Amir Zaman, A. Ghafar, Fazal-ur- Rahman, I. Hussain
Geometrical thinking is important for students to perform well inmathematics as a whole. This study aimed at assessing performance ofgrade 9th students in Geometrical thinking. Furthermore, comparisonamong students in different strata was made like sector wise, gender wiseand location wise. A test of reasoning was administered to a sample ofabove 500 hundred. Sample of the study was taken with proportionateapproach from the whole population. The test was properly validated andreliably checked using SPSS. Factor analysis of the test shows that allitems were statistically aligned with theoretical model. The results showthat the students perform in a variety of ways like performance of privateschools students was significantly better than students of public schools.Similarly, male and urban students performed well than female and ruralstudents respectively. However, the difference between score of thestudents in private and public schools were found significant. Interactionanalysis of gender, rural urban divide shows; that some items showinteraction effect by behaving differently in response to backgroundvariables. It was recommended for further research to replicated thisstudy on different level with tools suitable for their level and also can bebetter conducted using tools that involve diagrammatic reasoning.
{"title":"Examining Performance of Geometrical Thinking in Mathematics at Secondary School Level in Pakistan","authors":"Amir Zaman, A. Ghafar, Fazal-ur- Rahman, I. Hussain","doi":"10.30971/PJE.V35I1.560","DOIUrl":"https://doi.org/10.30971/PJE.V35I1.560","url":null,"abstract":"Geometrical thinking is important for students to perform well inmathematics as a whole. This study aimed at assessing performance ofgrade 9th students in Geometrical thinking. Furthermore, comparisonamong students in different strata was made like sector wise, gender wiseand location wise. A test of reasoning was administered to a sample ofabove 500 hundred. Sample of the study was taken with proportionateapproach from the whole population. The test was properly validated andreliably checked using SPSS. Factor analysis of the test shows that allitems were statistically aligned with theoretical model. The results showthat the students perform in a variety of ways like performance of privateschools students was significantly better than students of public schools.Similarly, male and urban students performed well than female and ruralstudents respectively. However, the difference between score of thestudents in private and public schools were found significant. Interactionanalysis of gender, rural urban divide shows; that some items showinteraction effect by behaving differently in response to backgroundvariables. It was recommended for further research to replicated thisstudy on different level with tools suitable for their level and also can bebetter conducted using tools that involve diagrammatic reasoning.","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":"46002636","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 intends to search the structural relations among organizationaljustice, job satisfaction, supervisor support, organizational commitment,and organizational citizenship behaviors (OCBs) of a sample of 500secondary school teachers (SSTs) of district Sargodha using a surveyresearch design. The analyses revealed that all demographic variableshad insignificant effects on most of the organizational citizenshipbehaviors of SSTs while only gender had significant effects as amoderator variable. Regression analysis revealed affective commitmentand operational justice were significantly correlated to all dimensions ofcitizenship behaviors, whereas only sportsmanship behavior of teacherswas related to normative commitment and interactional justice. Teachers’compliance behavior and civic virtue were correlated with continuancecommitment. Gender turned out to be a significant moderator betweenthe relationships of the pairs of variables such as; continuancecommitment and civic virtue, affective commitment and compliance,interactional justice and helping, operational justice and civic virtue, jobsatisfaction and sportsmanship, continuance commitment andsportsmanship.
{"title":"The Moderating Role of Gender in the Relationship among Organizational Justice, Commitment, Job Satisfaction and Organizational Citizenship Behaviors of Secondary School Teacher","authors":"Riffat-un-Nisa Awan, Ghazanfar Ali, S. Anjum","doi":"10.30971/pje.v35i1.566","DOIUrl":"https://doi.org/10.30971/pje.v35i1.566","url":null,"abstract":"This study intends to search the structural relations among organizationaljustice, job satisfaction, supervisor support, organizational commitment,and organizational citizenship behaviors (OCBs) of a sample of 500secondary school teachers (SSTs) of district Sargodha using a surveyresearch design. The analyses revealed that all demographic variableshad insignificant effects on most of the organizational citizenshipbehaviors of SSTs while only gender had significant effects as amoderator variable. Regression analysis revealed affective commitmentand operational justice were significantly correlated to all dimensions ofcitizenship behaviors, whereas only sportsmanship behavior of teacherswas related to normative commitment and interactional justice. Teachers’compliance behavior and civic virtue were correlated with continuancecommitment. Gender turned out to be a significant moderator betweenthe relationships of the pairs of variables such as; continuancecommitment and civic virtue, affective commitment and compliance,interactional justice and helping, operational justice and civic virtue, jobsatisfaction and sportsmanship, continuance commitment andsportsmanship.","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":"48999782","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 of the factors credited to the poor performance of students inPakistan is the medium of instruction used at primary level. More than70 languages are alive languages/spoken languages of Pakistan and itsgovernment is confused which language to select as MOI (medium ofinstruction) at primary level, i.e. Urdu which is the national language ofPakistan. This paper explores the MOI controversy in Pakistan it alsosought to explore the possibilities and effectiveness of using Englishversus Urdu as a medium of instruction for the teaching of Mathematicsin primary schools in Pakistan. A teaching experiment was conducted tocompare the use of English as a medium of instruction with Urdu asmedium of instruction in the teaching and learning of Mathematics tograde 3 class. t-test was applied to find of the difference of the progressbetween two groups, one group taught in Urdu as MOI and second inEnglish as MOI. Major findings of the research indicated that the use ofUrdu as a medium of instruction in the teaching of Mathematics toprimary school students had a more positive impact upon the teaching ofMathematics. This discussion contains language controversy from thepre-partition time (1835-1947) till date in different political regimes tounderstand the causes of disagreement upon the selection of a singleMOI in education. Applicable recommendations were made in the lightof the findings.
