Pakistan has a variety of privately managed schools. Inspired by thecorporate model the large school systems offer franchise to the smallschools in the name of better quality education leading to better marketacceptability. This study was conducted to find out the difference in thequality of education provided by the franchise and independent privatesecondary schools. Ten schools of a renowned large spread schoolsystem were selected conveniently and ten independent schools wereselected from the same localities for ensuring similarity of the context.Quality of education was define dalong input, process and product/outputindicators. Opinion of Head Teachers (HTs)/ School principals wasgathered through a questionnaire consisting five point rating scale oninput and process indicators. Opinion of HTs about input indicators wasvalidated through direct observation of the input indicators in the schoolsby one of the researchers. Students’ achievement scores in thematriculation examination conducted by the Board of Intermediate andSecondary Education, Lahore were the indicator of quality output. TheHTs of the two types of schools perceived no significant difference in thequality of input and process at their schools but the independent schoolsscoring slightly better on each of the two indicators. However, theindependent private schools were significantly superior to the franchiseschools in quality of output in terms of students’ pass percentage anddistribution over grades. Thus, the claim of franchising for better qualityeducation was not supported by this research.
{"title":"Quality of Education in Independent and Franchise Private Secondary Schools in Pakistan","authors":"M. S. Mirza, Nazia Manzoor","doi":"10.30971/pje.v35i2.545","DOIUrl":"https://doi.org/10.30971/pje.v35i2.545","url":null,"abstract":"Pakistan has a variety of privately managed schools. Inspired by thecorporate model the large school systems offer franchise to the smallschools in the name of better quality education leading to better marketacceptability. This study was conducted to find out the difference in thequality of education provided by the franchise and independent privatesecondary schools. Ten schools of a renowned large spread schoolsystem were selected conveniently and ten independent schools wereselected from the same localities for ensuring similarity of the context.Quality of education was define dalong input, process and product/outputindicators. Opinion of Head Teachers (HTs)/ School principals wasgathered through a questionnaire consisting five point rating scale oninput and process indicators. Opinion of HTs about input indicators wasvalidated through direct observation of the input indicators in the schoolsby one of the researchers. Students’ achievement scores in thematriculation examination conducted by the Board of Intermediate andSecondary Education, Lahore were the indicator of quality output. TheHTs of the two types of schools perceived no significant difference in thequality of input and process at their schools but the independent schoolsscoring slightly better on each of the two indicators. However, theindependent private schools were significantly superior to the franchiseschools in quality of output in terms of students’ pass percentage anddistribution over grades. Thus, the claim of franchising for better qualityeducation was not supported by this research.","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":"45243355","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}
This study was conducted to analyze the role of in-service teacherstraining workshop conducted by PITE, based on assessing learningoutcomes (SLOs) at grade 5th. In-service teachers’ trainings workshopsplay significant role in the professional growth of educators. Aim of thestudy was to explore the attitudes of the primary school teachers towardsworkshops, to make them aware about the importance workshops forprofessional development and to find out teachers skills of assessing theeducational activities. A sample of 66 teachers of grade 5th was selectedas respondents for the study. Observation and informal interview wasconducted for data collection. Chi-Square was used for analysis of theobservation sheet and for interviews, themes and patterns weredeveloped. The study revealed that more than half of trainees have verylow knowledge of assessment practices and some of them were even notinterested in the workshop. The local office also showed little interest inthe workshop. In the light of findings, merit based selection, properplanning for conduction of workshops, follow-up activities, localdepartmental interest and provision of suitable facilities i.e. man andmaterial were recommended.
