Learning Engagement in Mathematics: A Test of an Active Learning Model
This experimental study explored the effect of the 4WsHs active learning model on learning engagement in mathematics classes. The research design used for conducting this study was true experimental research design (pre-test post-test equivalent group design). A sample comprising 190 students selected from two public sector schools was divided into experimental and control groups using a matched random sampling technique. The newly developed active learning model was used as treatment for an experimental group while the same contents of mathematics were taught to the control group using a traditional method. After practice of three months, learning engagement of both groups was measured using a classroom observation checklist. The analyzed data revealed a significant superiority of students belonging to the experimental group over their counterparts in learning engagement. Hence, the newly developed active learning model proved to be effective for developing learning engagement among students.
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Learning Engagement, Active Learning, Secondary School Students, Mathematics Class, Teaching Mathematics
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(1) Syed Iftikhar Hussain Shah
Ph.D Scholar, Hazara University, Mansehra, KP, Pakistan.
(2) Muhammad Iqbal Majoka
Associate Professor,Department of Education,Hazara University, Mansehra, KP, Pakistan.
(3) Shaista Irshad Khan
Secretary, Board of Intermediate and Secondary Education (BISE) Abbottabad, KP, Pakistan.
The Effects of Family Size and Learning Achievement on Dropout Rate of the Students at Primary Level
In this paper the researcher observed about family size, learning achievement and dropout rate of the students at the primary level in Swat, Pakistan. A sample size of 170 respondents was interviewed from the total population of 700 (dropped students). To find out the effect of family size and learning achievement on dropout rate of the students. A logistic regression model was applied. The result indicates that majority of respondent’s family size was above ten members and monthly income (4,000-7,000) PKR. Similarly, large family size was found highly significant “P = 0.000” and Low Learning Achievement was significant as “P = 0.011” with dropout from school. The study concludes that out-of-school (large family size) and in-school (low learning achievement) are the major causes of high dropout rate from schools at primary level.
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Dropout; Family Size; Learning Achievements; Primary Education
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(1) Ahmad Ali
Assistant Professor, Department of Sociology,Abdul Wali Khan University, Peshawar, KP, Pakistan.
(2) Hussain Ali
Lecturer,Department of Sociology, Abdul Wali Khan University, Peshawar, KP, Pakistan.
(3) Syed Rashid Ali
Associate Professor, Department of Sociology, Abdul Wali Khan University, Peshawar, KP, Pakistan.
A Comparative Study of Flipped-Learning and E-Learning in ELT Teacher Education
Advancement in technology has brought a positive change in pedagogical practices. The development started with the integration of technology as a tool for teaching and has reached e-learning and Flipped-learning. In this study, the features of e-learning and Flippedlearning are compared from the perspective of technology and pedagogy in practice. To collect the data, English language teachers of public sector colleges and universities, who had attended online courses and blended courses, were selected for focus group discussion through purely judgmental sampling. The questions for focus group discussion were based on the Stephen Bax's (2003) criteria to compare different phases of CALL. The research highlights that flipped-learning gives more support and freedom to the learner to work at his own pace, whereas e-learning gives more opportunities for independent learning. There is no face-toface interaction in e-learning, whereas, in flipped-learning, the learners get a chance to interact in real-time. The participants of e-learning courses were urged to incorporate some sort of realtime interaction, whether online or face-to-face.
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E-Learning, FlippedLearning, Pedagogical Approach, Technology Integrated, Synchronous, Asynchronous
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(1) Ejaz Mirza
Assistant Professor, Department of English and Social Sciences, NUML University, Islamabad, Pakistan.
(2) Muhammad Haseeb Nasir
Assistant Professor, Department of English, NUML University Islamabad, Pakistan.
A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students Learning at A level
This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.
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Differentiated Teaching Method, Traditional Teaching Method, Students' Learning, Physics
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(1) Muhammad Kamran
PhD Scholar, The University of Lahore, Punjab, Pakistan.
(2) Namra Munir
Assistant Professor, Department of Education,The University of Lahore, Punjab, Pakistan.
(3) Rashid Minas Wattoo
Assistant Professor, Department of Education,The University of Lahore, Punjab, Pakistan.
Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens
The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’ reflections about reciprocal peer tutoring. Implications are presented to educational psychologists, teacher educators, and educational policymakers with recommendations to model collaborative learning approaches; such as reciprocal peer tutoring.
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Collaborative Learning, Peer Tutoring; Teacher Preparation; Learning Performance
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(1) Abid Shahzad
Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.
(2) Rafaquat Ali
Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan.
(3) Muqaddas Butt
Assistant Professor, Department of Education,University of Education, Lahore, Punjab, Pakistan.
The Efficiency of Accelerated Learning and Facilitation of English Language Understanding: A Comparative and Analytical Study of the At Secondary Level
An experimental research study was designed to analyze the efficiency of accelerated learning to facilitate the understanding of the English language at secondary level. The population of the present study consists of all students of grade 9 who were enrolled in Government High School Heir, Bedian Road Lahore in academic year 2018-2019. By applying simple random sampling technique, sixty-four (64) students were preferred as a sample. Data were collected by conducting pre-test and post-test and analyzed by SPSS software version 21. The analysis pointed out that the students taught through accelerated learning perform better as compared to the students taught via traditional method. Furthermore, it was also found that the students who were taught via accelerated learning method of teaching can perform maximum learning levels of domains as compared to others. The study recommended that subject English should be taught with accelerated learning method of teaching at secondary level.
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Accelerated Learning, Cognitive Domain, Efficiency, Learning, Teaching Methods.
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(1) Abdul Khaliq Shams
Ph.D. Scholar, Department of Education, The University of Lahore, Punjab, Pakistan.
