrooms. Implications for implementing the cubing strategy are discussed.
Includes bibliographical references (p. 125-138)
Rights: This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder
Ezproxy URL: Link to full text
Type: Thesis
Appears in Collections:UOB Theses and Projects

Show full item record

Record view(s)

checked on Dec 1, 2023

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.