To maintain a balance between personal and professional life is important for professionals including academics. Work-life balance helps in achieving and sustaining a healthy work routine that enhances an academic’s effectiveness and satisfaction. In traditional societies, working women often have responsibilities both at their work place and homes. The present study explored that how female academics balance their personal and professional life and what challenges they face in Lahore, Pakistan. The sample consisted of ten female academics selected from two universities in Lahore, Pakistan. Data was collected by using semi-structured interviews and thematic analysis was conducted to analyze the data The findings revealed that women academics faced several problems at their homes as well as their workplace. These problems include lack of departmental support in performing tasks and completing assignments. Also, additional duties are assigned to the women academics, other than their teaching jobs. Women academics were also found to have insufficient time for themselves, leaving an adverse impact on their physical and mental wellbeing. The positive aspect found is that women academics have the courage and potential to cope with these challenges by using different strategies. These strategies include not doing work related tasks at home, sharing problems with family members, and remaining calm and determined.
{"title":"Challenges of Work-Life Balance for Women Academics: A Case Study of Universities in Lahore, Pakistan","authors":"S. Bashir, Muhammad Ilyas Khan","doi":"10.32350/uer.52.01","DOIUrl":"https://doi.org/10.32350/uer.52.01","url":null,"abstract":"To maintain a balance between personal and professional life is important for professionals including academics. Work-life balance helps in achieving and sustaining a healthy work routine that enhances an academic’s effectiveness and satisfaction. In traditional societies, working women often have responsibilities both at their work place and homes. The present study explored that how female academics balance their personal and professional life and what challenges they face in Lahore, Pakistan. The sample consisted of ten female academics selected from two universities in Lahore, Pakistan. Data was collected by using semi-structured interviews and thematic analysis was conducted to analyze the data The findings revealed that women academics faced several problems at their homes as well as their workplace. These problems include lack of departmental support in performing tasks and completing assignments. Also, additional duties are assigned to the women academics, other than their teaching jobs. Women academics were also found to have insufficient time for themselves, leaving an adverse impact on their physical and mental wellbeing. The positive aspect found is that women academics have the courage and potential to cope with these challenges by using different strategies. These strategies include not doing work related tasks at home, sharing problems with family members, and remaining calm and determined. \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978752","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 current research aimed to explore the relationship between university students' class involvement and teachers' instructional techniques. The major goal of this research was to identify the elements of university teachers' instructional techniques that are most important in ensuring that students participate in class to the maximum. Students from the University of Education, Lahore was the study's population. 300 students, chosen at random from the university's several faculties, made up the sample. To gather data, a standardized, structured questionnaire was utilized. The data was analyzed using SPSS 22nd, and multiple linear regression and correlation were used to determine the relationship between the variables. The findings showed that teachers' instructional strategies are critical in enhancing student involvement in class. In order to ensure that students participate in class, it was also discovered that different teachers use different instructional techniques. Teachers implement a variety of strategies to enhance student participation in class. The research indicates that supportive and concerned teachers are more successful than those who focus on content knowledge and challenging situation. Findings also showed that although students participate in class interactions, they make less attempts to start them. The study came to the additional conclusion that because teachers' instructional techniques positively impact students' class involvement, innovative instructional techniques learned by university teachers can optimize students' class involvement, which ultimately leads to excellent academic achievement for students.
