Pakistan Journal of Education
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ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS
Get PDFThe current study was designed to identify parenting styles based on parents’ perception and to examine the relationship of parenting styles with students’ academic performance. Baumrind’s (1971) theoretical model of parenting styles was used. It is comprised of authoritative, authoritarian and permissive parenting styles. The Parental Authority Questionnaire (Buri, 1991) was used and modified in order to assess the three parenting styles based on parents’ perception. After consultation with experts, Researcher developed the Academic Performance Questionnaire, which was used to assess the students’ performance with regard to their educational motivation, communication skills, learning skills, creativity, positive attitude and study skills in this correlational study. Both instruments were developed on five point Likert scale. The target population of the study comprised of students of higher secondary level along with their parents studying at 17 Islamabad Model Colleges of both boys and girls. The sample was drawn from 10 Islamabad Model Colleges. The total number of respondents comprising the sample was 350 students 17-20 years old. Stratified random sampling was used to represent both genders equally. The correlation between parenting styles and academic performance was computed through Pearson’s correlation coefficient (r). The results of study showed that authoritative parenting style of mother and father had a positive relationship with academic performance. While the authoritarian and permissive parenting style of mother and father were negatively correlated with academic performance. Overall, the authoritative style of parenting proved to be appositive style and authoritarian and permissive styles proved to be negative styles of parenting in the cultural context of Islamabad
EFFECT OF DESCRIPTIVE FEEDBACK AND CORRECTIVE FEEDBACK ON ACADEMIC ACHIEVEMENT OF VII GRADERS IN MATHEMATICS
Get PDFMathematics has become a universal language and a way of thinking especially due to the advancement in the electronic media. Effective teaching plays a vital role in the propagation of mathematical knowledge. Feedback strategies can be used to enhance mathematical understanding. Feedback process helps the students to acquire information about their existing achievement with respect to goals and help them to improve learning. This study was designed to explore the effect of descriptive feedback and corrective feedback on academic achievement of VII grade in mathematics. Only post-test control group design was used. There were three groups. Group 1 received descriptive feedback, group 2 received corrective feedback and group 3 served as a control group. All groups contained 53 students each. The results analysed indicated that descriptive feedback has more positive effect on students’ achievements as compare to corrective feedback. Students taught through corrective feedback performed better than control group. Although, it is difficult to generalize the results of this study (issue of all experimental researches) but having support of literature it might be suggested that feedback is effective tool for the improvement of mathematics achievement of the students
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFORMANCES AND RETENTION POWER
Get PDFIn-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as compared to the control group on the test of retention power. Keeping in view the results that data yielded, it was recommended that teachers at secondary level may follow authentic pedagogical practices as compared to other traditional ones. Based on the findings of the study relevant and applicable recommendations were made
EFFECTIVENESS OF TEACHERS’ TRANSFORMATIONAL LEADERSHIP STYLE ON STUDENTS’ ACADEMIC ACHIEVEMENT
Get PDFThe main aim of this research was to find out the effectiveness of teachers’ transformational leadership styles on students’ academic achievement. The objectives of the study were: to evaluate opinions of public and private sector college teachers about transformational leadership style, to assess difference of views about idealized influence, to judge difference of views about inspirational motivation, to appraise difference of views about intellectual stimulation, to consider difference of views about individual consideration and to compare relationship between teachers’ transformational leadership style and students’ academic achievement. The study involves the descriptive research methodology by using the standardized test ‘Multifactor Leadership Questionnaires’ (MLQ 5x-short) 3rd* Lecturer, Department of Education, IMCG Postgraduate, Islamabad, Pakistan edition developed by Bruce and Bernard (1994) to collect information. This questionnaire consists of two parts: the Self Rating Form, where leader/teacher rate themselves as leaders, and the Rater Form, where follower/student rates their leaders/teachers. Data was collected through personal visits to