Inclusive education is a way of reducing exclusion and increasing participation in such a way that responds effectively to the diverse needs of all learners without differentiating on the basis of their weaknesses and strengths. This approach with the use of cooperative learning strategies provides an ample opportunity to learners by developing a sense of community where their voices are heard and responded. This qualitative inquiry was planned to look at prospects of cooperative learning instructional strategies to foster inclusion in the learning environment. The main objective of this study was to examine students’ success through cooperative learning instructional strategies that are conducive to foster inclusion in the classroom. Data were collected from seven highly experienced teachers of inclusive schools by using purposive sampling technique. Participants were provided fair chance to share their belief and experiences aligned with the topic of cooperative learning for inclusion. The findings indicated that teachers use Co-op, Co-op, Numbered Heads Together, Social Skills Training and Jigsaw techniques for students on IEPs (individualized education plans) to create cooperative learning environment that is conducive to inclusive education. It is recommended that training sessions and workshops should be organized for teachers to assist them in effective implementation of cooperative learning approach. To gain more generalizable results, the study may be conducted by using quantitative approach as well.
{"title":"Nurturing Inclusive Education through Cooperative Learning as Pedagogical Approach at Primary School Level","authors":"M. S. Farooq","doi":"10.30971/PJE.V35I3.780","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.780","url":null,"abstract":"Inclusive education is a way of reducing exclusion and increasing participation in such a way that responds effectively to the diverse needs of all learners without differentiating on the basis of their weaknesses and strengths. This approach with the use of cooperative learning strategies provides an ample opportunity to learners by developing a sense of community where their voices are heard and responded. This qualitative inquiry was planned to look at prospects of cooperative learning instructional strategies to foster inclusion in the learning environment. The main objective of this study was to examine students’ success through cooperative learning instructional strategies that are conducive to foster inclusion in the classroom. Data were collected from seven highly experienced teachers of inclusive schools by using purposive sampling technique. Participants were provided fair chance to share their belief and experiences aligned with the topic of cooperative learning for inclusion. The findings indicated that teachers use Co-op, Co-op, Numbered Heads Together, Social Skills Training and Jigsaw techniques for students on IEPs (individualized education plans) to create cooperative learning environment that is conducive to inclusive education. It is recommended that training sessions and workshops should be organized for teachers to assist them in effective implementation of cooperative learning approach. To gain more generalizable results, the study may be conducted by using quantitative approach as well.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics.
在巴基斯坦，数学是由一个老师教的。相比之下，合作教学对学生的数学学业成绩产生了积极的影响。鉴于合作教学的重要性，本研究旨在探讨合作教学对提高学生数学成绩的效果。本研究采用实验研究设计，采用Solomon Four Group进行实验。公共部门的一所学校是在校长的许可下选择的。该学校位于萨戈达区，共有118名八年级学生。根据八年级数学的代数和几何两个内容链，开发了数学教学模块。每节课的时长是一个小时。该模块共有20节课，并由两位数学专家进行了验证。学生的成绩是通过数学成绩测试来衡量的。巴基斯坦国家教育评估系统制定并验证了这些项目。数据分析采用均值、标准差和独立样本t检验。在提高学生数学水平的代数和几何成绩方面，合作教学比单一教师教学更有效。建议在培养数学教师的课程中列入一个关于联合教学的题目。
{"title":"Co-teaching Effectiveness: Students’ Achievement in Mathematical Proficiencies and Content Strands","authors":"M. Iqbal","doi":"10.30971/PJE.V35I3.772","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.772","url":null,"abstract":"In Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44488440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructional decisions depend principally on the results of assessment in any of the education systems. But for the purpose, authentic representation i.e., direct alignment between the predetermined learning objectives and assessment tasks of the instructional system is essential. However, the weak linkage of the given two factors in instruction, makes ‘validity of results’ as well as resultant certification, questionable. The current study was, therefore, conducted to address the issue of alignment in learning objectives and tests, for assessing authentic representation of learning outcomes in tests being used for appraisal of teacher education. The accessible population consists of the tests developed and conducted for assessment of the prospective teachers by the teacher educators of public sector universities. A ‘Frame for Assessing Alignment of Tests’ (FAAT) was developed for data collection. This frame consists of two sub-frames i.e., FAAT-I, for collecting data from the teacher educators; and FAAT-II, for experts’ judgements to determine the level of alignment in learning outcomes and tests tasks. Data were collected on 36 tests, developed by the 18 teacher educators, in the form of teacher educators’ perceptions about the linkage and experts’ judgement to endorse the educators’ reported linkage or otherwise. The results showed that there is a partial evidence of authentic representation of learning outcomes in the tests tasks being used in teacher education programs.
