Environmental pollution is an emerging issue in Asian countries. It affects quality of life and is dangerous for human life. It has been observed that carbon emissions from Asian countries are speedily increasing. The major factors causing environmental degradation are GDP per capita, industrialization, urbanization, and energy use. This study is an effort to highlight the causes of environmental degradation in eight Asian countries by using 10 years of data. Moreover, the study has used the fixed effect method to highlight the significance of major causes of environmental degradation in the concerned economies. Results show that urban population, energy consumption, economic growth, and financial development increase carbon emission CO2 (i.e., environmental degradation) in Asian countries. The result suggested that the Government must reduce the carbon emission level in these countries and must provide a better environment to the population.
{"title":"Energy Consumption, Economic Growth and the Environmental Degradation in Asian Countries","authors":"Ms Fouzia, Mehwish Siddique, Tehreem Waheed","doi":"10.52223/jess.2024.5113","DOIUrl":"https://doi.org/10.52223/jess.2024.5113","url":null,"abstract":"Environmental pollution is an emerging issue in Asian countries. It affects quality of life and is dangerous for human life. It has been observed that carbon emissions from Asian countries are speedily increasing. The major factors causing environmental degradation are GDP per capita, industrialization, urbanization, and energy use. This study is an effort to highlight the causes of environmental degradation in eight Asian countries by using 10 years of data. Moreover, the study has used the fixed effect method to highlight the significance of major causes of environmental degradation in the concerned economies. Results show that urban population, energy consumption, economic growth, and financial development increase carbon emission CO2 (i.e., environmental degradation) in Asian countries. The result suggested that the Government must reduce the carbon emission level in these countries and must provide a better environment to the population.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"64 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140360272","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}
Hina Zahra, Mushtaq Ahmad Malik, Ahamd Bilal Cheema
The ability to study well is crucial to students' academic performance. The aims of this research were to investigate the study skills levels of undergraduate students, to determine the correlation between academic performance and the study skills of undergraduate students, and to identify any noteworthy variations in study skills based on gender and location. Multi-stage stratified random sampling technique was used to select representative sample of 2207 undergraduate students from Punjab, Pakistan's general public universities. With the author's consent, a modified version of the study skills evaluation questionnaire was adapted, and the academic performance scale was created, verified, and subjected to a reliability coefficient of .094 and 0.85. Four research hypotheses were developed and put to the test using the t-test, Pearson r, mean, and standard deviation. The results indicated a substantial difference in terms of gender and location, as well as a favorable link between study skills and academic performance. Moreover, the majority of undergraduate students employed study skills at a moderate level; therefore, it is recommended to design and incorporate study skills in educational courses for students in academic curricula.
学习能力对学生的学习成绩至关重要。本研究旨在调查本科生的学习技能水平，确定学业成绩与本科生学习技能之间的相关性，并根据性别和地区确定学习技能方面任何值得注意的差异。研究采用多阶段分层随机抽样技术，从巴基斯坦旁遮普省的普通公立大学中抽取了具有代表性的 2207 名本科生样本。在征得作者同意后，改编了学习技能评估问卷的修订版，并编制了学业成绩量表，经过验证，信度系数分别为 0.094 和 0.85。我们提出了四个研究假设，并使用 t 检验、Pearson r、平均值和标准差进行了检验。结果表明，在性别和地域方面存在很大差异，学习技能与学习成绩之间也存在着有利的联系。此外，大多数本科生的学习技能处于中等水平；因此，建议在学术课程中为学生设计并纳入学习技能教育课程。
{"title":"Exploring the Levels of Undergraduate University Students' Study Skills","authors":"Hina Zahra, Mushtaq Ahmad Malik, Ahamd Bilal Cheema","doi":"10.52223/jess.2024.5107","DOIUrl":"https://doi.org/10.52223/jess.2024.5107","url":null,"abstract":"The ability to study well is crucial to students' academic performance. The aims of this research were to investigate the study skills levels of undergraduate students, to determine the correlation between academic performance and the study skills of undergraduate students, and to identify any noteworthy variations in study skills based on gender and location. Multi-stage stratified random sampling technique was used to select representative sample of 2207 undergraduate students from Punjab, Pakistan's general public universities. With the author's consent, a modified version of the study skills evaluation questionnaire was adapted, and the academic performance scale was created, verified, and subjected to a reliability coefficient of .094 and 0.85. Four research hypotheses were developed and put to the test using the t-test, Pearson r, mean, and standard deviation. The results indicated a substantial difference in terms of gender and location, as well as a favorable link between study skills and academic performance. Moreover, the majority of undergraduate students employed study skills at a moderate level; therefore, it is recommended to design and incorporate study skills in educational courses for students in academic curricula.