{"title":"Impact of Teachers' Instructional Techniques on Student Involvement in Class: A Case Study","authors":"Ayesha Afzal, Shahid Rafiq","doi":"10.32350/uer.52.10","DOIUrl":"https://doi.org/10.32350/uer.52.10","url":null,"abstract":"The current research aimed to explore the relationship between university students' class involvement and teachers' instructional techniques. The major goal of this research was to identify the elements of university teachers' instructional techniques that are most important in ensuring that students participate in class to the maximum. Students from the University of Education, Lahore was the study's population. 300 students, chosen at random from the university's several faculties, made up the sample. To gather data, a standardized, structured questionnaire was utilized. The data was analyzed using SPSS 22nd, and multiple linear regression and correlation were used to determine the relationship between the variables. The findings showed that teachers' instructional strategies are critical in enhancing student involvement in class. In order to ensure that students participate in class, it was also discovered that different teachers use different instructional techniques. Teachers implement a variety of strategies to enhance student participation in class. The research indicates that supportive and concerned teachers are more successful than those who focus on content knowledge and challenging situation. Findings also showed that although students participate in class interactions, they make less attempts to start them. The study came to the additional conclusion that because teachers' instructional techniques positively impact students' class involvement, innovative instructional techniques learned by university teachers can optimize students' class involvement, which ultimately leads to excellent academic achievement for students.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43252330","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}
Problem-solving occupies a significant place in the field of mathematics and math education. The main objective of the current study was to examine the effective problem-solving techniques used by the students in mathematics at primary level in private sector schools of Islamabad. This research was quantitative in nature. A cross-sectional survey design and survey questionnaire was used. The six-point rating scale was used to collect responses from the students. The validity of questionnaire was ensured by Subject Matter Experts (SMEs) whereas, the reliability of tools was checked through Cronbach’s alpha using SPSS. In order to conduct the current research, data was collected from the (n = 400) students of 16 campuses of Roots Millennium School. Students were selected through cluster random sampling technique. It was found through descriptive analysis that the students use metacognitive problem solving techniques more frequently as compared to heuristic techniques at primary level. Moreover, it was also investigated that the higher and lower achievers used different strategies under heuristic and metacognitive problem solving techniques. Higher achievers used more than one strategy sometimes related to heuristic techniques and sometimes used both. The results revealed that the male students preferred heuristic visualization of word problem strategy more frequently than female students.
{"title":"Investigating Effective Problem-Solving Techniques for Mathematics Used by Primary Students in Private Sector Schools of Islamabad","authors":"T. Saleem, Mahreen Farooq, N. Mahmood","doi":"10.32350/uer.52.09","DOIUrl":"https://doi.org/10.32350/uer.52.09","url":null,"abstract":"Problem-solving occupies a significant place in the field of mathematics and math education. The main objective of the current study was to examine the effective problem-solving techniques used by the students in mathematics at primary level in private sector schools of Islamabad. This research was quantitative in nature. A cross-sectional survey design and survey questionnaire was used. The six-point rating scale was used to collect responses from the students. The validity of questionnaire was ensured by Subject Matter Experts (SMEs) whereas, the reliability of tools was checked through Cronbach’s alpha using SPSS. In order to conduct the current research, data was collected from the (n = 400) students of 16 campuses of Roots Millennium School. Students were selected through cluster random sampling technique. It was found through descriptive analysis that the students use metacognitive problem solving techniques more frequently as compared to heuristic techniques at primary level. Moreover, it was also investigated that the higher and lower achievers used different strategies under heuristic and metacognitive problem solving techniques. Higher achievers used more than one strategy sometimes related to heuristic techniques and sometimes used both. The results revealed that the male students preferred heuristic visualization of word problem strategy more frequently than female students.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42729801","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}
Mushtaq Ahmad, Muhammad Naveed Khalid, Taskeen Zafar
The current study explored the link of parental punishment with academic achievement of secondary school students. The sample size of 400 students (200 male and 200 female) was conveniently selected from both the private and the public secondary schools of tehsil Sargodha. A self-developed questionnaire was used to collect data. The collected data were analyzed through descriptive statistics. Major findings included that the majority of the students were physically punished. Whereas, some students were psychologically and emotionally punished by their parents. The results showed that parental punishment causes low academic achievement among students. The current study recommended that parents should not punish their children as it ultimately lowers their academic performance outcomes. This practice of parental punishment may be discouraged by guiding the parents in parent-teacher meetings.
{"title":"Investigating the Relationship between Parental Punishment and Academic Achievement: A Case Study of Secondary Level Students in Sargodha, Pakistan","authors":"Mushtaq Ahmad, Muhammad Naveed Khalid, Taskeen Zafar","doi":"10.32350/uer.52.05","DOIUrl":"https://doi.org/10.32350/uer.52.05","url":null,"abstract":"The current study explored the link of parental punishment with academic achievement of secondary school students. The sample size of 400 students (200 male and 200 female) was conveniently selected from both the private and the public secondary schools of tehsil Sargodha. A self-developed questionnaire was used to collect data. The collected data were analyzed through descriptive statistics. Major findings included that the majority of the students were physically punished. Whereas, some students were psychologically and emotionally punished by their parents. The results showed that parental punishment causes low academic achievement among students. The current study recommended that parents should not punish their children as it ultimately lowers their academic performance outcomes. This practice of parental punishment may be discouraged by guiding the parents in parent-teacher meetings.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42290313","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 current study analyses children with Developmental Coordination Disorder (DCD) who face difficulty in learning through physical activities. Such children find it more difficult while performing movement skills, learning new physical tasks, and applying self-help skills in their day to day life. These functional limitations at times lead towards the range of other psychological and emotional problems. The application of valid and reliable screening and diagnostic tool is a prerequisite to start appropriate rehabilitation services. The current study aims to translate and validate DCDQ’07 into Urdu language for Pakistani population in order to identify children with DCD. This step is especially taken because there is no screening tool available in Urdu language. So far children with DCD have severely been understudied in Pakistan. The current study was divided into two phases, preliminary and main studies. The preliminary phase revealed the process of translation and cross language validation of the scale. The main study was conducted on a sample of 70 children at risk of DCD to establish psychometric properties of DCDQ-UR. Results demonstrated the adequate test-retest reliability, significant inter-item correlation, item total correlation and item loading scores. The DCDQ-UR has proved to be a valid and reliable scale for screening of children with DCD in the age ranging from 5 to 15 years among Pakistani population.