{"title":"Assessing Authentic Representation of Learning Outcomes in Tests of Teacher Education","authors":"Sher Zaman","doi":"10.30971/PJE.V35I3.771","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.771","url":null,"abstract":"Instructional decisions depend principally on the results of assessment in any of the education systems. But for the purpose, authentic representation i.e., direct alignment between the predetermined learning objectives and assessment tasks of the instructional system is essential. However, the weak linkage of the given two factors in instruction, makes ‘validity of results’ as well as resultant certification, questionable. The current study was, therefore, conducted to address the issue of alignment in learning objectives and tests, for assessing authentic representation of learning outcomes in tests being used for appraisal of teacher education. The accessible population consists of the tests developed and conducted for assessment of the prospective teachers by the teacher educators of public sector universities. A ‘Frame for Assessing Alignment of Tests’ (FAAT) was developed for data collection. This frame consists of two sub-frames i.e., FAAT-I, for collecting data from the teacher educators; and FAAT-II, for experts’ judgements to determine the level of alignment in learning outcomes and tests tasks. Data were collected on 36 tests, developed by the 18 teacher educators, in the form of teacher educators’ perceptions about the linkage and experts’ judgement to endorse the educators’ reported linkage or otherwise. The results showed that there is a partial evidence of authentic representation of learning outcomes in the tests tasks being used in teacher education programs.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47708663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Pakistan the curriculum was revised in 2005-06 and corresponding textbooks for secondary school mathematics were developed and adopted for session 2012-13. This study was conducted to analyze the adequacy of the curriculum and the newly adopted textbooks in instilling the HOTS in students. The research design used was descriptive in which data was analyzed both by qualitative and quantitative methods. Web Alignment Tool was used to assign Depth of knowledge (DOK) levels to the prescribed students learning outcomes (SLOs) for secondary level mathematics in Pakistan. The outcomes of the study show that the curriculum is predominated by the SLOs of DOK level 1(204 out 280 SLOs). There is no SLO of DOK level 4. There are 70 SLOs of DOK level 2 and only six SLOs of DOK level 3. The entire format of the textbooks is monotonous as it mostly guides the students to learn an algorithm to deal with any SLO. This is followed by an exercise of sums to practice the learnt algorithm without any appropriate learning experience. It is suggested to revise the respective curriculum by adopting fewer, higher and deeper approach. For DOK level 2 and above, appropriate learning experiences should be incorporated in the curriculum and textbooks.
{"title":"Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan","authors":"Khurram Gulzar","doi":"10.30971/PJE.V35I3.770","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.770","url":null,"abstract":"In Pakistan the curriculum was revised in 2005-06 and corresponding textbooks for secondary school mathematics were developed and adopted for session 2012-13. This study was conducted to analyze the adequacy of the curriculum and the newly adopted textbooks in instilling the HOTS in students. The research design used was descriptive in which data was analyzed both by qualitative and quantitative methods. Web Alignment Tool was used to assign Depth of knowledge (DOK) levels to the prescribed students learning outcomes (SLOs) for secondary level mathematics in Pakistan. The outcomes of the study show that the curriculum is predominated by the SLOs of DOK level 1(204 out 280 SLOs). There is no SLO of DOK level 4. There are 70 SLOs of DOK level 2 and only six SLOs of DOK level 3. The entire format of the textbooks is monotonous as it mostly guides the students to learn an algorithm to deal with any SLO. This is followed by an exercise of sums to practice the learnt algorithm without any appropriate learning experience. It is suggested to revise the respective curriculum by adopting fewer, higher and deeper approach. For DOK level 2 and above, appropriate learning experiences should be incorporated in the curriculum and textbooks.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The knowledge and skills of classroom assessment is one of the requirements which have been declared in National Professional Standards for Teachers in Pakistan. Without the knowledge and skills of assessment teachers cannot effectively implement their instructional plan. This study investigated teacher educators’ assessment literacy and its relationship with the academic achievement of prospective teachers. The study was quantitative correlational and survey method was adopted for data collection. Teacher educators and prospective teachers of Government Colleges of Elementary Teachers and Regional Institute for Teacher Educators were included in the population. Data were collected through an assessment literacy test from the sample groups of the study which was analyzed through mean scores, Pearson correlation and linear regression. The results illustrated that the assessment literacy of teacher educators was of average level which was significantly co-related to the academic achievement of prospective teachers. To further enhance the assessment literacy in-service trainings/workshops were recommended. Further, an Assessment Wing at federal level for the development of assessment standards at different level was also recommended.
