Pub Date : 2021-06-30DOI: 10.46662/jass-vol8-iss1-2021(137-146)
Dr. Asia Zulfqar, Dr. Bashir Hussain
Recently an increasing focus has been observed on the learner-centred approaches for their role in preparing more independent and skilful graduates. Of these active learning styles, self-regulated learning has received greater attention in higher education. In this context, it is highly important to examine current state of self-regulated learning adopted by students, along with examining the gender differences and the nature of discipline in adopting self-regulated learning. Considering this situation, the prime objective of the study was to map the link between students' self-regulated learning and their academic achievement in their related disciplines, and on basis of their gender. Using the descriptive design, a quantitative survey was used to collect the data from 300 students of two public sector universities of Pakistan. A questionnaire was adopted to collect data from students to measure their level of adopted self-regulated learning and CGPA. Simple linear regression and t-test and ANOVA were applied to reach to certain results. Our findings rejected the main hypothesis that there is no impact of self-regulated learning on students’ academic achievement. Likewise, this study could not identify the difference in view of adopting self-regulated learning strategies by male and female students at higher education. However, in view of measuring SRL at faculty level, students from the faculty of science adopted self-regulated learning strategies to some extent. Next to concrete discussion in relation to these findings limitations and directions for future researches were stressed.
{"title":"Transforming Pedagogy: Studying the Relationship between Students’ Self-Regulated Learning and Academic Achievement at Higher Education","authors":"Dr. Asia Zulfqar, Dr. Bashir Hussain","doi":"10.46662/jass-vol8-iss1-2021(137-146)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(137-146)","url":null,"abstract":"Recently an increasing focus has been observed on the learner-centred approaches for their role in preparing more independent and skilful graduates. Of these active learning styles, self-regulated learning has received greater attention in higher education. In this context, it is highly important to examine current state of self-regulated learning adopted by students, along with examining the gender differences and the nature of discipline in adopting self-regulated learning. Considering this situation, the prime objective of the study was to map the link between students' self-regulated learning and their academic achievement in their related disciplines, and on basis of their gender. Using the descriptive design, a quantitative survey was used to collect the data from 300 students of two public sector universities of Pakistan. A questionnaire was adopted to collect data from students to measure their level of adopted self-regulated learning and CGPA. Simple linear regression and t-test and ANOVA were applied to reach to certain results. Our findings rejected the main hypothesis that there is no impact of self-regulated learning on students’ academic achievement. Likewise, this study could not identify the difference in view of adopting self-regulated learning strategies by male and female students at higher education. However, in view of measuring SRL at faculty level, students from the faculty of science adopted self-regulated learning strategies to some extent. Next to concrete discussion in relation to these findings limitations and directions for future researches were stressed.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88357189","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}
Pub Date : 2021-06-30DOI: 10.46662/jass-vol8-iss1-2021(189-200)
Ümit Öztürk
Turks of Kosovo and North Macedonia have become members of a nation that has turned into a minority in terms of population and influence both after the dissolution of the Ottoman State and after the dissolution of Yugoslavia. The aim of the study is to determine the identity perceptions of the Turks of Kosovo and North Macedonia. Within the scope of the study, a number of questions were asked to the participants regarding their identity definitions and perceptions by means of semi-structured interview technique. Participants' responses were discussed with a phenomenological approach and qualitative analysis. It was observed from the findings that Turks of Kosovo and North Macedonia experience nationalist feelings with a very high consciousness. They oppose the understanding of Turkishness as an ethnic identity. According to the majority, Turkish identity should be understood as a national identity built on the basis of religion and culture. And it is far from seeking ethnic ties or genealogy. In addition, some participants stated that although they defined themselves with Turkish identity in the past, nowadays they define themselves as Albanian. This situation can be explained as an alienation from the Turkish identity arising from different reasons; such as assimilation and denial. However, some of the participants dealing with questions such as “How can you call yourself a Turk? Is there any Turk left here after the Ottoman Empire? in daily life, state that they defend themselves by making reference to ethnic and ethnocentric implications. Because in such situations where identity is denied, identity turns into a shield.