{"title":"Translation, Adaptation, and Cross Language Validation of the Revised Version of Developmental Coordination Disorder Questionnaire’07 (DCDQ’07) in Urdu Language (DCDQ-UR)","authors":"Naveed Shahzad, H. Jameel","doi":"10.32350/uer.52.04","DOIUrl":"https://doi.org/10.32350/uer.52.04","url":null,"abstract":"The current study analyses children with Developmental Coordination Disorder (DCD) who face difficulty in learning through physical activities. Such children find it more difficult while performing movement skills, learning new physical tasks, and applying self-help skills in their day to day life. These functional limitations at times lead towards the range of other psychological and emotional problems. The application of valid and reliable screening and diagnostic tool is a prerequisite to start appropriate rehabilitation services. The current study aims to translate and validate DCDQ’07 into Urdu language for Pakistani population in order to identify children with DCD. This step is especially taken because there is no screening tool available in Urdu language. So far children with DCD have severely been understudied in Pakistan. The current study was divided into two phases, preliminary and main studies. The preliminary phase revealed the process of translation and cross language validation of the scale. The main study was conducted on a sample of 70 children at risk of DCD to establish psychometric properties of DCDQ-UR. Results demonstrated the adequate test-retest reliability, significant inter-item correlation, item total correlation and item loading scores. The DCDQ-UR has proved to be a valid and reliable scale for screening of children with DCD in the age ranging from 5 to 15 years among Pakistani population. \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46162686","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 particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS. Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class. Keywords: active, vocabulary, vocabulary self-collection strategy, VSS
{"title":"Selecting, Speaking and Saving: Applying Vocabulary Self-Collection Strategy in ESL Classroom at Intermediate Level at NUML","authors":"Tahira Sameen, Amina Ayaz","doi":"10.32350/uer.51.04","DOIUrl":"https://doi.org/10.32350/uer.51.04","url":null,"abstract":"This particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS. Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class. \u0000Keywords: active, vocabulary, vocabulary self-collection strategy, VSS \u0000 ","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48777711","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}
Students’ approaches to the learning process, their learning style, cognitive style, learning preferences, and beliefs about knowledge had been the main focus of empirical research for many years. A quantitative survey was carried out to explore their epistemological beliefs about science and their learning approaches towards science. Moreover, the correlation between these two variables at secondary level science classroom in Chitral, Pakistan was determined. The population of the current study consisted of 59293 students from both genders studying in various public sector schools in Chitral district. Secondary school science students served as the population for this research, while 379 students were randomly selected as sample. Approaches to Learning Questionnaire (ALQ) and Students Epistemic Beliefs (SEB) questionnaire were adapted and administered for data collection. The findings showed that students employed both surface and deep approaches for science learning at secondary level. Similarly, they possessed mixed epistemological beliefs. Significant correlation was also found between some categories of students’ epistemological beliefs and learning approaches. The current study also discussed the implications of the above findings for teaching and learning activities in the classroom, teacher education institutions, and other stakeholders. Specific recommendations with regards to the nature and assessment of learning were also proposed for classroom practices. Keywords: deep learning, epistemological beliefs, learning approaches, surface learning
{"title":"Exploring the Relationship between Students’ Epistemological Beliefs about Science and their Approaches to Learning Science","authors":"Z. Shah, F. Choudhary","doi":"10.32350/uer.51.03","DOIUrl":"https://doi.org/10.32350/uer.51.03","url":null,"abstract":"Students’ approaches to the learning process, their learning style, cognitive style, learning preferences, and beliefs about knowledge had been the main focus of empirical research for many years. A quantitative survey was carried out to explore their epistemological beliefs about science and their learning approaches towards science. Moreover, the correlation between these two variables at secondary level science classroom in Chitral, Pakistan was determined. The population of the current study consisted of 59293 students from both genders studying in various public sector schools in Chitral district. Secondary school science students served as the population for this research, while 379 students were randomly selected as sample. Approaches to Learning Questionnaire (ALQ) and Students Epistemic Beliefs (SEB) questionnaire were adapted and administered for data collection. The findings showed that students employed both surface and deep approaches for science learning at secondary level. Similarly, they possessed mixed epistemological beliefs. Significant correlation was also found between some