{"title":"A Correlational Study on Teacher Educators’ Assessment Literacy and Their Students’ Academic Achievement","authors":"S. Hussain","doi":"10.30971/PJE.V35I3.773","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.773","url":null,"abstract":"The knowledge and skills of classroom assessment is one of the requirements which have been declared in National Professional Standards for Teachers in Pakistan. Without the knowledge and skills of assessment teachers cannot effectively implement their instructional plan. This study investigated teacher educators’ assessment literacy and its relationship with the academic achievement of prospective teachers. The study was quantitative correlational and survey method was adopted for data collection. Teacher educators and prospective teachers of Government Colleges of Elementary Teachers and Regional Institute for Teacher Educators were included in the population. Data were collected through an assessment literacy test from the sample groups of the study which was analyzed through mean scores, Pearson correlation and linear regression. The results illustrated that the assessment literacy of teacher educators was of average level which was significantly co-related to the academic achievement of prospective teachers. To further enhance the assessment literacy in-service trainings/workshops were recommended. Further, an Assessment Wing at federal level for the development of assessment standards at different level was also recommended.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pakistan’s National Educational Policy 2009 delineates that quality of teacher certifications in primary and secondary tiers of education will progressively be made more rigorous by replacing the erstwhile Primary Teaching Certificate (PTC) and Certificate of Teaching (CT) programs. For this and similar policy provisions, in the last two decades, Pakistan has witnessed a rapid increase in the number of private and public Teacher Education Providers (TEPs) that provide alternate and supposedly more rigorous certifications such as the Bachelor of Education. As a result, struggles have ensued among the TEPs to bag their market share of the potential applicants to their teacher education programs. This study explores the struggles and battles of the TEPs in Khyber Pakhtunkwha (KP) province of Pakistan to attract potential applicants to their teacher education programs. Using an exploratory mixed method design, the study analyzes the educational and admission ads published in the three most circulated dailies in KP, namely Mashriq, Express, and Aaj. Findings show the private TEPs taking a lead in the battle against their public counterparts. Policy implications for quality, access to, and branding and marketing of teacher education have been explored and discussed.
{"title":"Marketing and Branding of Teacher Education in Khyber Pakhtunkhwa, Pakistan: Teacher Education Providers’ Struggles for Prospective Entrants","authors":"Gulab Khan","doi":"10.30971/PJE.V35I3.779","DOIUrl":"https://doi.org/10.30971/PJE.V35I3.779","url":null,"abstract":"Pakistan’s National Educational Policy 2009 delineates that quality of teacher certifications in primary and secondary tiers of education will progressively be made more rigorous by replacing the erstwhile Primary Teaching Certificate (PTC) and Certificate of Teaching (CT) programs. For this and similar policy provisions, in the last two decades, Pakistan has witnessed a rapid increase in the number of private and public Teacher Education Providers (TEPs) that provide alternate and supposedly more rigorous certifications such as the Bachelor of Education. As a result, struggles have ensued among the TEPs to bag their market share of the potential applicants to their teacher education programs. This study explores the struggles and battles of the TEPs in Khyber Pakhtunkwha (KP) province of Pakistan to attract potential applicants to their teacher education programs. Using an exploratory mixed method design, the study analyzes the educational and admission ads published in the three most circulated dailies in KP, namely Mashriq, Express, and Aaj. Findings show the private TEPs taking a lead in the battle against their public counterparts. Policy implications for quality, access to, and branding and marketing of teacher education have been explored and discussed.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The podcast is an e-learning technology which came into existence asresult of digital age, to dissimilates information but it has evolved tobecome as powerful media of instruction globally. Despite its usefulnessand relevance to the educational context, the awareness and utilise inaiding learning have not been established. Therefore, the study examinedthe effectiveness of Podcast and Lecture strategies on the undergraduatestudents of fine arts. The study also looked into how moderatingvariables of gender and attitude have the influence on fine arts whenPodcasts is used as an instructional strategy. Purposive SamplingTechnique was employed to select two study centres of University ofAdo Ekiti, Nigeria. 40 undergraduate from two intact classes to Podcastsand lecture instructional group. Podcast and Fine Arts Achievement Test(FAAT) were used as treatment while t-test statistics were used for dataanalysis. Findings indicated that undergraduate students taught fine artsusing podcast performed better and students exposed to Podcastslearning strategy had a positive attitude to fine arts. However, students'gender had no influence on their performance. Based on the findings, itwas recommended that fine arts lecturers should be encouraged to usePodcasts to improve students’ cognitive and affective earning outcomesof fine arts.