{"title":"National Identity Perceptions of the Turks of Kosovo and North Macedonia: How Identity Turns into a Shield When Denied?","authors":"Ümit Öztürk","doi":"10.46662/jass-vol8-iss1-2021(189-200)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(189-200)","url":null,"abstract":"Turks of Kosovo and North Macedonia have become members of a nation that has turned into a minority in terms of population and influence both after the dissolution of the Ottoman State and after the dissolution of Yugoslavia. The aim of the study is to determine the identity perceptions of the Turks of Kosovo and North Macedonia. Within the scope of the study, a number of questions were asked to the participants regarding their identity definitions and perceptions by means of semi-structured interview technique. Participants' responses were discussed with a phenomenological approach and qualitative analysis. It was observed from the findings that Turks of Kosovo and North Macedonia experience nationalist feelings with a very high consciousness. They oppose the understanding of Turkishness as an ethnic identity. According to the majority, Turkish identity should be understood as a national identity built on the basis of religion and culture. And it is far from seeking ethnic ties or genealogy. In addition, some participants stated that although they defined themselves with Turkish identity in the past, nowadays they define themselves as Albanian. This situation can be explained as an alienation from the Turkish identity arising from different reasons; such as assimilation and denial. However, some of the participants dealing with questions such as “How can you call yourself a Turk? Is there any Turk left here after the Ottoman Empire? in daily life, state that they defend themselves by making reference to ethnic and ethnocentric implications. Because in such situations where identity is denied, identity turns into a shield.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"2016 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78115647","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(173-180)
Kh. M. Guliyeva
Lotfi A. Zadeh, whose 100th anniversary is celebrated all over the world in 2021, is a genius bestowed by the Azerbaijani people to the scientific world of thought. Lotfi A. Zadeh the only phenomenon was chosen as a lifetime professor for great services in the field of artificial intelligence from the AI Institute. The author's article titled "Lotfi A. Zadeh phenomenon in the development of the world artificial intelligence (Aİ) system" describes the life and rich scientific activity of the world-renowned Azerbaijani scientist Lotfi A. Zadeh. İt is impossible to understand and imagine the methodology of artificial intelligence, which is currently relevant all over the world, without the philosophy of these sciences, including the theories of Lotfi A. Zade. According to Google Scholar, as of February 2021, Lotfi A. Zadeh's work has been cited about 270,000 times in scholarly works, with the 1965 Fuzzy sets paper receiving more than 115,000 citations . The author also sought to evaluate the methodological and practical relationship of Lotfi A. Zadeh's idea and scientific navigation in an interdisciplinary direction.
Lotfi a . Zadeh是阿塞拜疆人民赋予科学思想界的天才，2021年将在世界各地庆祝他诞辰100周年。唯一的现象Lotfi a . Zadeh被选为人工智能研究所人工智能领域的终身教授。作者题为“世界人工智能(Aİ)系统发展中的Lotfi A. Zadeh现象”的文章描述了世界知名的阿塞拜疆科学家Lotfi A. Zadeh的生活和丰富的科学活动。İt是不可能理解和想象人工智能的方法，这是目前相关的世界各地，没有这些科学的哲学，包括Lotfi A. Zade的理论。根据谷歌学术，截至2021年2月，Lotfi A. Zadeh的作品在学术著作中被引用了约27万次，其中1965年的Fuzzy sets论文被引用了超过11.5万次。作者还试图在跨学科的方向上评价洛特菲·扎德的思想与科学导航的方法论和实践关系。
{"title":"LOTFI A. ZADEH PHENOMENON IN THE DEVELOPMENT OF THE WORLD ARTIFICIAL INTELLIGENCE (AI) SYSTEM","authors":"Kh. M. Guliyeva","doi":"10.46662/jass-vol8-iss1-2021(173-180)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(173-180)","url":null,"abstract":"Lotfi A. Zadeh, whose 100th anniversary is celebrated all over the world in 2021, is a genius bestowed by the Azerbaijani people to the scientific world of thought. Lotfi A. Zadeh the only phenomenon was chosen as a lifetime professor for great services in the field of artificial intelligence from the AI Institute. The author's article titled \"Lotfi A. Zadeh phenomenon in the development of the world artificial intelligence (Aİ) system\" describes the life and rich scientific activity of the world-renowned Azerbaijani scientist Lotfi A. Zadeh. İt is impossible to understand and imagine the methodology of artificial intelligence, which is currently relevant all over the world, without the philosophy of these sciences, including the theories of Lotfi A. Zade. According to Google Scholar, as of February 2021, Lotfi A. Zadeh's work has been cited about 270,000 times in scholarly works, with the 1965 Fuzzy sets paper receiving more than 115,000 citations . The author also sought to evaluate the methodological and practical relationship of Lotfi A. Zadeh's idea and scientific navigation in an interdisciplinary direction.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"140 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76597678","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(127-136)
Ankasha Arif, Eatzaz Ahmad, F. Khan, R. Fatima
This study analyzes the impact of education, health policy initiatives i.e. selection of treatment arms of ambulatory vs. hospital care and financial incentives under taken by the National Tuberculosis Program of Pakistan (NTP) on the outcome of cure of multi-drug resistance tuberculosis patients. The data of 370 patients enrolled in randomized control trial is collected from three TB centers of Lahore, Karachi and Murree and multi-variate logistic regression method is applied. The empirical findings show that formal education and selection of treatment arm do not significantly affect the outcome of the cure. However, health literacy provided by the NTP plays vital role in improving the treatment outcomes. Therefore, it is suggested that health literacy should be focused in our formal education for the improvement of the health-status of the nation. Moreover, WHO (2011) recommendation of shift towards ambulatory care is applicable for Pakistan and financial incentives should continue as it reduces the treatment burden for patients.