the sample comprising 605 students and 600 teachers of secondary classes in both public and private colleges. Analysis of data revealed no significant difference of opinion among public and private sector college teachers about transformational leadership style except their views on the intellectual stimulation and individual consideration. Similarly strong association was not found between the transformational leadership styles of teachers and students’ academic achievement. This means teachers of private sector colleges have awareness about** Assistant Professor, Department of Education, NUML Islamabad, PakistanNighat & Sufiana2development of creative and critical thinking abilities of their students. The study recommends a need to create awareness among teachers in both sectors about how to perform according to set standards of the organization and to develop students’ personalities
RELATIONSHIP BETWEEN MORAL KNOWLEDGE AND MORAL REASONING OF SECONDARY SCHOOL STUDENTS
Get PDFgoal of an educational system. However, a perception exists in Pakistan that the given first two components, i.e., information and skills, are more focused in school curriculum and instruction but morals among students are informally addressed during class teaching. Such schooling of the learners does not meet the socio-moral needs of a developing society. Resultantly there occurs a societal moral decline that Pakistani society is facing now a day. The current study has, therefore, been conducted to determine role of the given moral instructional contents in fostering moral reasoning and judgment (determining the moral justification of an action) among the secondary school students, to address the issue related research question, as whether students’ moral knowledge accounts for variations in their moral reasoning. The research data for this correlational study was collected on two variables i.e. moral knowledge and moral reasoning of the students. For the purpose, researcher developed two instruments and used for measuring the variables involved in the present research. An achievement test was developed to measure moral knowledge of the secondary school students while, a test based on moral dilemmas was constructed to assess their moral reasoning. Psychometric properties of both the tests, for validity and reliability purpose, were ensured through expert judgments. Further improvement in tests was made on the basis of students’ responses that were taken in piloting of the instruments. A sample of 600 students of the grade 9 with their age range 14-16 years participated in the study. The correlation coefficient=0.204**, n=595, p<0.05 indicates that there was small correlation between students’ moral knowledge and their moral reasoning levels
EFFECTS OF INTERNET ON EDUCATIONAL ACHIEVEMENTS, SOCIAL CAPITAL AND LIFE PATTERN OF YOUTH
Get PDFThis research study aimed at exploring the extent of internet usage among youth studying in various colleges and universities of twin cities of Rawalpindi/Islamabad and its ultimate effects on their educational achievements, life pattern and social capital. The study also tested the Time Displacement Hypothesis of Robert Putnam (1995), which postulates that heavy usage of media causes decline in the Social Capital and interpersonal communication of users with family, colleagues and friends and also decreases the social and physical activities of the users. The data has been collected from 500 students of Intermediate to PhD level studying in various colleges and universities of Rawalpindi and Islamabad through a survey with the help of a self-administered questionnaire. The results show that the study has not supported the Time Displacement Hypothesis of Robert Putnam (1995). The regression model has not showed any positive relationship between internet use and its negative effects on the educational achievements, life pattern and social capital of youth. However, the habit of exercise/games among youth has been found badly affected due to the exposure to internet
EFFECTIVENESS OF WEB 2.0 TECHNOLOGIES IN DISTANCE LEARNING
Get PDFIn the present research an attempt has been made to explore the “Effectiveness of Web 2.0 Technologies in Distance Learning”. Web 2.0 skills had a significant positive outcome on academic achievement of learners. Objectives of this study were to explore the potential role of web 2.0 technologies in Distant Learning System (DLS), to find out the problems in adopting emerging hi-tech trends for distance learners and to conduct an analysis of effectiveness of web 2.0 technologies. The study was experimental in nature. The pretest-posttest equivalent groups design was used for the treatment. The population of this study comprisesd of 89 students enrolled in M.Phill Education Couse Code No. 3705 for semester Spring-2014. The study sample was divided into two equal groups that are; experimental and control groups, the experimental group was observed in a test of statistical significance. On the basis of the research finding, it was concluded that the web 2.0 tools were more effective than ordinary technologies in the increasing average academic achievement of distance learners and web skills were more helpful in refining average problem solving proficiencies of distance learners as compared with traditional strategies