{"title":"Students Exploring Educational E-learning Technology of Podcasts on Fine Arts Instruction in Nigeria Universities","authors":"Odewumi Michael Olubunmi, Omoyajowo Bamideles Stephen, Onojah Amos Ochayi, Ajala Lyabo Romoke","doi":"10.30971/pje.v35i2.549","DOIUrl":"https://doi.org/10.30971/pje.v35i2.549","url":null,"abstract":"The podcast is an e-learning technology which came into existence asresult of digital age, to dissimilates information but it has evolved tobecome as powerful media of instruction globally. Despite its usefulnessand relevance to the educational context, the awareness and utilise inaiding learning have not been established. Therefore, the study examinedthe effectiveness of Podcast and Lecture strategies on the undergraduatestudents of fine arts. The study also looked into how moderatingvariables of gender and attitude have the influence on fine arts whenPodcasts is used as an instructional strategy. Purposive SamplingTechnique was employed to select two study centres of University ofAdo Ekiti, Nigeria. 40 undergraduate from two intact classes to Podcastsand lecture instructional group. Podcast and Fine Arts Achievement Test(FAAT) were used as treatment while t-test statistics were used for dataanalysis. Findings indicated that undergraduate students taught fine artsusing podcast performed better and students exposed to Podcastslearning strategy had a positive attitude to fine arts. However, students'gender had no influence on their performance. Based on the findings, itwas recommended that fine arts lecturers should be encouraged to usePodcasts to improve students’ cognitive and affective earning outcomesof fine arts.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45006541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThis study explores the effectiveness of professional development program of public and private sector at the elementary level. A survey was conducted by involving elementary teachers from the public and private sector, who were involved in teacher training program. A questionnaire` was developed targeting the four key factors of the training programs: suitability of the resources, quality of the content and management, competency of the trainers, and usefulness of the training program. Simple random sampling technique was applied to collect the data from the trainee elementary teachers of the public and the private sector. 750 trainee teachers from the public sector and 600 elementary teachers from the private sector were selected from the five districts of the Punjab province. The data was analyzed on the basis of four factors in the questionnaire. Descriptive statistics and t-test were calculated to analyze the data. The findings discovered a significant difference in the opinion of trainees in both public and private sector in view of the “usefulness for trainees” (p-value= 0.041).The rest of the three factors were insignificant which means trainees from both public and private sector having the same opinion about the training program. The possible reasons for these insignificant findings and implications were discussed.
{"title":"An Analysis of Teachers’ Professional Development Program at Elementary Level","authors":"E. Haq, S. H. Tirmazi, A. Zulfqar","doi":"10.30971/pje.v35i2.269","DOIUrl":"https://doi.org/10.30971/pje.v35i2.269","url":null,"abstract":"ABSTRACTThis study explores the effectiveness of professional development program of public and private sector at the elementary level. A survey was conducted by involving elementary teachers from the public and private sector, who were involved in teacher training program. A questionnaire` was developed targeting the four key factors of the training programs: suitability of the resources, quality of the content and management, competency of the trainers, and usefulness of the training program. Simple random sampling technique was applied to collect the data from the trainee elementary teachers of the public and the private sector. 750 trainee teachers from the public sector and 600 elementary teachers from the private sector were selected from the five districts of the Punjab province. The data was analyzed on the basis of four factors in the questionnaire. Descriptive statistics and t-test were calculated to analyze the data. The findings discovered a significant difference in the opinion of trainees in both public and private sector in view of the “usefulness for trainees” (p-value= 0.041).The rest of the three factors were insignificant which means trainees from both public and private sector having the same opinion about the training program. The possible reasons for these insignificant findings and implications were discussed.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48914166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
of nonverbal intelligence. The test was developed to assess the generalcognitive ability of Pakistani youth. The items were constructed keeping inmind to tab the cognitive domains of fluid intelligence, abstract reasoning,spatial ability, working memory, processing speed, inductive anddeductive reasoning, application of logics, drawing of inferences andrelated abilities. Multidimensional construct methods were used todetermine the construct validity. The principal factor analysis withvarimax rotations yielded a single factor loading, an indicative of unifactor test. Inter correlation of five subscales and total test scores werefound to be highly significant (p < .001). The results showed thehomogeneity of the test. The discrimination validity of the test wasestablished by correlating the test scores with test takers performance ontest of physical agility and stamina. The Pearson correlation produced nonsignificant results between the two measures. The criterion validity wasestablished by correlating the test scores with academic achievementswhich generated highly significant correlations at p < .001. The convergentvalidity was established by correlation the scores with Raven progressivematrices, verbal intelligence tests and nonverbal intelligence being used atinter services selection boards. The results showed coefficient ofcorrelation .384, .227 and .396 respectively for RSPM, VIT and NVITwhich was highly significant at p. < .001. The age and grade differencesalso showed that the mean test score increases with age and grade. Theresults of the validity studies indicate that the proposed nonverbal test is avalid measure to assess the intelligence of Pakistani youth.
