Pakistan Journal of Education
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An Investigation of Efficacy and Hope as Predictors of Academic Motivation
Full text linkThe present study aimed at exploring the predictors of academicmotivation of adolescents by analyzing the academic efficacy andacademic hope. The sample was consisted of 1581 students from ninetowns of Lahore. Sampling was done through area probability samplingstrategy. The data was collected by using translated and adaptedAcademic Efficacy Scale (Arooj & Ijaz, 2017), Academic Hope Scale(Arooj & Ijaz, 2017), and Academic Motivation Scale (Arooj & Ijaz,2017). Pearson Product Moment Correlation analysis showed theexistence of positive relationship between academic efficacy, academichope and intrinsic and extrinsic academic motivation. StepwiseRegression Analysis displayed two models. In these models, academicefficacy and academic hope predicted intrinsic academic motivation andcontributed variance of 24% and 13%, respectively. Furthermore, theStepwise Regression Analysis for extrinsic academic motivation showedtwo models in which academic efficacy and academic hope contributedvariance of 22% and 12% respectively
Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan
Full text linkIn Pakistan the curriculum was revised in 2005-06 and corresponding textbooks for secondary school mathematics were developed and adopted for session 2012-13. This study was conducted to analyze the adequacy of the curriculum and the newly adopted textbooks in instilling the HOTS in students. The research design used was descriptive in which data was analyzed both by qualitative and quantitative methods. Web Alignment Tool was used to assign Depth of knowledge (DOK) levels to the prescribed students learning outcomes (SLOs) for secondary level mathematics in Pakistan. The outcomes of the study show that the curriculum is predominated by the SLOs of DOK level 1(204 out 280 SLOs). There is no SLO of DOK level 4. There are 70 SLOs of DOK level 2 and only six SLOs of DOK level 3. The entire format of the textbooks is monotonous as it mostly guides the students to learn an algorithm to deal with any SLO. This is followed by an exercise of sums to practice the learnt algorithm without any appropriate learning experience. It is suggested to revise the respective curriculum by adopting fewer, higher and deeper approach. For DOK level 2 and above, appropriate learning experiences should be incorporated in the curriculum and textbooks
An Empirical Examination of Relationship between Pareto Principle and Stages of Leadership at University Level Ayaz Muhammad Khan*
Full text linkThe leading purpose of the current paper was to explore the relationship between Pareto Principle and stages of Leadership Proposed by inordinate leadership expert J.C Maxwell. Through a multistage sampling technique, (N=213) dyads were chosen to support this empirical evidence to the theory. The paradigm of the study was positivism; quantitative method and survey design were used to collect data through two structured questionnaires Leadership level assessment questionnaire (for subordinates) and Pareto Principle questionnaire (for leaders). It was hypothesized that there was no significant relationship between the Pareto Principle and five levels of leadership proposed by Maxwell. The results of the current paper signposted that, “there was a significant relationship between the Pareto Principle and Five levels of leadership” Proposed by J.C. Maxwell. All the five stages were significantly correlated with the coefficient Pinnacle (r=.46), People Development (r=.37), Production (r=.41), Permission (r=.42), and Position (r=.46). Additional findings were reconnoitred that, People development level has literature support having relationship Pareto Principle with five levels of leadership
Co-teaching Effectiveness: Students’ Achievement in Mathematical Proficiencies and Content Strands
Full text linkIn Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics
Effects of Cooperative Learning Models on Prospective Teachers’ Achievement and Equity
Full text linkThe cooperative learning (CL) intervention was conducted to find out the effects of two conditions of cooperative learning on prospective teachers (PTs) achievement and equity. Cooperative learning was embedded in methods of teaching English course. Thirty five students enrolled in Masters programme (MA ELTL) were the subjects of the study. The study employed counter balanced design. The main research questions addressed were; (1) What is the difference in PTs achievement after exposure to CL as compared to their previous CGPA? (2) Which model of CL is better for producing higher achievement? (3) Which CL model provides/ establishes equity (equal chances to succeed) to maximum number of students? Achievement tests and class quizzes were administered to obtain data. Paired samples t-test, Mann-Whitney U test and Kruskal-Wallis test were carried out to answer the research questions. The findings suggest that CL significantly enhances PTs achievement as compared to TI. Both CL models are compatible to increase achievement and equity in TE. Learning together is more efficient and effective as compared to STAD. The study open doors for doing innovations and intervention in teacher education through different CL models
Marketing and Branding of Teacher Education in Khyber Pakhtunkhwa, Pakistan: Teacher Education Providers’ Struggles for Prospective Entrants