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"25 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140411618","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 research sought to identify changes in terms of word choice, sentence structure, and semantics introduced by ChatGPT and how the functionality of ChatGPT impacts the pragmatics of the English language: politeness, deixis, and discourse markers. This study used corpus analysis as part of the methodology involving Natural Language Processing (NLP) tools for part-of-speech tagging and sentiments, analyzing changes in wordings, syntaxes, and semantic elements generated by ChatGPT as an advanced language modal. A qualitative approach, including user surveys and comparative analysis, proved useful in clarifying the changing patterns of politeness, deixis, and discourse markers in AI-supported communication. Henceforth, ChatGPT generates neologism, unique cultural references, verbal contextual adaptations, and a wide range of technical terms. Moreover, the researchers found that user preferences for communication mediums vary, which showed a complex field of users and their expectations in the context of language generated by ChatGPT. Thus, it was observed that ChatGPT contributes significantly to developing the pragmatic aspects of language use in the modern era. Hence, the study proposes that the ChatGPT polishes the usage of politeness terms and improves its deixis along with formal discourse markers. This highlights the need for continuous improvement, especially in areas such as politeness, deixis management, and integration of discourse markers for the developers.
{"title":"The Impact of ChatGPT on Language Evolution: A Linguistic Analysis","authors":"Hina Rafique, Imran Nazeer, Jawaria Rehman","doi":"10.52223/jess.2024.5106","DOIUrl":"https://doi.org/10.52223/jess.2024.5106","url":null,"abstract":"This research sought to identify changes in terms of word choice, sentence structure, and semantics introduced by ChatGPT and how the functionality of ChatGPT impacts the pragmatics of the English language: politeness, deixis, and discourse markers. This study used corpus analysis as part of the methodology involving Natural Language Processing (NLP) tools for part-of-speech tagging and sentiments, analyzing changes in wordings, syntaxes, and semantic elements generated by ChatGPT as an advanced language modal. A qualitative approach, including user surveys and comparative analysis, proved useful in clarifying the changing patterns of politeness, deixis, and discourse markers in AI-supported communication. Henceforth, ChatGPT generates neologism, unique cultural references, verbal contextual adaptations, and a wide range of technical terms. Moreover, the researchers found that user preferences for communication mediums vary, which showed a complex field of users and their expectations in the context of language generated by ChatGPT. Thus, it was observed that ChatGPT contributes significantly to developing the pragmatic aspects of language use in the modern era. Hence, the study proposes that the ChatGPT polishes the usage of politeness terms and improves its deixis along with formal discourse markers. This highlights the need for continuous improvement, especially in areas such as politeness, deixis management, and integration of discourse markers for the developers.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"32 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435804","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 research article explores the role and vision of Mr. Jinnah, the founding father of Pakistan, in shaping the relationship between the nation and its diverse minority communities. This study is to examine the impact of Mr. Jinnah's leadership on minority communities during the partition and in the early years of Pakistan. It also explores his efforts to promote religious harmony and minority rights. Mr. Jinnah's leadership and his commitment to creating a democratic and inclusive Pakistan provide valuable insights into the challenges and opportunities associated with nation-building, religious and cultural pluralism, and the protection of minority rights. This study examines the historical context, Jinnah's political philosophy, and the measures he took to safeguard the rights and well-being of religious minorities in Pakistan.