{"title":"Language of Instruction for Teaching Mathematics at Primary Level: Controversy in Pakistan","authors":"Saira Maqbool, M. Ghani, S. Maqbool","doi":"10.30971/pje.v35i1.565","DOIUrl":"https://doi.org/10.30971/pje.v35i1.565","url":null,"abstract":"One of the factors credited to the poor performance of students inPakistan is the medium of instruction used at primary level. More than70 languages are alive languages/spoken languages of Pakistan and itsgovernment is confused which language to select as MOI (medium ofinstruction) at primary level, i.e. Urdu which is the national language ofPakistan. This paper explores the MOI controversy in Pakistan it alsosought to explore the possibilities and effectiveness of using Englishversus Urdu as a medium of instruction for the teaching of Mathematicsin primary schools in Pakistan. A teaching experiment was conducted tocompare the use of English as a medium of instruction with Urdu asmedium of instruction in the teaching and learning of Mathematics tograde 3 class. t-test was applied to find of the difference of the progressbetween two groups, one group taught in Urdu as MOI and second inEnglish as MOI. Major findings of the research indicated that the use ofUrdu as a medium of instruction in the teaching of Mathematics toprimary school students had a more positive impact upon the teaching ofMathematics. This discussion contains language controversy from thepre-partition time (1835-1947) till date in different political regimes tounderstand the causes of disagreement upon the selection of a singleMOI in education. Applicable recommendations were made in the lightof the findings.","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":"45896339","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}
Jamila Begum, Muhammad Maqsood Alam Bukhari, Aisha Akbar
The experimental study was designed to investigate the effectiveness ofKumon method in comparison with traditional lecture method in theteaching of Mathematics to grade-5. Kumon is a math and readingenrichment program, which provides practice and instruction to eachindividual. This helps to think and work independently. The hypothesisof this study was that in Mathematics, Grade-5 students have nosignificant difference in their academic achievement treated by Kumonmethod and by traditional lecture method. The objective of the study wasto determine the effectiveness of Kumon method for academicachievement of children in Mathematics. All grade-5 students of Fazaiainter colleges of Rawalpindi and Islamabad was the population. Clustersampling technique was used. One of the three Fazaia colleges (juniorsection) was selected randomly. All grade-5 students of the selectedcluster formed the sample of the study. Data was collected and analyzedby applying t-test and recommendations were given on the basis offindings of the study. This study shows that Kumon method is moreeffective for teaching mathematics to Grade 5 students in comparisonwith traditional lecture method and equally helpful in teachingmathematics effectively to boys and girls.
