Constructivism means the realization of knowledge in mind and believes that students should construct knowledge rather than gaining it. Students should allow observing, manipulating, hypothesizing, experiencing to generate result knowledge rather than feeding. Impact of instructions based on 7E's instructional model upon student's attitude towards Physical Education and its comparison between the experimental and controlled group at both pre and post-test phase was checked by using statistical package for social sciences version (24.0). It was yielded that an instructional method using 7E's instructional model has a significant positive impact on a student's attitude towards physical education subject. The experimental group show a more positive response as compared to the controlled group.

The aim of this study was to develop and validate a comprehensive instrument to measure the holistic academic performance of higher secondary school-level students in Pakistan. Data were collected from 1035 higher secondary school level students enrolled in public sector colleges and higher secondary schools. Content validity was determined by eight national and international experts' opinions. The reliability coefficient was found (α=.74) for the said scale. Initially, 52 statements were developed by integrating the students' academic characteristics, students' performance domains, and academic listening, speaking, reading, and writing tasks.Finally, 24 statements were retained after applying the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). It resulted in two distinct sub-factors of Students’ Individual Performance (SIP) and Students'
Group Performance (SGP). Findings of the research indicate that Students' Academic Performance may be used as a reliable and holistic measure by the educational stakeholders for higher secondary school level students.

This study investigates the role of digital technologies in enhancing student engagement in science education at the higher secondary level, focusing on institutions in Multan. Using a quantitative research design, data were collected from 203 students through a structured questionnaire based on a 5-point Likert scale. The results indicate that digital tools such as simulations, virtual labs, and multimedia resources significantly improve students' motivation, participation, and conceptual understanding. Female students demonstrated slightly higher engagement levels compared to males. A strong positive correlation was found between enabling factors and engagement (r = 0.60), while challenges showed a negative correlation (r = 0.42). The findings underscore the need for strategic investments in digital infrastructure, teacher training, and curriculum-aligned content. This research contributes to developing effective digital teaching strategies and provides actionable insights for educators and policymakers aiming to enhance science education through technology integration in secondary schools.