https://www.um.edu.mt/library/oar/handle/123456789/89359 2026-05-05T12:36:51Z 2026-05-05T12:36:51Z https://www.um.edu.mt/library/oar/handle/123456789/103334 2022-11-03T07:12:40Z 2021-01-01T00:00:00Z

Title: Le strategie di relativizzazione nell’italiano L2 di apprendenti maltesi Abstract: This work is a reflection on the relativisation patterns in the written production of Maltese learners studying Italian in a formal context. A description of the non-native advanced learner variety of Italian has only been the focus of a few studies, especially in the local context. On the assumption that L1 Maltese and L2 Italian exhibit parametrically different choices in regard to restrictive relative clause formation, the current research adapts a cross-disciplinary perspective for an integrated understanding of how complex syntactic structures, such as relative clauses, appear in interlanguage and what contributes to their complexity. For this purpose, the Noun Phrase Accessibility Hierarchy, henceforth NPAH (Keenan and Comrie 1977), is used to refer to relativisation strategies in the written production of advanced students studying Italian across different levels, in a formal context. While the NPAH was construed initially as a typological universal, the research provides an example of how it can be applied to linguistic analysis in order to investigate if and how the interlanguage of advanced students adheres to patterns attested for the formation of relative clauses. Furthermore, the study explores possible implications for language teaching and learning. The experimental part of the research and the data based on a corpus of essays written by students of Italian in Malta, provide insights into questions such as: do L2 learners process language as native speakers? Are there universal properties of human language and, if so, what are they and how can they be applied to the study of interlanguage? Results suggest that the NPAH is reflected in written production and that learners use different types of relative clauses based on processing difficulty. Moreover, as proficiency increases, relative clause formation approach patterns used by native speakers. The study sheds light both on internal factors and external factors related to language acquisition, amongst which motivation and input. Description: Ph.D.(Melit.)

2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/103108 2022-11-03T12:47:51Z 2021-01-01T00:00:00Z

Title: Analysing the Heritage Malta passport scheme Abstract: This dissertation analyses the Heritage Malta Passport Scheme and the impact of increased accessibility or otherwise to museum admission. As part of this research, the researcher recruited sixteen museum staff members & ten student guardians to participate in a fifteen-minute-long online-questionnaire about the Heritage Malta Passport Scheme. Based on the replies of these questionnaires, this research was able to analyse & compare the participants' perception towards this cultural passport. To present a more detailed analysis, this study made use of secondary data, namely press releases, annual reports & local news articles. Additionally, this study also made reference to two UK national museum groups in an effort to compare the accessibility strategies of different museum institutions with that of the Heritage Malta Passport Scheme. From the gathered primary & secondary data, this research concluded that Heritage Malta through the implementation of this cultural passport was able to find a creative museum accessibility strategy which overcomes the financial barrier of museum admission fees. As expressed by the research participants, this cultural scheme was able to make Maltese national museums more accessible to families. Nevertheless, as illustrated from the responses of the student guardians, it is evident that there are still a number of students who have yet to benefit from the opportunities offered by this programme. Description: M.A.(Melit.)

2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/102500 2022-10-11T04:43:53Z 2021-01-01T00:00:00Z

Title: Exploring gender differences in vocational subject choices : Health and Social Care Abstract: Gender differences among boys and girls differ on the basis of their physical attributes, social interactions, academic motivations, and choices made with the influence of peers, the media, parents, and teachers playing an important role in defining gender role differences among boys and girls. The purpose of this study was to explore gender differences in vocational subject choices, with the rationale for conducting the research being that of having an adequate understanding of the factors associated with vocational subject choices among males and females. The primary research question that guided the study was, “Are students' subject choices in Health and Social Care gender-based?” The target population comprised of Year 9 to Year 11 secondary school students and teachers from Malta, and study participants were recruited through purposive sampling, in order to utilize a mixed-methods methodology to explore the gender differences in vocational subject choices among secondary school students. The results indicated that, based on the student's reported subject choices, no association could be found between gender and the selection of Health and Social Care as a vocational subject choice (χ2 = 0.092, p = 0.761). Furthermore, the type of school attended by the student was not correlated to the choice of health and social science as a vocational subject (χ2 = 0.078, p = 0.962). There was also no significant association between the school structure and the number of students from the school who picked health and social science as a vocational subject (χ2 = 0.493, p = 0.782). Description: MTL(Melit.

2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/102499 2022-10-11T04:43:12Z 2021-01-01T00:00:00Z

Title: The effects of utilising computer game-based learning as a pedagogy : a case study Abstract: The primary aim of this research study was to investigate the use of gamification as a pedagogy to teach certain topics from the SEC VET subject Health and Social Care to a group of Year 10 students in three (3) Maltese state schools. It sought to explore how such a pedagogy effects both motivation and understanding and whether it could be used across the entire curriculum. Through a mixed-method research methodology, the study sought to shed light on whether intrinsic motivation is a key factor to learning and, if so, whether increasing this type of motivation ultimately leads to increased understanding. More specifically, a custom-made game was developed by the researcher, in collaboration with a Health and Social Care, teacher consisting of five (5) mini games directly related to the selected topics from the syllabus, encapsulated within an adventure game, in order to add a storyline to the experience, as per recommendations provided from previous research studies; providing a resource that could be used to increase such intrinsic motivation. In-game quantitative data, mainly students’ achievements, playtime, and opinions by means of a simple rating system, was collected as students played the minigames. Further qualitative data, by means of a focus group session held with four (4) participating teachers, was then carried out to provide a more in-depth analysis and provide for data triangulation. The study concluded that gamification has great potential to be used for any subject. It underlined the importance of how games should be designed from scratch, with educators and developers working together to create resources that are fun to play, whilst providing a learning experience that is devoted to the syllabus. The study pointed out that creating such games from scratch is both time consuming and expensive, and any endeavour to implement such a pedagogy should be taken on at a national level across all schools. Limitations of quantitative data was also discussed, seeking to identify reasons for lack of gameplay by students. Description: MTL(Melit.

2021-01-01T00:00:00Z