{"title":"Formal Education Vs Health Literacy: An Insight into Treatment Outcome of the Randomized Control Trial of MDR-TB Patients in Pakistan","authors":"Ankasha Arif, Eatzaz Ahmad, F. Khan, R. Fatima","doi":"10.46662/jass-vol8-iss1-2021(127-136)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(127-136)","url":null,"abstract":"This study analyzes the impact of education, health policy initiatives i.e. selection of treatment arms of ambulatory vs. hospital care and financial incentives under taken by the National Tuberculosis Program of Pakistan (NTP) on the outcome of cure of multi-drug resistance tuberculosis patients. The data of 370 patients enrolled in randomized control trial is collected from three TB centers of Lahore, Karachi and Murree and multi-variate logistic regression method is applied. The empirical findings show that formal education and selection of treatment arm do not significantly affect the outcome of the cure. However, health literacy provided by the NTP plays vital role in improving the treatment outcomes. Therefore, it is suggested that health literacy should be focused in our formal education for the improvement of the health-status of the nation. Moreover, WHO (2011) recommendation of shift towards ambulatory care is applicable for Pakistan and financial incentives should continue as it reduces the treatment burden for patients.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73152306","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(51-56)
M. Malik, Shiraz Ahmed, Ehtsham
The study aims at analyzing the construction and the working of hybrid identity in The Reluctant Fundamentalist. The review of the literature discusses how postcolonial identity research has undergone a paradigm shift in recent times. Among the modern postcolonial critics like Bhabha (1994) and Spivak (2013), 'colonizer' and 'colonized' are dynamically dependent on each other for their subjective constructions. The identities of the 'colonizer' and the 'colonized' are not autonomous; rather, they have mutually exclusive identities—a structuralist stance taken by the earliest postcolonial theorists. Instead, such identities of 'colonizer' and 'colonized' are transcultural and fluid in nature and can negotiate themselves 'in the third space of enunciation' for 'new' forms of 'social collectives' (Bhabha, 1994). This aspect of hybrid identities provides the framework for our research. So, the study, through the textual analysis of The Reluctant Fundamentalist, has applied Bhabha's (1994) concept of 'hybridity' to unearth different aspects of Changez's identity in the wake of changing geopolitical and global scenario after the 9/11 event. The study ends on a note that there is a further need to develop the concept of hybrid identity so that it might enlighten us more about the role of 'cultural materials' in constructing such identities.