{"title":"Effectiveness of Kumon Teaching Method for Academic Achievement of Children in Mathematics","authors":"Jamila Begum, Muhammad Maqsood Alam Bukhari, Aisha Akbar","doi":"10.30971/pje.v35i1.559","DOIUrl":"https://doi.org/10.30971/pje.v35i1.559","url":null,"abstract":"The experimental study was designed to investigate the effectiveness ofKumon method in comparison with traditional lecture method in theteaching of Mathematics to grade-5. Kumon is a math and readingenrichment program, which provides practice and instruction to eachindividual. This helps to think and work independently. The hypothesisof this study was that in Mathematics, Grade-5 students have nosignificant difference in their academic achievement treated by Kumonmethod and by traditional lecture method. The objective of the study wasto determine the effectiveness of Kumon method for academicachievement of children in Mathematics. All grade-5 students of Fazaiainter colleges of Rawalpindi and Islamabad was the population. Clustersampling technique was used. One of the three Fazaia colleges (juniorsection) was selected randomly. All grade-5 students of the selectedcluster formed the sample of the study. Data was collected and analyzedby applying t-test and recommendations were given on the basis offindings of the study. This study shows that Kumon method is moreeffective for teaching mathematics to Grade 5 students in comparisonwith traditional lecture method and equally helpful in teachingmathematics effectively to boys and girls.","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":"49080029","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 paper intends to explore the reasons of gender discrimination indifferent segments of Pakistani society at grass root level. This study isbased on qualitative content analysis of children’s literature from whichthe most popular corpse of ten English fairytales purposively. Activitiesof different characters along with their social were selected andeconomic status, behavioral traits, gendered messages and thematic roleswere analyzed by using coding frame for manifest and stimulus clues forlatent information. This content analysis research indicates that genderdifference is an integral part of the fairy tales which shows female genderinferior to male. A detailed qualitative analysis of these selectedfairytales cited that gender issues start from titles and prevail throughoutthe fairytales. Males had proper names but girls were known with theirattributive names in the titles. The study suggests a need for drasticchange behaviorally, psychologically and materially (in our children’sliterature and particularly in fairytales) to keep pace with the 21st century,which demands us to be more creative, active and innovative withscientific approach instead of becoming an escapist.
{"title":"Gender Issues in Children’s Literature: An Analysis of Fairytales","authors":"Tahira Akbar, ana Malik Ra, F. Azam","doi":"10.30971/pje.v35i1.562","DOIUrl":"https://doi.org/10.30971/pje.v35i1.562","url":null,"abstract":"This paper intends to explore the reasons of gender discrimination indifferent segments of Pakistani society at grass root level. This study isbased on qualitative content analysis of children’s literature from whichthe most popular corpse of ten English fairytales purposively. Activitiesof different characters along with their social were selected andeconomic status, behavioral traits, gendered messages and thematic roleswere analyzed by using coding frame for manifest and stimulus clues forlatent information. This content analysis research indicates that genderdifference is an integral part of the fairy tales which shows female genderinferior to male. A detailed qualitative analysis of these selectedfairytales cited that gender issues start from titles and prevail throughoutthe fairytales. Males had proper names but girls were known with theirattributive names in the titles. The study suggests a need for drasticchange behaviorally, psychologically and materially (in our children’sliterature and particularly in fairytales) to keep pace with the 21st century,which demands us to be more creative, active and innovative withscientific approach instead of becoming an escapist.","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":"48256944","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}
Major objective of the current study was to find out the relationship between aggression and psychological adjustment among college students in district Faisalabad. Ten colleges (male=5 and female=5) were randomly selected from the population as sample. One thousand students (male=500 and female=500) were approached conveniently. Data were collected using two instruments: Adults Psychological Adjustment Survey (APAS) and Aggressive Behavior Scale (ABS). Descriptive statistics and pearson r were used to analyze the data. Findings indicated above average level of aggression and below average level of psychological adjustment among college students and a significantly positive relationship between aggression and psychological adjustment. As the level of aggression increases, it weakens the psychological adjustment. All the sub factors of aggression are significantly correlated with sub factors of psychological adjustment. It is recommended that during admission process, students’ aggression and psychological adjustment must be considered in addition to academic qualification.
{"title":"Effects of Aggression on Psychological Adjustment of College Students in District Faisalabad","authors":"B. Naoreen, A. M. Saadi, Jaffar Ali","doi":"10.30971/PJE.V35I1.553","DOIUrl":"https://doi.org/10.30971/PJE.V35I1.553","url":null,"abstract":"Major objective of the current study was to find out the relationship between aggression and psychological adjustment among college students in district Faisalabad. Ten colleges (male=5 and female=5) were randomly selected from the population as sample. One thousand students (male=500 and female=500) were approached conveniently. Data were collected using two instruments: Adults Psychological Adjustment Survey (APAS) and Aggressive Behavior Scale (ABS). Descriptive statistics and pearson r were used to analyze the data. Findings indicated above average level of aggression and below average level of psychological adjustment among college students and a significantly positive relationship between aggression and psychological adjustment. As the level of aggression increases, it weakens the psychological adjustment. All the sub factors of aggression are significantly correlated with sub factors of psychological adjustment. It is recommended that during admission process, students’ aggression and psychological adjustment must be considered in addition to academic qualification.","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":"43091199","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 countries where English is taught as a foreign language, learners suffervarious levels of being anxious and develop a specific attitude towardsEnglish. The paper examined foreign language anxiety of 10th gradestudents and their attitude towards foreign language learning. Sample ofthe study was 360 male and 360 female students of 10th grade studentsof public sector secondary schools from six districts of the PunjabProvince of Pakistan. Foreign Language Classroom Anxiety (FLCAS)scale was used to investigate anxiety of the students and attitude towardsEnglish was found by using English language attitude scale. The datawere analyzed quantitatively using SPSS. t-test was used to find outgender differences for language anxiety and attitude. Relationship ofanxiety with attitude of the students was determined though Pearsonproduct moment coefficient. Results revealed that significant differencesexisted between male and female students for foreign language anxietyand attitude towards foreign language learning. Results also indicatedthat significant negative correlation was found between foreign languageanxiety and students’ attitude towards foreign language learning. Girlsshowed less anxiety in English language class and had more positiveattitude towards English. It was suggested that training might be given toEnglish language teachers on modern pedagogical patterns. Englishlanguage Curriculum might be redesigned keeping the context of thelearners in mind.