{"title":"Teachers’ Training Workshop on Assessing Student Learning Outcomes as Professional Development: A Case Study","authors":"Khalid Iqbal, M. Idris, Fazal-ur- Rahman","doi":"10.30971/pje.v35i2.551","DOIUrl":"https://doi.org/10.30971/pje.v35i2.551","url":null,"abstract":"This study was conducted to analyze the role of in-service teacherstraining workshop conducted by PITE, based on assessing learningoutcomes (SLOs) at grade 5th. In-service teachers’ trainings workshopsplay significant role in the professional growth of educators. Aim of thestudy was to explore the attitudes of the primary school teachers towardsworkshops, to make them aware about the importance workshops forprofessional development and to find out teachers skills of assessing theeducational activities. A sample of 66 teachers of grade 5th was selectedas respondents for the study. Observation and informal interview wasconducted for data collection. Chi-Square was used for analysis of theobservation sheet and for interviews, themes and patterns weredeveloped. The study revealed that more than half of trainees have verylow knowledge of assessment practices and some of them were even notinterested in the workshop. The local office also showed little interest inthe workshop. In the light of findings, merit based selection, properplanning for conduction of workshops, follow-up activities, localdepartmental interest and provision of suitable facilities i.e. man andmaterial were recommended.","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":"49317896","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}
one from academic point of view. The students at intermediate level need to practice expository essay writing to be able to write fluently in their university stage ahead. The study investigated the effects of conceptmapping strategy on expository writing skill of the students atintermediate level. The study was experimental in nature with pretestposttest control group design. To this end, forty students fromGovernment Girls Higher Secondary School from Intermediate Part IIwere selected as an average sample after their Proficiency in EnglishLanguage Test (PET). They were divided into two equivalent groupsafter pretest. The concept mapping treatment was given to theexperimental group for six weeks. They composed 10 expository essaysfollowing concept mapping strategy for each essay. The control groupwas taught in a conventional way. Pretest-Posttest score difference ofwriting achievement of control and experimental groups revealedsignificant difference. It was observed that the he treatment group wrotemore organized, extensive, comprehensive and rich essays than thosewritten by students of control group. The findings suggest that conceptmapping is a practical tool in prompting expository writing skill of thestudents at intermediate level in Pakistani perspective.
{"title":"Concept Mapping for Improving Expository Writing in Second Language","authors":"R. Rahman, M. Ambreen","doi":"10.30971/pje.v35i2.540","DOIUrl":"https://doi.org/10.30971/pje.v35i2.540","url":null,"abstract":"one from academic point of view. The students at intermediate level need to practice expository essay writing to be able to write fluently in their university stage ahead. The study investigated the effects of conceptmapping strategy on expository writing skill of the students atintermediate level. The study was experimental in nature with pretestposttest control group design. To this end, forty students fromGovernment Girls Higher Secondary School from Intermediate Part IIwere selected as an average sample after their Proficiency in EnglishLanguage Test (PET). They were divided into two equivalent groupsafter pretest. The concept mapping treatment was given to theexperimental group for six weeks. They composed 10 expository essaysfollowing concept mapping strategy for each essay. The control groupwas taught in a conventional way. Pretest-Posttest score difference ofwriting achievement of control and experimental groups revealedsignificant difference. It was observed that the he treatment group wrotemore organized, extensive, comprehensive and rich essays than thosewritten by students of control group. The findings suggest that conceptmapping is a practical tool in prompting expository writing skill of thestudents at intermediate level in Pakistani perspective.","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":"42892087","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}
teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations
{"title":"The Institutionalisation of Teacher Ethics in Tanzania’s Secondary Schools: A School Heads’ Perspective","authors":"D. Fussy","doi":"10.30971/pje.v35i2.542","DOIUrl":"https://doi.org/10.30971/pje.v35i2.542","url":null,"abstract":"teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations","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":"42966482","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}
This descriptive study explored the quality of teachers’ performanceevaluation process used in schools of Karachi city. The sample of thisstudy included 50 principals and 250 teachers from public and privateschools. Using structured, closed-ended questionnaire, data wereanalyzed by descriptive statistics and Independent t test. The results ofthe study indicate that both private and public secondary schools inKarachi have a proper system of teachers’ performance evaluation but asignificant difference exists in terms of quality. Unlike private schools,the performance of teachers in public schools is not monitored regularly,the results of performance evaluation do not accurately reflect a teacher’sability, and the rating system used to evaluate teachers is not useful forthe growth of teachers and principals. The results concluded that bothpublic and private secondary schools in Karachi have a trustworthysystem of teachers’ performance evaluation. The study also revealed thatthe quality of teachers’ performance evaluation in private secondaryschools is better than public secondary schools in Karachi. The privateschools have a formative system of teachers’ performance evaluation thatis reflected through regular informal visits by their principal to check theperformance of teachers. In contrast the public schools have a summativeevaluation system to check the performance of teachers which wasreflected through lack of regular visits by principal to check theperformance of teachers.