{"title":"The Narrative of Hybrid Identity in the Third Space: A Postcolonial Critique of The Reluctant Fundamentalist by Mohsin Hamid","authors":"M. Malik, Shiraz Ahmed, Ehtsham","doi":"10.46662/jass-vol8-iss1-2021(51-56)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(51-56)","url":null,"abstract":"The study aims at analyzing the construction and the working of hybrid identity in The Reluctant Fundamentalist. The review of the literature discusses how postcolonial identity research has undergone a paradigm shift in recent times. Among the modern postcolonial critics like Bhabha (1994) and Spivak (2013), 'colonizer' and 'colonized' are dynamically dependent on each other for their subjective constructions. The identities of the 'colonizer' and the 'colonized' are not autonomous; rather, they have mutually exclusive identities—a structuralist stance taken by the earliest postcolonial theorists. Instead, such identities of 'colonizer' and 'colonized' are transcultural and fluid in nature and can negotiate themselves 'in the third space of enunciation' for 'new' forms of 'social collectives' (Bhabha, 1994). This aspect of hybrid identities provides the framework for our research. So, the study, through the textual analysis of The Reluctant Fundamentalist, has applied Bhabha's (1994) concept of 'hybridity' to unearth different aspects of Changez's identity in the wake of changing geopolitical and global scenario after the 9/11 event. The study ends on a note that there is a further need to develop the concept of hybrid identity so that it might enlighten us more about the role of 'cultural materials' in constructing such identities.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82455247","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(93-108)
M. H. Shahid, Dr.Ashfaq Ahmad, Dr. Wasim ul Rehman
Waterborne diseases due to contaminated water remain a severe problem in most of the developing world. The situation is serious in Sialkot the district of Punjab where groundwater is contaminated due to effluents' improper disposal. The current study is designed to find the determinants of willingness to pay (WTP) by households for clean drinking water supply in the affected area. A contingent valuation survey approach and a stratified random sampling technique have been applied. A double bounded dichotomous choice question followed by an open-ended question format has been used to elicit WTP and maximum willingness of the respondents for clean drinking water supply. Logit and Multiple Linear Regression Model is used as an econometric tool to analyze the data. The results reveal that as the income of the respondent increases, the WTP for the clean water supply also increases. While multiple regression reveals a monthly mean WTP of Rs. 234.54 which is greatly affected by age, household income, education, and environmental awareness i.e. respondents with higher household income and a higher level of education are willing to pay more for a clean water supply. Residents who are living closer to the tanneries are more affected and their WTP is higher.
{"title":"Whether Households are Willing to Pay for Clean Water Supply in Sialkot, Pakistan? An Elucidation","authors":"M. H. Shahid, Dr.Ashfaq Ahmad, Dr. Wasim ul Rehman","doi":"10.46662/jass-vol8-iss1-2021(93-108)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(93-108)","url":null,"abstract":"Waterborne diseases due to contaminated water remain a severe problem in most of the developing world. The situation is serious in Sialkot the district of Punjab where groundwater is contaminated due to effluents' improper disposal. The current study is designed to find the determinants of willingness to pay (WTP) by households for clean drinking water supply in the affected area. A contingent valuation survey approach and a stratified random sampling technique have been applied. A double bounded dichotomous choice question followed by an open-ended question format has been used to elicit WTP and maximum willingness of the respondents for clean drinking water supply. Logit and Multiple Linear Regression Model is used as an econometric tool to analyze the data. The results reveal that as the income of the respondent increases, the WTP for the clean water supply also increases. While multiple regression reveals a monthly mean WTP of Rs. 234.54 which is greatly affected by age, household income, education, and environmental awareness i.e. respondents with higher household income and a higher level of education are willing to pay more for a clean water supply. Residents who are living closer to the tanneries are more affected and their WTP is higher.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91304399","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(1-5)
Z. Malik
Pakistan's insecurity and uncertainty derive primarily from the country's eastern and western borders with India and Afghanistan. The withdrawal of NATO forces from Afghanistan in December 2014 created a leadership vacuum and political instability, potentially worsening regional security, particularly in Pakistan. Pakistan also does not want Afghanistan to fall prey to foreign intervention, especially from India, as this would exacerbate Pakistan's sub-nationalism issue. Kashmir's strategic position has been a point of contention between the two countries. Kashmir is vital to both countries because it is the source of water for most of the major rivers that flow into Pakistan. In terms of security issues with India, they are critical because the two countries have fought three wars, resulting in massive human and financial losses as well as destruction of the countries' infrastructure.
{"title":"Pakistan Faces External Security Threats From Afghanistan and India","authors":"Z. Malik","doi":"10.46662/jass-vol8-iss1-2021(1-5)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(1-5)","url":null,"abstract":"Pakistan's insecurity and uncertainty derive primarily from the country's eastern and western borders with India and Afghanistan. The withdrawal of NATO forces from Afghanistan in December 2014 created a leadership vacuum and political instability, potentially worsening regional security, particularly in Pakistan. Pakistan also does not want Afghanistan to fall prey to foreign intervention, especially from India, as this would exacerbate Pakistan's sub-nationalism issue. Kashmir's strategic position has been a point of contention between the two countries. Kashmir is vital to both countries because it is the source of water for most of the major rivers that flow into Pakistan. In terms of security issues with India, they are critical because the two countries have fought three wars, resulting in massive human and financial losses as well as destruction of the countries' infrastructure.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84415224","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(83-92)
Syeda Naureen Mumtaz, Dr.Uzma Quraishi
The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.