categories of students’ epistemological beliefs and learning approaches. The current study also discussed the implications of the above findings for teaching and learning activities in the classroom, teacher education institutions, and other stakeholders. Specific recommendations with regards to the nature and assessment of learning were also proposed for classroom practices. \u0000Keywords: deep learning, epistemological beliefs, learning approaches, surface learning","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41830138","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 this study is to explore TVET trainers’ understanding of engaging instruction with relevance to ensuring a supportive learning environment that could lead to effective work-integrated learning. Participants’ engagement in the training process that wholly prepares them for real-life work scenarios is always a challenging task for trainers. The existing gaps in theory and practice highlight the significance of the research study. Both the trainees and the trainers are usually not content with the learning environment and the final training outcomes to match their work requirements. This research identifies the trainer’s understanding of engaging instruction under three main themes: supportive learning environment, work-integrated learning, and expected competencies of trainers. Purposive sampling was used to collect data from 21 TVET trainers. All participants are actively working in TVET institutes. The qualitative data analysis technique is applied as a data collection strategy to explore participants' views, opinions, practices, challenges, preferences, and lived experiences. The data analysis revealed that most trainers believe training participants require a conducive environment to enrich their learning experiences. Most participants have also emphasised achieving the work-integrated learning outcomes by applying the KSA (Knowledge, Skills and Attitude) approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on appropriate training strategies. Keywords: Supportive learning environment, work-integrated learning, engaging instructions; trainers’ competencies, TVET
{"title":"TVET Trainers Understanding of Engaging Instruction: Supportive Learning Environment for Work Integrated Learning","authors":"Gouhar Pirzada","doi":"10.32350/uer.51.01","DOIUrl":"https://doi.org/10.32350/uer.51.01","url":null,"abstract":"The purpose of this study is to explore TVET trainers’ understanding of engaging instruction with relevance to ensuring a supportive learning environment that could lead to effective work-integrated learning. Participants’ engagement in the training process that wholly prepares them for real-life work scenarios is always a challenging task for trainers. The existing gaps in theory and practice highlight the significance of the research study. Both the trainees and the trainers are usually not content with the learning environment and the final training outcomes to match their work requirements. This research identifies the trainer’s understanding of engaging instruction under three main themes: supportive learning environment, work-integrated learning, and expected competencies of trainers. Purposive sampling was used to collect data from 21 TVET trainers. All participants are actively working in TVET institutes. The qualitative data analysis technique is applied as a data collection strategy to explore participants' views, opinions, practices, challenges, preferences, and lived experiences. The data analysis revealed that most trainers believe training participants require a conducive environment to enrich their learning experiences. Most participants have also emphasised achieving the work-integrated learning outcomes by applying the KSA (Knowledge, Skills and Attitude) approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on appropriate training strategies. \u0000Keywords: Supportive learning environment, work-integrated learning, engaging instructions; trainers’ competencies, TVET","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768763","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}
Fhulufhelo Patrick Muedi, A. Kutame, T. Ngidi, Chinaza Uleanya
Assessment has been a significant component of teaching and learning process. However, it is very important to know that how assessment is being managed, as it is capable of contributing to both, the success or the failure of learners. Meanwhile, management of assessment becomes more crucial in the case of the “qualified to be progressed” (QP) learners. Hence, the current study investigates that how assessment of QP learners are managed by using 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Respondents are the teachers and participants from School Management Team (SMT) who were randomly and conveniently selected, respectively. Mixed-methods was employed for this particular study and data was collected through the use of two important tools, 1) questionnaire filled by 165 selected teachers, and 2) interviews conducted with 10 SMTs. The analyzed data were coded into themes. The findings of the study showed that the assessment of QP learners was managed at all grades through the utilization of examination timetables. Besides, the question papers of previous examinations were also taken in as a part of the preparation for forth coming examinations. While, the current research found that homework timetables and moderation of peer assessment tasks were not properly assessed and practiced. Hence, the current study recommends that the need for the exploration of the use of moderation of peer assessment tasks, and homework timetables. Keywords: assessment management, Limpopo, qualified progressed (QP) learners, South Africa