{"title":"Jinnah's Vision for Minorities in Pakistan: A Critical Analysis","authors":"Ishfaq Naveed, Tasleem Raza","doi":"10.52223/jess.2024.5105","DOIUrl":"https://doi.org/10.52223/jess.2024.5105","url":null,"abstract":"This research article explores the role and vision of Mr. Jinnah, the founding father of Pakistan, in shaping the relationship between the nation and its diverse minority communities. This study is to examine the impact of Mr. Jinnah's leadership on minority communities during the partition and in the early years of Pakistan. It also explores his efforts to promote religious harmony and minority rights. Mr. Jinnah's leadership and his commitment to creating a democratic and inclusive Pakistan provide valuable insights into the challenges and opportunities associated with nation-building, religious and cultural pluralism, and the protection of minority rights. This study examines the historical context, Jinnah's political philosophy, and the measures he took to safeguard the rights and well-being of religious minorities in Pakistan.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"73 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439282","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 examines the implications of Artificial Intelligence (AI) in enhancing educational methodologies at the higher secondary level, focusing on its impact on student engagement and learning outcomes, the experiences and challenges faced by educators in integrating AI tools, and the broader ethical and privacy considerations. Utilizing a qualitative methodology based on interviews with educators and students, the research aims to explore the nuanced perspectives on the role of AI in education, identifying both the potential benefits and drawbacks. Initial findings highlight the positive effects of AI on personalized learning experiences alongside significant challenges related to resource limitations and the need for comprehensive support for educators. Moreover, concerns about ethical implications and data privacy emerge as critical issues requiring careful management. The study concludes that while AI offers transformative potential for educational practices, ensuring effective integration, addressing ethical concerns, and preparing students for future technological challenges is essential for leveraging AI's full benefits in the educational sector.
{"title":"The Role of Artificial Intelligence in Shaping the Future of Education at Higher Secondary Level","authors":"Muhammad Azeem Sarwar, Ms Saima, Afshan Gul","doi":"10.52223/jess.2024.5104","DOIUrl":"https://doi.org/10.52223/jess.2024.5104","url":null,"abstract":"This study examines the implications of Artificial Intelligence (AI) in enhancing educational methodologies at the higher secondary level, focusing on its impact on student engagement and learning outcomes, the experiences and challenges faced by educators in integrating AI tools, and the broader ethical and privacy considerations. Utilizing a qualitative methodology based on interviews with educators and students, the research aims to explore the nuanced perspectives on the role of AI in education, identifying both the potential benefits and drawbacks. Initial findings highlight the positive effects of AI on personalized learning experiences alongside significant challenges related to resource limitations and the need for comprehensive support for educators. Moreover, concerns about ethical implications and data privacy emerge as critical issues requiring careful management. The study concludes that while AI offers transformative potential for educational practices, ensuring effective integration, addressing ethical concerns, and preparing students for future technological challenges is essential for leveraging AI's full benefits in the educational sector.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442265","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}
Mukaram Azhar, Ms Sumeera, Ghulam Mustafa Shaikh, Muhammad Ilyas, Muhsin Khan, Rabil Hadi
The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.
{"title":"Student Achievement Spectrum: Investigating Pedagogical Diversity and Teacher Methodology Perceptions","authors":"Mukaram Azhar, Ms Sumeera, Ghulam Mustafa Shaikh, Muhammad Ilyas, Muhsin Khan, Rabil Hadi","doi":"10.52223/jess.2024.5103","DOIUrl":"https://doi.org/10.52223/jess.2024.5103","url":null,"abstract":"The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139777103","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}
Mukaram Azhar, Ms Sumeera, Ghulam Mustafa Shaikh, Muhammad Ilyas, Muhsin Khan, Rabil Hadi
The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.