{"title":"Language Anxiety and Attitude of Secondary School Students towards Learning English","authors":"M. Hussain","doi":"10.30971/PJE.V35I1.564","DOIUrl":"https://doi.org/10.30971/PJE.V35I1.564","url":null,"abstract":"In countries where English is taught as a foreign language, learners suffervarious levels of being anxious and develop a specific attitude towardsEnglish. The paper examined foreign language anxiety of 10th gradestudents and their attitude towards foreign language learning. Sample ofthe study was 360 male and 360 female students of 10th grade studentsof public sector secondary schools from six districts of the PunjabProvince of Pakistan. Foreign Language Classroom Anxiety (FLCAS)scale was used to investigate anxiety of the students and attitude towardsEnglish was found by using English language attitude scale. The datawere analyzed quantitatively using SPSS. t-test was used to find outgender differences for language anxiety and attitude. Relationship ofanxiety with attitude of the students was determined though Pearsonproduct moment coefficient. Results revealed that significant differencesexisted between male and female students for foreign language anxietyand attitude towards foreign language learning. Results also indicatedthat significant negative correlation was found between foreign languageanxiety and students’ attitude towards foreign language learning. Girlsshowed less anxiety in English language class and had more positiveattitude towards English. It was suggested that training might be given toEnglish language teachers on modern pedagogical patterns. Englishlanguage Curriculum might be redesigned keeping the context of thelearners in mind.","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":"47865942","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 key research questions of the study were to check understanding,practices and challenges in teaching and assessment of higher orderthinking skills to students enrolled in pre-service teacher educationprogram. Sequential mixed method design was applied to collectquantitative and qualitative data with the help of structured questionnairescale and semi-structured interview. Descriptive statistics were appliedby calculating percentages and means; and thematic analysis was carriedout by open coding, axial coding, analytical coding and selective coding.Quantitative and qualitative data was integrated to draw findings andconclusions of the study. The major conclusions of the study are thatfaculty in UK conceptualise Cognitive Skills (CS) as processinginformation, constructing understanding, application of knowledge,problem solving and thinking activity. They also incorporate CSs inteaching problem solving and reflective learning practices in whichlearners retrieve, generate, organise, and validate information. Theyassess CSs by open book examination, moderation of assignments,matching and comparing against Teacher Education Standards, and alsoprovide effective feedback. However, faculty do not focus on‘construction of theory’ and linking theory to practice in teaching andassessment.
{"title":"Practices, Challenges and Implications of Teaching and Assessment of Cognitive Skills in Higher Education","authors":"malik Ghulam Bhehlol, Wasyl Cajkler","doi":"10.30971/PJE.V35I1.567","DOIUrl":"https://doi.org/10.30971/PJE.V35I1.567","url":null,"abstract":"The key research questions of the study were to check understanding,practices and challenges in teaching and assessment of higher orderthinking skills to students enrolled in pre-service teacher educationprogram. Sequential mixed method design was applied to collectquantitative and qualitative data with the help of structured questionnairescale and semi-structured interview. Descriptive statistics were appliedby calculating percentages and means; and thematic analysis was carriedout by open coding, axial coding, analytical coding and selective coding.Quantitative and qualitative data was integrated to draw findings andconclusions of the study. The major conclusions of the study are thatfaculty in UK conceptualise Cognitive Skills (CS) as processinginformation, constructing understanding, application of knowledge,problem solving and thinking activity. They also incorporate CSs inteaching problem solving and reflective learning practices in whichlearners retrieve, generate, organise, and validate information. Theyassess CSs by open book examination, moderation of assignments,matching and comparing against Teacher Education Standards, and alsoprovide effective feedback. However, faculty do not focus on‘construction of theory’ and linking theory to practice in teaching andassessment.","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":"43312852","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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