(2) Muhammad Arshad
Ph.D. Scholar, Department of Education, The University of Lahore, Punjab, Pakistan.
(3) Gulzar Ahmed
Head of the department,Department of Education, The University of Lahore, Pakpattan Campus, Pakistan.
Emotional Intelligence (EI) Impact on Organizational Learning Capacity (OLC): A Case of Moderating Role of Individual Innovation and Education Sector of Pakistan
The study was based on the investigation and validation of the association between the most emerging traits of human capital in the organizations i.e. Emotional Intelligence (EI) and Organizational Learning Capacity (OLC) and further testing the moderating role of Individual Innovation among the faculty and staff of Higher Education Institutions (HEI’s) in Pakistan. The results show that EI has a significant contribution towards the OLC and when measured together with the trait of Individual Innovation the results significantly improved which suggest that individual innovation positively and significantly affect the relationship between EI and OLC. The study has implication for policymakers for the enhancement of EI traits in their employees and also for the individuals to focus and improve the value of EI in their personality to gain the benefits of their innovation and organizational learning capacity.
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Emotional Intelligence, Organizational Learning Capacity, Individual Innovational, Education Sector of Pakistan
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(1) Saqib Anwar Siddiqui
Ph.D. Scholar, National Defence University, Department of Learning Management System, Islamabad, Pakistan.
(2) Muhammad Zia -ur- Rehman
Assistant Professor, Department of Leadership and Management Studies,National Defence University, Islamabad, Pakistan.
Effects of Over-Crowded Classes on Teaching Learning Process at Secondary Level in District Nankana Sahib
The researcher aimed at investigating the effects of overcrowded classes on the teaching learning process at secondary level. By nature, this research study was descriptive so survey research design was employed and a closed ended questionnaire having twenty items related to the research problem were developed on five point Likert’s scale for the teachers (Senior Science Teachers) and the 10th grade students of government high schools from three tehsils of district Nankana Sahib. Pilot study was conducted to achieve the reasonable face and content validity and reliability, expert opinions and testretest techniques were used and 0.891 Pearson’s product moment was assured. One hundred (100) questionnaires for SSTs both males and female and 120 questionnaires for students both boys and girls were administered personally and with the help of some friends, six principals both of male and female were interviewed using structured interview schedule data collection technique and data was collected. On the basis of analysis and interpretation of data, indiscipline classes due to overcrowdings affect the teaching learning process badly; the performance of the students is not easily assessed in overcrowded classes and teachers are unable to interact with students easily in overcrowded classes were the conclusions of this research study. The researcher suggested that the government must make it possible to implement the law of recommended class size and reduce the problem by building more classrooms for the students at secondary level. Policy makers may formulate the policies for the effective assessment and evaluation process.
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Overcrowded classes, Teaching Learning Process, Secondary Level.
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(1) Saeed Ahmad
PhD Scholar, Department of Education, The University of Lahore, Lahore, Punjab, Pakistan.
(2) Muhammad Arshad
PhD Scholar, Department of Education, The University of Lahore, Lahore, Punjab, Pakistan
(3) Zia Ahmad Qamar
Teacher, Govt. High School No.1, Haveli Lakha, Okara, Punjab, Pakistan.
Transforming Learning Through Digital Devices: Exploring the Role of the Digital Devices in Developing Learning for the Postgraduates
Digital devices are expected to help teachers and students learn and to write jobs with digital devices in particular in their teaching and evaluation practices. This study seeks to examine the teachers and students perceptions of the advanced uses of digital devices. This study is mixed methods research as the quantitative method and qualitative method. Therefore, in using mixed methods, a researcher using mixed tools for data collection and the mixed methods give high valid and useful data. The researcher will use a questionnaire developed by the research by looking at the literature to find the relevant themes. Moreover, 10 teachers were interviewed. Findings indicate that the majority of young students are higher in number than other age of students getting new information using digital devices. The majority of student opinions regarding digital devices are positive in getting opportunities in the learning process.
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Gadgets, Digital Devices, Communicatio n, Learning Process
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(1) Nasrin Akhter
Assistant Professor, Department of Educational Research and Assessment, University of Okara, Punjab, Pakistan.
(2) Mahboob Ali
Assistant Professor, Department of Education, Shaheed Benazir Bhutto University, Nawabshah, Sindh, Pakistan.
(3) Muhammad Shah
Professor, Department of Teacher Education, Qurtuba University, D.I.Khan, KP, Pakistan.
Exploring the Impact of Students School Life Experiences on their Conceptual Learning in Physics at Secondary Schools
The conceptual learning of the secondary level science students (N=1840) in the subject of physics assessed on the concept application ability test (CAAT) was low up to 33 %. Views of the same students about learning and assessment at the school investigated through questionnaire were considered as one of the possible factors affecting the conceptual learning of the students. Sample of the survey among the selective male and female Secondary school science students was chosen randomly through the Cluster sampling technique. Correlation and regression analysis were used to explore the relationships. The combined views of all students towards their entire learning and assessment experiences at school were highly satisfactory. A positive correlation was explored between students under consideration. Experiences and their score on the test (CAAT) and the multiple regressions predicted the concerning experiences of the students as a significantly contributing factor to their conceptual learning in terms of the application of physics concepts in problem situation and life.
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Conceptual Learning, Application Abilities, Physics Concepts
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(1) Munir Khan
Assistant Professor, Department of Educational Research and Assessment, University of Malakand, Chakdara, KP, Pakistan.
(2) Nasrin Akhter
Assistant Professor, Department of Educational Research and Assessment,University of Okara, Punjab, Pakistan.
(3) Abdul Majeed Khan
Assistant Professor, Department of Education,University of Mianwali, Punjab, Pakistan.