AN EMPIRICAL ANALYSIS OF FACTORS INSPIRING STUDENTS FOR ADMISSION IN DISTANCE EDUCATION PROGRAM AT BANGLADESH OPEN UNIVERSITY: A CASE STUDY
Get PDFDistance Education System is becoming very popular in Bangladesh because of its increasing demand in the community and other sectors. The study took a descriptive research design and the main data collection instrument was semi-structured questionnaire. The sample consisting of 325 respondents was drawn from prospective students called for viva-voce, the final selection stage of the MBA program of Bangladesh Open University (BOU) using simple random sampling technique. Data was analyzed by use of descriptive statistics and factor analysis. The study discovered five critical factors that led growing interest among (MBA) distance education program aspirants at BOU of which institutional reputation was marked as the first and the most important leading factor. This was followed by the career development factor. Students’ self-development and flexible open and distance learning system were the third and fourth interest growing leading factors respectively. Another important factor that the students cited regarding their motivation to opt for admission into distance education program of Distance Education program of MBA at BOU was their academic achievement
LEVEL OF PRIMARY SCHOOL TEACHERS’ EXTRINSIC AND INTRINSIC MOTIVATION AND PERFORMANCE IN SINDH
Get PDFThis mixed study examined the existing level of primary school teachers’ perceived intrinsic and extrinsic motivation and their performance assessed through respective head-teachers. Data was collected through adapted teachers’ and head-teachers’ questionnaires having both Likert-scale items and open-ended questions. Teachers’ questionnaire involved 38 (11=intrinsic motivation, 14 =extrinsic motivation) and three open ended questions within the same questionnaire used for obtaining qualitative data. They asked for teachers’ insights into existing problems and the measures to improving teachers’ motivation and performance; whereas, head-teachers’ questionnaire implicated 13 Likert-scale items asking for respective performance of the teachers. Overall internal consistency of the tool was measured through Cronbach’s alpha which stood good (.82). The alpha values stood at .89, .74 and .85 for intrinsic motivation, extrinsic motivation; and teachers’ performance respectively. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Data was analyzed through SPSS package of 16.00 for descriptive statistical analyses at 0.05 confidence-intervals. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items). Teachers’ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means) which is disappointing on
A QUALITATIVE APPROACH TO STUDY THE ROLE AND IMPORTANCE OF INQUIRY-BASED LEARNING: PROFESSIONAL LEARNING EXPERIENCE OF TEACHER-EDUCATORS AND STUDENT-TEACHERS IN INITIAL TEACHER EDUCATION PROGRAMS
Get PDFThere is a general view that the transmission style of teaching is inadequate in helping students develop their learning in science, particularly in Initial Teacher Education (ITE) in Pakistan. Inquiry-based pedagogy in science is considered key means of improving an understanding of science and helps students cultivate their science literate thinking and develop their confidence to teach science effectively. In light of the key roles of inquiry-based pedagogy in initial science teacher education, this study explores the perceptions of teachers and students at a university in Punjab as how they understand the elements and process of inquiry-based pedagogy. The research is innovative in the context of exploring teacher-educators’ and student-teachers’ perceptions of inquiry-based pedagogy and also in relation to inquiry in the practicalities of their teaching at University in Punjab (Pakistan). Data has been collected using 2 focus groups with student-teachers and 20 interviews with teacher-educators. The result of this study indicates that the teachers and students mostly held positive views about inquiry-based pedagogy. Significantly, the teachers and students showed a limited understanding of the elements of inquiry-based pedagogy in ITE but they appreciated that they could facilitate the learning process using inquiry. When inquiry-based instructional strategies are integrated into a teaching science methods course, the majority of teachers developed a fair understanding of inquiry-based strategies in science. Moreover, the biggest challenges to inquiry are a non-supportive university academia, the current curriculum and assessment methods used. Finally, recommendations about the importance of teachers’ and students’ perceptions on inquiry-based pedagogy, arrangement of resources, preparation for teachers and students are made to the teacher-educators, University administration, and Higher Education Authority