{"title":"Student Achievement Spectrum: Investigating Pedagogical Diversity and Teacher Methodology Perceptions","authors":"Mukaram Azhar, Ms Sumeera, Ghulam Mustafa Shaikh, Muhammad Ilyas, Muhsin Khan, Rabil Hadi","doi":"10.52223/jess.2024.5103","DOIUrl":"https://doi.org/10.52223/jess.2024.5103","url":null,"abstract":"The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"62 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836693","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 perspective of multicultural identity enables an individual to acknowledge and respect the prevailing diverse identities individually and socially. This particular approach provides liberty and acceptance towards unique individuals around us. As a practicing community, respect for one's originality and openness towards diverse practices need to be promoted for peace and harmony in any society. This research study aims to enhance the consciousness about multicultural identity through mixed method research, qualitative followed by quantitative research with an experimental intervention. Semantic content analysis of the curriculum of Pakistan Studies designed by HEC enlightened the researcher about existing gaps between the outline and recommended topics and sub-topics in the outline. Triangulation has been performed through focused group discussion to ensure the results and actual influence of the introduced phenomena on the Undergraduate students of B.Ed. (Hons) II (N=46). The findings clearly illustrate the significance of the pretest and posttest results of gender identity and psycho-social identity with effect sizes of r= 0.59 and 0.44, respectively. The research study suggested inculcating the phenomena of multicultural identity at the national level through policymakers and curriculum developers and practiced at the institutional level in educational settings to promote healthy and well-rounded individuals and progressive society.
{"title":"Enhancement of Undergraduate Students' Consciousness about Multicultural Identity","authors":"Hina Rashid","doi":"10.52223/jess.2024.5102","DOIUrl":"https://doi.org/10.52223/jess.2024.5102","url":null,"abstract":"The perspective of multicultural identity enables an individual to acknowledge and respect the prevailing diverse identities individually and socially. This particular approach provides liberty and acceptance towards unique individuals around us. As a practicing community, respect for one's originality and openness towards diverse practices need to be promoted for peace and harmony in any society. This research study aims to enhance the consciousness about multicultural identity through mixed method research, qualitative followed by quantitative research with an experimental intervention. Semantic content analysis of the curriculum of Pakistan Studies designed by HEC enlightened the researcher about existing gaps between the outline and recommended topics and sub-topics in the outline. Triangulation has been performed through focused group discussion to ensure the results and actual influence of the introduced phenomena on the Undergraduate students of B.Ed. (Hons) II (N=46). The findings clearly illustrate the significance of the pretest and posttest results of gender identity and psycho-social identity with effect sizes of r= 0.59 and 0.44, respectively. The research study suggested inculcating the phenomena of multicultural identity at the national level through policymakers and curriculum developers and practiced at the institutional level in educational settings to promote healthy and well-rounded individuals and progressive society.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"123 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785542","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 perspective of multicultural identity enables an individual to acknowledge and respect the prevailing diverse identities individually and socially. This particular approach provides liberty and acceptance towards unique individuals around us. As a practicing community, respect for one's originality and openness towards diverse practices need to be promoted for peace and harmony in any society. This research study aims to enhance the consciousness about multicultural identity through mixed method research, qualitative followed by quantitative research with an experimental intervention. Semantic content analysis of the curriculum of Pakistan Studies designed by HEC enlightened the researcher about existing gaps between the outline and recommended topics and sub-topics in the outline. Triangulation has been performed through focused group discussion to ensure the results and actual influence of the introduced phenomena on the Undergraduate students of B.Ed. (Hons) II (N=46). The findings clearly illustrate the significance of the pretest and posttest results of gender identity and psycho-social identity with effect sizes of r= 0.59 and 0.44, respectively. The research study suggested inculcating the phenomena of multicultural identity at the national level through policymakers and curriculum developers and practiced at the institutional level in educational settings to promote healthy and well-rounded individuals and progressive society.