Full text linkPakistan’s National Educational Policy 2009 delineates that quality of teacher certifications in primary and secondary tiers of education will progressively be made more rigorous by replacing the erstwhile Primary Teaching Certificate (PTC) and Certificate of Teaching (CT) programs. For this and similar policy provisions, in the last two decades, Pakistan has witnessed a rapid increase in the number of private and public Teacher Education Providers (TEPs) that provide alternate and supposedly more rigorous certifications such as the Bachelor of Education. As a result, struggles have ensued among the TEPs to bag their market share of the potential applicants to their teacher education programs. This study explores the struggles and battles of the TEPs in Khyber Pakhtunkwha (KP) province of Pakistan to attract potential applicants to their teacher education programs. Using an exploratory mixed method design, the study analyzes the educational and admission ads published in the three most circulated dailies in KP, namely Mashriq, Express, and Aaj. Findings show the private TEPs taking a lead in the battle against their public counterparts. Policy implications for quality, access to, and branding and marketing of teacher education have been explored and discussed
Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved
Full text linkPresentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank. There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers
Effect of Working Memory on Students’ Attitude towards Mathematics at Secondary Level
Full text linkThe aim of this study was to find out the influence of working memory on secondary school students’ attitude towards mathematics. The sample of the study was comprised of 1303 students of age 14-15. Digit backward test was used to measure the working memory capacity of the students while questionnaire was used for the measurement of their attitude towards mathematics. Data were analyzed using the chi-square test to find the effect of working memory capacity on students’ attitude towards mathematics at secondary level. Independent sample t-test was used to find the difference between students’ working memory capacity based on gender, grades, school type, residential area, and elective subjects. Results suggest that the working memory of the students is consistent with their age. Female students have higher working memory capacity than male students. Urban students have higher memory than rural students. Overall results revealed that students with higher working memory have better attitude towards mathematics than the students with low working memory capacity at secondary level. It was recommended that there is a need of giving attention towards the working memory capacity of students for developing positive attitude towards mathematics
Analyzing Stress Coping Strategies and Approaches of School Teachers
Full text linkWith increasing demands of the job market, occupational stress isbecoming a matter of great concern for both employers and employeesacross the occupations. Individuals try different coping strategies andapproaches to keep this stress at a manageable level. This studyexamined the stress coping strategies and approaches used by the schoolteachers in respect to their perceived level of stress. A self-developedquestionnaire based on COPE inventory was used to conduct this surveybasedexploratory study. A sample of 400 school teachers with diversebackgrounds working in both public and private sectors was randomlyselected from two district of Punjab. Mean, percentage and t-test wereapplied to analyze the data. The study found that 60% of the teachersperceived high or very high level of stress. Female teachers reportedmore stress than male teachers. ‘Turning to religion’, ‘positivereinterpretation’ and ‘planning’ to actively solve the problem are themostly used coping strategies. The majority of respondents usedproblem-oriented and emotion-oriented strategies. Further, it was foundthat as the level of stress increased, teachers tend towards use of problemand emotion-oriented approaches than avoidance and social-supportapproaches
Reflective Practices at Tertiary Level: A Gender Wise Comparison
Full text linkThe study aimed to determine reflective practices of teachers at tertiary level and to determine the difference in reflective practices of teachers on the basis of gender. Present study was descriptive in nature. Population of the study comprised of all the 5404 teachers teaching in universities of Islamabad. 12% of teaching faculty was selected by using proportional stratified sampling technique. Questionnaire developed by Wilkes and Chapman (2015) was adapted as research tool. Findings revealed that tertiary level teachers were practicing reflection in-action and reflection on-action, using different tools of reflection, they practice reflection by examining others and own perspectives and question assumptions of others as well as their own related with their teaching. A significant difference was found among teachers by gender regarding their reflective practices. Male teachers were found better as compare to female teachers in their reflective practices. On the basis of findings of the study it is recommended that at tertiary level workshops and awareness seminars may be conducted to raise teacher’s awareness of the importance and use of reflective practices in teaching especially for female teachers