{"title":"Foreign Language Teaching and Development of Language skills :A Pakistani Perspective","authors":"Syeda Naureen Mumtaz, Dr.Uzma Quraishi","doi":"10.46662/jass-vol8-iss1-2021(83-92)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(83-92)","url":null,"abstract":"The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81197675","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(156-172)
Irfan Rasul, M. Nadeem, Ayesha Afzal
It was a descriptive research which studied the use of non-verbal communication in the pedagogic practices at secondary school level in Lahore. The study was conducted to examine the practices of teachers’ non-verbal communication used in conjunction with verbal communication in actual classroom setting by teachers which affected the participation and performance level of learners. It investigated the students’ understanding, interpretation of and attitude towards non-verbal communication used by teachers and identified the existing barriers for the use of non-verbal communication strategies to improve students’ learning. The non-verbal communication was restricted to five factors—physical appearance, facial expressions, eye contact, spatial distance and paralinguistic. The study was limited to the subject of English (compulsory) at the female secondary schools in public sector. The sample comprised of 1200 students and 40 teachers from female public high schools of Lahore (Punjab), Pakistan. The study recommended that all female teachers at secondary level schools should be provided an orientation in non-verbal communication which would help them to use these skills in their teaching methodologies. While recognizing the importance of non-verbal communication, the curriculum planners and policy makers should take practical steps to make it a part of teacher education programs for the training of prospective teachers. Moreover, an awareness among students shall be created on how to interpret and reflect upon the teachers’ non-verbal communication signals during teaching-learning process.
{"title":"Use of Non-verbal Communication in Pedagogic Practices at Public High Schools in Lahore","authors":"Irfan Rasul, M. Nadeem, Ayesha Afzal","doi":"10.46662/jass-vol8-iss1-2021(156-172)","DOIUrl":"https://doi.org/10.46662/jass-vol8-iss1-2021(156-172)","url":null,"abstract":"It was a descriptive research which studied the use of non-verbal communication in the pedagogic practices at secondary school level in Lahore. The study was conducted to examine the practices of teachers’ non-verbal communication used in conjunction with verbal communication in actual classroom setting by teachers which affected the participation and performance level of learners. It investigated the students’ understanding, interpretation of and attitude towards non-verbal communication used by teachers and identified the existing barriers for the use of non-verbal communication strategies to improve students’ learning. The non-verbal communication was restricted to five factors—physical appearance, facial expressions, eye contact, spatial distance and paralinguistic. The study was limited to the subject of English (compulsory) at the female secondary schools in public sector. The sample comprised of 1200 students and 40 teachers from female public high schools of Lahore (Punjab), Pakistan. The study recommended that all female teachers at secondary level schools should be provided an orientation in non-verbal communication which would help them to use these skills in their teaching methodologies. While recognizing the importance of non-verbal communication, the curriculum planners and policy makers should take practical steps to make it a part of teacher education programs for the training of prospective teachers. Moreover, an awareness among students shall be created on how to interpret and reflect upon the teachers’ non-verbal communication signals during teaching-learning process.","PeriodicalId":53031,"journal":{"name":"Journal of Arts and Social Sciences","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81864983","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}
Pub Date : 2021-06-29DOI: 10.46662/jass-vol8-iss1-2021(16-31)
Irfan Rasul, S. Arif, M. Nadeem
The aim of this study was to find the difference between the perceptions of students of public and private universities regarding relationship of personal factors (comprising four sub-factors (personal competency, participation in university activities, personal efforts for improvement, personal willingness) and epistemological access. A survey was held with undergraduate students of eight universities (4 public & 4 private) in Pakistan. Multistage sampling technique was used to select the sample that targeted 1600 under-graduate students of 6thsemester from two faculties (Information and Technology, and Business School) of 8 universities (4 private and 4 public) situated in the province of Punjab and Islamabad (Capital Territory) in Pakistan. The data were collected through a self-constructed questionnaire during the academic session ‘Fall 2018-2019.’ Data was recorded on SPSS and treated statistically; after confirmatory factor analysis, one-way ANOVA was conducted to find the difference between perceptions of students of public and private universities across 5 factors stated above. The results showed that significant difference existed between perceptions regarding provision of epistemological access among four out of five factors. In three cases (personal competency, participation in university activities and personal willingness for improvement) the perceptions of private students were better than the students of public universities, whereas, the public university students’ perceptions were better in personal efforts for improvement. It was deduced from the results of Pearson correlation that there existed a positive relationship among the mentioned constructs— personal competency, personal effort for improvement, and epistemological access. However, no significant difference was found between students of public & private universities regarding provision of epistemological access in their respective universities.
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