{"title":"Quality of Teachers’ Performance Evaluation in Public and Private Secondary Schools of Karachi, Pakistan","authors":"Ryu Ju Hyun, Shahida Sajjad","doi":"10.30971/pje.v35i2.548","DOIUrl":"https://doi.org/10.30971/pje.v35i2.548","url":null,"abstract":"This descriptive study explored the quality of teachers’ performanceevaluation process used in schools of Karachi city. The sample of thisstudy included 50 principals and 250 teachers from public and privateschools. Using structured, closed-ended questionnaire, data wereanalyzed by descriptive statistics and Independent t test. The results ofthe study indicate that both private and public secondary schools inKarachi have a proper system of teachers’ performance evaluation but asignificant difference exists in terms of quality. Unlike private schools,the performance of teachers in public schools is not monitored regularly,the results of performance evaluation do not accurately reflect a teacher’sability, and the rating system used to evaluate teachers is not useful forthe growth of teachers and principals. The results concluded that bothpublic and private secondary schools in Karachi have a trustworthysystem of teachers’ performance evaluation. The study also revealed thatthe quality of teachers’ performance evaluation in private secondaryschools is better than public secondary schools in Karachi. The privateschools have a formative system of teachers’ performance evaluation thatis reflected through regular informal visits by their principal to check theperformance of teachers. In contrast the public schools have a summativeevaluation system to check the performance of teachers which wasreflected through lack of regular visits by principal to check theperformance of teachers.","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":"47509254","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}
teacher–student interactions in the classroom. Moreover, the differencesin frequency of interaction, differences in types of teacher initiatives andresponses towards boys and girls in the classroom were also identified.Total 36 lessons were observed in grade 8th classroom in a local school inGujranwala. Each class lesson was observed for 30 minutes.Observations were coded using the Interactions for Sex Equity inClassroom Teaching (INTERSECT) observational research tool. Thestudy found that boys received more praise from female teachers thanmale teachers. Moreover, both male and female teachers criticize boysmore while male teachers tend to interact more with girls than boys. Thispaper provides guide lines to the curriculum planners to recommendgender neutral teaching techniques for the male and female teachers to bepracticed in mixed gender (coed) classes.
{"title":"Inquiry into Gendered Teacher-Student Classroom Interactions","authors":"Ra’na Malik, Nayab Javed, M. Dilshad","doi":"10.30971/pje.v35i2.543","DOIUrl":"https://doi.org/10.30971/pje.v35i2.543","url":null,"abstract":"teacher–student interactions in the classroom. Moreover, the differencesin frequency of interaction, differences in types of teacher initiatives andresponses towards boys and girls in the classroom were also identified.Total 36 lessons were observed in grade 8th classroom in a local school inGujranwala. Each class lesson was observed for 30 minutes.Observations were coded using the Interactions for Sex Equity inClassroom Teaching (INTERSECT) observational research tool. Thestudy found that boys received more praise from female teachers thanmale teachers. Moreover, both male and female teachers criticize boysmore while male teachers tend to interact more with girls than boys. Thispaper provides guide lines to the curriculum planners to recommendgender neutral teaching techniques for the male and female teachers to bepracticed in mixed gender (coed) classes.","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":"44367146","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}
Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.
