https://www.um.edu.mt/library/oar/handle/123456789/132215 Fri, 10 Jul 2026 14:15:31 GMT 2026-07-10T14:15:31Z https://www.um.edu.mt/library/oar/handle/123456789/146876 Title: Triumpha : a board game for physical education students Abstract: Living in a highly technological world driven by immediate gratification, one may recognise the urgency to distance ourselves from conventional teaching methodologies (Penalva, 2023). Branching into the realm of gamification, literature exposes its transformative potential within the educational context which, when used appropriately, reaches far beyond “merely making learning fun” (Christopoulos & Mystakidis, 2023, p. 1224). Supported by research, such a game-based approach exploits our natural inclination, fostering the development of critical thinking, decision-making and problem-solving skills, among a multitude of other elements (Henderson, 2005). Specifically pertaining to board games, their idiosyncratic designs offer an authentic opportunity for learners to experience collaborative and communicative skills through social and emotional learning (Weissberg et al., 2016). Tying into the experiential learning model, creating a non-traditional learning environment sparks curiosity and motivation, providing them with the opportunity to actively involve themselves within the dynamic learning process (Kumar & Lightner, 2007). The creation of this project targets an experiential pedagogical approach, using the board game and elements included in Triumpha as resources bridging technical and interpersonal skills out of the institutional context and into the learners’ lives. In doing so, one may work towards providing a meaningful, value-laden education empowering our learners – the future contributors of society. Description: MTL(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146876 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146871 Title: Harmonising education : achieving music early years learning outcomes through song-based pedagogy Abstract: This practice-based dissertation presents the development of a Songbook Companion and an online platform tailored for Year 1 and Year 2 music education in Malta. Although the Learning Outcomes Framework (LOF) specifies clear musical objectives, there is a notable absence of locally developed resources (particularly songbooks) that directly support these goals. This project addresses that gap by creating an original, Malta-based songbook resource featuring newly composed songs aligned with specific LOF outcomes. Grounded in early childhood education and music pedagogy, the Songbook Companion adopts a child-centred, multisensory approach that integrates singing, movement, bilingual content and content-integrated learning. It promotes skills such as pitch accuracy, rhythm, performance confidence and expressive communication. The companion is complemented by teacher-friendly materials and an online video-sharing platform featuring videos with recorded performances and onscreen lyrics, enhancing accessibility for both specialist and non-specialist educators. Findings indicate that song-based pedagogy enhances engagement, inclusion and holistic development in early years classrooms. The resource underwent iteratively refinement based on educator and student feedback to enhance accessibility, clarity, and musical impact. By integrating Universal Design for Learning (UDL) and immersion-based techniques, the Songbook offers a joyful and effective model for early music instruction. This study contributes a scalable, curriculum-aligned resource that addresses Malta’s educational needs while exemplifying best practices in early childhood music education both for native Maltese speakers and for those learning Maltese as a second or third language. Description: MTL(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146871 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146390 Title: A quantitative investigation into the socioeconomic and educational background of high-performance Maltese athletes Abstract: This study investigated how the educational and socioeconomic backgrounds of high performing Maltese athletes, defined as current national team members, influence their sporting pathways and choice of disciplines. It responds to local assumptions, often unexamined, that certain sports are accessible only to individuals from higher socioeconomic status (SES) families. Two main hypotheses guided the study: that the type of educational institution attended (public, church, or private independent) affects athletic career development, and that specific sports attract athletes from similar SES or educational backgrounds. A quantitative research design was adopted. A web-based questionnaire was administered to 121 purposively selected athletes across various disciplines. The survey collected data on demographics, SES, schooling, sporting experiences, and patterns of family involvement, including parental and sibling participation in sport. Descriptive statistics were used to summarise key variables and identify general trends, followed by Spearman’s rank correlation to test associations between familial, SES, educational background, and sporting characteristics. Findings revealed significant associations between private independent schooling and participation in niche, often more resource-intensive sports such as racket and aquatic disciplines. Private school attendance also correlated with residence in higher SES districts, Western and Northern regions, reinforcing school type as a proxy indicator of SES. Conversely, public schooling showed no significant link to geographic or SES factors. The study also identified nuanced patterns, including unexpectedly low parental involvement reported by athletes in aquatic sports and a modest tendency for siblings to participate in the same sport. Positive evaluations of church school facilities further challenged general assumptions about the superiority of private institutions. This research contributes new empirical insights to the Maltese discourse on athlete development, highlighting the intersecting influence of SES, education and family, while underscoring the importance of equitable access to sporting opportunities for all. Description: MTL(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146390 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146388 Title: Transdisciplinary approaches to enhance inclusive education for children with autism : a case Study Abstract: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects an individual’s social interactions, communication skills, and behavioural patterns (JACKSON, 1970). Children diagnosed with ASD often face challenges in both accessing and succeeding in inclusive educational settings (Carter et al., 2011; National Autism Centre, 2015). This research explores the potential of a transdisciplinary approach to improve educational inclusion and success for pupils with ASD. A transdisciplinary approach represents a collaborative framework in which professionals from various fields work together to provide holistic support to children with ASD (Billingsley & Cross, 1981; Deschenes et al., 2001; Lutrea, 2015). Lutrea underscores the importance of such an approach in Special Education case management, noting its efficacy in addressing the unique needs of ASD learners. This cooperative model acknowledges the comprehensive and individualised needs of children on the spectrum, emphasising the significance of a unified team effort to meet those needs effectively (Pretti-Frontczak & Bricker, 2000; Roberts & Billingsley, 2007). This study employs a case study methodology, focusing on the insights of educators who have worked with students diagnosed with Autism Spectrum Disorder (ASD). It specifically examines how these educators implement a transdisciplinary strategy to support pupils within mainstream school settings, among other professionals. This study aims to enhance our understanding of the transdisciplinary approach and evaluate how it can improve educational outcomes for children with Autism Spectrum Disorder (ASD) in inclusive settings. The researcher anticipates that the results will guide the development of more effective and inclusive educational practices (Carter et al., 2010; National Autism Center, 2015; Hong & Reynolds-Keefer, 2013). Children with ASD have the same entitlement to education as their peers. However, they often encounter significant challenges in achieving success within inclusive learning environments. A transdisciplinary approach shows promise in overcoming these barriers while offering tailored support that allows ASD learners to thrive in mainstream schools. The outcomes of this research will provide valuable insights towards creating more equitable and effective educational strategies for children on the autism spectrum (Cross, 2007). Description: MTL(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146388 2025-01-01T00:00:00Z