{"title":"Enhancement of Undergraduate Students' Consciousness about Multicultural Identity","authors":"Hina Rashid","doi":"10.52223/jess.2024.5102","DOIUrl":"https://doi.org/10.52223/jess.2024.5102","url":null,"abstract":"The perspective of multicultural identity enables an individual to acknowledge and respect the prevailing diverse identities individually and socially. This particular approach provides liberty and acceptance towards unique individuals around us. As a practicing community, respect for one's originality and openness towards diverse practices need to be promoted for peace and harmony in any society. This research study aims to enhance the consciousness about multicultural identity through mixed method research, qualitative followed by quantitative research with an experimental intervention. Semantic content analysis of the curriculum of Pakistan Studies designed by HEC enlightened the researcher about existing gaps between the outline and recommended topics and sub-topics in the outline. Triangulation has been performed through focused group discussion to ensure the results and actual influence of the introduced phenomena on the Undergraduate students of B.Ed. (Hons) II (N=46). The findings clearly illustrate the significance of the pretest and posttest results of gender identity and psycho-social identity with effect sizes of r= 0.59 and 0.44, respectively. The research study suggested inculcating the phenomena of multicultural identity at the national level through policymakers and curriculum developers and practiced at the institutional level in educational settings to promote healthy and well-rounded individuals and progressive society.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"29 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845716","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 place of technological resources in the classroom can never be denied in the present globalized era. Integrating technology in ESL classes affects the creativity, curricular attitude, appropriateness, and interest of the learners in the learning environment. In this regard, action research was carried out in order to solve the problem of weak comprehension skills of the EFL learners of Grade 10. The problem was identified through pre-observations of the indicators. In order to overcome the identified problem, a tool was designed in the form of a pre-posttest. After the completion of the data collection, the researcher analyzed the quantitative and qualitative data that were recorded through pre-posttest and focused group discussion respectively. For the quantitative data, the researcher used SPSS to find out the statistical differences between the reading scores of the participants in the pre-posttest. The mean scores of the pre-posttest were compared which exhibited that there was a significant difference between the mean scores of the participants in their reading comprehension before and after the implementation of the Web-Quest technique. Moreover, a thematic analysis of the Qualitative data was made. The results of the study proved that there was a significant effect of using the Web-Quest technique to improve the reading comprehension skills of the participants.
{"title":"Effectiveness of Using the Web-Quest Technique to Improve Students’ Reading Comprehension Skills in An ESL Classroom","authors":"Maria Mukhtar, Farhana Khurshid","doi":"10.52223/jess.2024.5101","DOIUrl":"https://doi.org/10.52223/jess.2024.5101","url":null,"abstract":"The place of technological resources in the classroom can never be denied in the present globalized era. Integrating technology in ESL classes affects the creativity, curricular attitude, appropriateness, and interest of the learners in the learning environment. In this regard, action research was carried out in order to solve the problem of weak comprehension skills of the EFL learners of Grade 10. The problem was identified through pre-observations of the indicators. In order to overcome the identified problem, a tool was designed in the form of a pre-posttest. After the completion of the data collection, the researcher analyzed the quantitative and qualitative data that were recorded through pre-posttest and focused group discussion respectively. For the quantitative data, the researcher used SPSS to find out the statistical differences between the reading scores of the participants in the pre-posttest. The mean scores of the pre-posttest were compared which exhibited that there was a significant difference between the mean scores of the participants in their reading comprehension before and after the implementation of the Web-Quest technique. Moreover, a thematic analysis of the Qualitative data was made. The results of the study proved that there was a significant effect of using the Web-Quest technique to improve the reading comprehension skills of the participants.","PeriodicalId":507378,"journal":{"name":"Journal of Education and Social Studies","volume":"30 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800619","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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