{"title":"Experience of Professional Development Strategies: Context of Nepalese EFL Teachers","authors":"K. D. Joshi, Laxman Gnawali, M. Dixon","doi":"10.30971/pje.v35i2.547","DOIUrl":"https://doi.org/10.30971/pje.v35i2.547","url":null,"abstract":"Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.","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":"49174412","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 purpose of the present study was to identify the perceived job stressand stress coping strategies used by the teachers in Pakistani universities.The study used a survey research design comprising two segments: a)first section identifies how the presence of negative factors and theabsence of positive factors cause stress for university teachers in theircareers. b) The second part identifies the coping strategies used by themto explore the ways for effective stress management. The data wascollected by the instruments Perceived Job Stressors (Kanner, Kafry, &Pines, 1978) and The Coping Inventory (Carver, Scheier, & Weintraub,1989) to identify the stressors and the preferred coping strategies used bythe faculty. The data indicate that university faculty experience stressboth due to presence of negative factors and absence of positive factors.The most important stress coping strategy used by them was positivereinterpretation & growth, followed by turning to religion, planning,suppression of competing activities, active coping, restraining coping,seeking social support for emotional reasons, acceptance, mentaldisengagement, alcohol-drug disengagement, focusing on & venting ofemotions. Moreover, age of teachers influence the adaptation of abovementioned three coping strategies namely positive reinterpretation &growth, turning to religion, and mental disengagement.
{"title":"Stress and Coping Strategies of University Teachers in Pakistan","authors":"Uzma Quraishi, Fakhra Aziz, Aishah Siddiquah","doi":"10.30971/pje.v35i2.550","DOIUrl":"https://doi.org/10.30971/pje.v35i2.550","url":null,"abstract":"The purpose of the present study was to identify the perceived job stressand stress coping strategies used by the teachers in Pakistani universities.The study used a survey research design comprising two segments: a)first section identifies how the presence of negative factors and theabsence of positive factors cause stress for university teachers in theircareers. b) The second part identifies the coping strategies used by themto explore the ways for effective stress management. The data wascollected by the instruments Perceived Job Stressors (Kanner, Kafry, &Pines, 1978) and The Coping Inventory (Carver, Scheier, & Weintraub,1989) to identify the stressors and the preferred coping strategies used bythe faculty. The data indicate that university faculty experience stressboth due to presence of negative factors and absence of positive factors.The most important stress coping strategy used by them was positivereinterpretation & growth, followed by turning to religion, planning,suppression of competing activities, active coping, restraining coping,seeking social support for emotional reasons, acceptance, mentaldisengagement, alcohol-drug disengagement, focusing on & venting ofemotions. Moreover, age of teachers influence the adaptation of abovementioned three coping strategies namely positive reinterpretation &growth, turning to religion, and mental disengagement.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357876","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 present study aimed to find out the effect of cooperative learning onsecondary school students’ achievement in English tenses. In thisresearch pre-test posttest control group only design was used. On thebasis of 8th grade students’ scores in the subject of English conducted byPunjab Education Commission (PEC), sixty students of ninth grade, whowere enrolled in a public school, were divided into experimental andcontrol groups by using matched-pair technique. A teacher made test wasconducted as pre-test and post-test for both groups. No significantdifference was found in pre-test scores of experimental and controlgroups. The experimental group was treated by STAD (Student TeamAchievement Division) method of cooperative learning while controlgroup was taught by traditional learning under the control condition for aperiod for eight weeks. Analysis of the data revealed the performance ofexperimental group was significantly better than that of control group.Hence, it was concluded that cooperative learning was betterinstructional strategy for increasing the student achievement in Englishtenses. By viewing the information obtained by this study, the secondaryschool English teachers may be in a position to improve their teachingmethodology. Keeping in view the results of the study, curriculumdesigners and policy makers may be able to incorporate cooperativelearning as the methodological aspect of the curriculum. On the wholethe study will be useful for teachers, educationists, curriculumdevelopers, policy makers and educational administrators.