{"title":"Validation of Test of Nonverbal Intelligence for Pakistani Youth","authors":"M. Chaudhry, Shazia Khalid, M. Mohsin","doi":"10.30971/pje.v35i2.552","DOIUrl":"https://doi.org/10.30971/pje.v35i2.552","url":null,"abstract":"of nonverbal intelligence. The test was developed to assess the generalcognitive ability of Pakistani youth. The items were constructed keeping inmind to tab the cognitive domains of fluid intelligence, abstract reasoning,spatial ability, working memory, processing speed, inductive anddeductive reasoning, application of logics, drawing of inferences andrelated abilities. Multidimensional construct methods were used todetermine the construct validity. The principal factor analysis withvarimax rotations yielded a single factor loading, an indicative of unifactor test. Inter correlation of five subscales and total test scores werefound to be highly significant (p < .001). The results showed thehomogeneity of the test. The discrimination validity of the test wasestablished by correlating the test scores with test takers performance ontest of physical agility and stamina. The Pearson correlation produced nonsignificant results between the two measures. The criterion validity wasestablished by correlating the test scores with academic achievementswhich generated highly significant correlations at p < .001. The convergentvalidity was established by correlation the scores with Raven progressivematrices, verbal intelligence tests and nonverbal intelligence being used atinter services selection boards. The results showed coefficient ofcorrelation .384, .227 and .396 respectively for RSPM, VIT and NVITwhich was highly significant at p. < .001. The age and grade differencesalso showed that the mean test score increases with age and grade. Theresults of the validity studies indicate that the proposed nonverbal test is avalid measure to assess the intelligence of Pakistani youth.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sustainable development in higher education is still at infancy stagewhile the aim was to train our youth to be sustainable leaders forensuring conservation of the environment, society and economy forfuture. The leading purpose of the paper was to unfold the situation offive universities for the level of embeddedness of education forsustainable development in preparing their students as sustainableleaders. The nature of the study was qualitative and phenomenologicalapproach through semi-structured interviews (validated by four expertsof related field) conducted from department heads of universities presentin Lahore. Three themes (along with sub exclusive functionalities of theuniversity) were noted during qualitative analysis of the collected data.The findings indicated various levels of embeddedness of education forsustainable development i.e. high, medium or low in the form of threepillars of sustainability (economic, social and environmental),in theuniversity education and research, university operations and externalcommunity.
{"title":"A Phenomenological Study of Education for Sustainable Development in Higher Education of Pakistan","authors":"S. Khan, A. Khan","doi":"10.30971/pje.v35i2.544","DOIUrl":"https://doi.org/10.30971/pje.v35i2.544","url":null,"abstract":"Sustainable development in higher education is still at infancy stagewhile the aim was to train our youth to be sustainable leaders forensuring conservation of the environment, society and economy forfuture. The leading purpose of the paper was to unfold the situation offive universities for the level of embeddedness of education forsustainable development in preparing their students as sustainableleaders. The nature of the study was qualitative and phenomenologicalapproach through semi-structured interviews (validated by four expertsof related field) conducted from department heads of universities presentin Lahore. Three themes (along with sub exclusive functionalities of theuniversity) were noted during qualitative analysis of the collected data.The findings indicated various levels of embeddedness of education forsustainable development i.e. high, medium or low in the form of threepillars of sustainability (economic, social and environmental),in theuniversity education and research, university operations and externalcommunity.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42769966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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