The research aimed to an investigation of comparative analysis of research supervision practices of research supervisors in KP universities. Objectives of the study were to find out the current practices of research supervision in M. Phil and Ph.D. Quantitative method and descriptive survey research design were used for the study. The 46 supervisors were taken as a sample of the study using a total population sampling technique. Research supervision practices questionnaire was used with a four-point Likert scale. The data collected from supervisors and then analyzed in SPSS. It was found that the majority of supervisors used research supervision practices like feedback and they are specialized in their area and have managerial skills for better research. It was recommended that supervisors maybe encourage and guide their research scholars where data or information (Literature) may be assessable in the relevant library. It is also recommended that supervisors may facilitate the research scholars by using their personal contact for the research.

This study provides the empirical support that how feedback support students to improve their achievement in mathematics. The sample of the study was 87 students of Mathematics in grades IX. There were 43 students in the control group and 44 students in the experiment group. Groups were matched on students’ results in Mathematics in grade 8 to ensure the equivalence of both groups. Furthermore, a pretest was also conducted to confirm equivalence. The researcher employed different techniques and strategies of feedback while teaching mathematics to the experiment group. At the end of the intervention, the participants of this study were posttested. The collected data was analyzed by SPSS 15 version. A comparison of pretest and posttest scores of control and experiment group has shown a significant effect of feedback on students’ achievement in mathematics. The average and the low ability learners of the experiment group outperformed the learners of the respective abilities in the control group.

This study aimed to determine the effect of peer tutoring (PT) in enhancing students’ writing skills during English textbook taught to the students of Grade XI. The true experimental research pre/post-test design was used. The sample of the study comprised of 70 male and 58 female students containing each 35 male peer tutoring group (PTG) and non-peer tutoring group NPTG as well as each 29 female PTG and NPTG after matched before intervention. MCQs related to writing skills developed as a tool for data collection process. The tool is used in both pre and post-test for PTG and NPTG. The difference in both groups was calculated using statistical analysis. Linear regression predicted the effect size of male PTG 16.376 points higher (r = 0.860) than NPTG as well as female PTG 12.183 points higher (r = 0.813) than NPTG. These results indicated that PT technique enhanced students’ academic achievement.

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.