{"title":"Effect of Cooperative Learning on Students’ Achievement in English Tenses","authors":"Muhmmad Anwer, I. Tatlah, Intzar Hussain Butt","doi":"10.30971/PJE.V35I2.541","DOIUrl":"https://doi.org/10.30971/PJE.V35I2.541","url":null,"abstract":"The present study aimed to find out the effect of cooperative learning onsecondary school students’ achievement in English tenses. In thisresearch pre-test posttest control group only design was used. On thebasis of 8th grade students’ scores in the subject of English conducted byPunjab Education Commission (PEC), sixty students of ninth grade, whowere enrolled in a public school, were divided into experimental andcontrol groups by using matched-pair technique. A teacher made test wasconducted as pre-test and post-test for both groups. No significantdifference was found in pre-test scores of experimental and controlgroups. The experimental group was treated by STAD (Student TeamAchievement Division) method of cooperative learning while controlgroup was taught by traditional learning under the control condition for aperiod for eight weeks. Analysis of the data revealed the performance ofexperimental group was significantly better than that of control group.Hence, it was concluded that cooperative learning was betterinstructional strategy for increasing the student achievement in Englishtenses. By viewing the information obtained by this study, the secondaryschool English teachers may be in a position to improve their teachingmethodology. Keeping in view the results of the study, curriculumdesigners and policy makers may be able to incorporate cooperativelearning as the methodological aspect of the curriculum. On the wholethe study will be useful for teachers, educationists, curriculumdevelopers, policy makers and educational administrators.","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":"49441964","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}
interactions and achieve manifold developments. The purpose of thestudy was to explore the development of social intelligence duringuniversity years among University students. The study was delimited tofour year under graduate programs Bachelor of Science (BS) students ofUniversity of Sargodha. The cross-sectional study includes the studentsof BS programs 1st semester and 7th semester. Using multi-stagesampling technique, 560 students in total from seven department of theuniversity were selected as the sample. Tromso Social Intelligence Scale(TSIS) with reliability coefficient (Cronbach Alpha) 0.75 was used. Itwas found that overall the development of social intelligence duringuniversity years was at good rate and statistically significant. The urbanand rural backgrounds students and boarder and day scholar studentsreported equal level of social intelligence; whereas male studentsreported higher level of social intelligence than the female students. It isrecommended that the universities may arrange seminars and groupdiscussion to provide social interaction to students. Universityadministration and teachers may arrange co-curricular activities andother social gatherings at inter-departmental and inter-university level.
{"title":"Exploring the Development of Social Intelligence of Students During University Years","authors":"M. Malik, Faisal Siddique, Syed Nasir Hussain","doi":"10.30971/pje.v35i1.563","DOIUrl":"https://doi.org/10.30971/pje.v35i1.563","url":null,"abstract":"interactions and achieve manifold developments. The purpose of thestudy was to explore the development of social intelligence duringuniversity years among University students. The study was delimited tofour year under graduate programs Bachelor of Science (BS) students ofUniversity of Sargodha. The cross-sectional study includes the studentsof BS programs 1st semester and 7th semester. Using multi-stagesampling technique, 560 students in total from seven department of theuniversity were selected as the sample. Tromso Social Intelligence Scale(TSIS) with reliability coefficient (Cronbach Alpha) 0.75 was used. Itwas found that overall the development of social intelligence duringuniversity years was at good rate and statistically significant. The urbanand rural backgrounds students and boarder and day scholar studentsreported equal level of social intelligence; whereas male studentsreported higher level of social intelligence than the female students. It isrecommended that the universities may arrange seminars and groupdiscussion to provide social interaction to students. Universityadministration and teachers may arrange co-curricular activities andother social gatherings at inter-departmental and inter-university level.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49014425","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：