{"title":"Managing Assessments for Supporting Progressed Learners in Vhembe District, Limpopo, South Africa","authors":"Fhulufhelo Patrick Muedi, A. Kutame, T. Ngidi, Chinaza Uleanya","doi":"10.32350/uer.51.02","DOIUrl":"https://doi.org/10.32350/uer.51.02","url":null,"abstract":"Assessment has been a significant component of teaching and learning process. However, it is very important to know that how assessment is being managed, as it is capable of contributing to both, the success or the failure of learners. Meanwhile, management of assessment becomes more crucial in the case of the “qualified to be progressed” (QP) learners. Hence, the current study investigates that how assessment of QP learners are managed by using 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Respondents are the teachers and participants from School Management Team (SMT) who were randomly and conveniently selected, respectively. Mixed-methods was employed for this particular study and data was collected through the use of two important tools, 1) questionnaire filled by 165 selected teachers, and 2) interviews conducted with 10 SMTs. The analyzed data were coded into themes. The findings of the study showed that the assessment of QP learners was managed at all grades through the utilization of examination timetables. Besides, the question papers of previous examinations were also taken in as a part of the preparation for forth coming examinations. While, the current research found that homework timetables and moderation of peer assessment tasks were not properly assessed and practiced. Hence, the current study recommends that the need for the exploration of the use of moderation of peer assessment tasks, and homework timetables. \u0000Keywords: assessment management, Limpopo, qualified progressed (QP) learners, South Africa","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44452662","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 aimed to measure the knowledge of parents and identified their practices regarding stress management in their school going children. A cross-sectional descriptive study was carried out in District Rawalpindi, Pakistan using an online questionnaire. The population size consisted of all the parents of school going children in District Rawalpindi. The collected data were analyzed through SPSS software by applying t-test and one-way ANOVA. The difference between parents’ knowledge about stress and their stress management strategies was evaluated on the basis of demographic variables. The current study calculated a higher percentage (57.3%) of parents’ scores on the overall knowledge scale, although more than half of the parents exhibited poor knowledge on two subscales, that is, stress (52.4%) and stress management strategies (61.2%). The scores of older parents were significantly higher than the younger ones. Good nutrition, proper meals, and proper rest were identified as the most commonly practiced stress management strategies. It was determined that opposite genders and different age groups were practicing similar strategies, with no statistically significant difference in scores on the practices of stress management scale. Lack of proper knowledge and wrong practices indulged in by a large number of parents highlight the need for awareness campaigns to improve parents’ knowledge regarding stress and management practices in their children. Keywords: parents’ knowledge, Pakistan, school children, stress management
{"title":"Parents’ Knowledge and Practices Regarding Stress Management in School Children of District Rawalpindi, Pakistan","authors":"Afshan Rani, S. Rashid, M. Anwar","doi":"10.32350/uer.51.05","DOIUrl":"https://doi.org/10.32350/uer.51.05","url":null,"abstract":"This study aimed to measure the knowledge of parents and identified their practices regarding stress management in their school going children. A cross-sectional descriptive study was carried out in District Rawalpindi, Pakistan using an online questionnaire. The population size consisted of all the parents of school going children in District Rawalpindi. The collected data were analyzed through SPSS software by applying t-test and one-way ANOVA. The difference between parents’ knowledge about stress and their stress management strategies was evaluated on the basis of demographic variables. The current study calculated a higher percentage (57.3%) of parents’ scores on the overall knowledge scale, although more than half of the parents exhibited poor knowledge on two subscales, that is, stress (52.4%) and stress management strategies (61.2%). The scores of older parents were significantly higher than the younger ones. Good nutrition, proper meals, and proper rest were identified as the most commonly practiced stress management strategies. It was determined that opposite genders and different age groups were practicing similar strategies, with no statistically significant difference in scores on the practices of stress management scale. Lack of proper knowledge and wrong practices indulged in by a large number of parents highlight the need for awareness campaigns to improve parents’ knowledge regarding stress and management practices in their children. \u0000Keywords: parents’ knowledge, Pakistan, school children, stress management","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43107184","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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