Academy of Education and Social Sciences Review
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Analyzing Language Assessment from the Cognitive Lens
Get PDFThis study examined the alignment of cognitive stages in English exam items from the tenth grade, administered by the Mirpur Khas Board. Analyzing the items related to lower-order-thinking-skills (L-O-T-S) and higher-order-thinking-skills (H-O-T-S) was the objective in more detail. In this regard, 224 items from English test papers spanning 2015 to 2019 were examined, and their reflections were compared to the degrees of cognition (remember, comprehend, apply, analyze, evaluate, and create). A reiterative process was adopted to complete item analysis in two parallel phases—first, studying all cognitive levels thoroughly, understanding the denotation and connotation of each action verb; second, discerning the sense for items to elicit meaning, and matching it with the corresponding action verb of the cognitive level. The data collection tool comprised an observation checklist that was validated after piloting. All items were read and re-read, marked in the checklist, transferred on an Excel Sheet, computed for categories under corresponding cognitive levels, and tabulated for appraising yearly standing. The findings indicate the disproportionate distribution of cognition levels: remember (67%), understand (10%), apply (18%), create (4.46%), evaluate (0.45%), and total absence of analysis. Moreover, the L-O-T-S received more predominance than the H-O-T-S in the exam items. These findings raise questions over the authenticity of summative assessment, and necessitate professional item-development training in language teaching for the item-developers, to ensure effective teaching and learning outcomes. The findings suggest teachers practice higher cognitive levels in the formative assessment. Future studies may consider an inquiry into other disciplines, and contexts to test the quality of assessment of exam paper items
Impact of Intellectual Humility on Interpersonal Conflicts and Narcissism among Teachers
Get PDFThe research aimed to find out the impact of intellectual humility on interpersonal conflicts and narcissism in teachers teaching at the university level in Rawalpindi. The data were obtained from 600 participants of age group of 34-45 through purposive sampling (297 males and 303 females). The research was quantitative in nature and used a cross-sectional survey design. The scales used to assess the study variables were the Comprehensive Intellectual Humility Scale (Krumrei-Mancuso, & Rouse, 2016), the Interpersonal Conflicts at Workplace Scale (Spector & Jex, 1998), and Narcissistic Personality Inventory-16 (Lapsley & Stey, 2011). The Pearson bivariate correlation, independent sample T-test, and linear regression analysis were used for data analysis. It was hypothesized that there would be significant impact of IH on interpersonal conflicts and narcissism and would be negatively associated with both variables. On the other hand, narcissism and interpersonal conflicts would be positively associated with each other. These hypotheses were supported in light of the results of the study. Moreover, gender differences were also assessed across study variables. Males possess higher level of IH, but no other significant gender differences were found in the other two aforementioned variables. An important aspect addressed in this study was the influence of adopting positive traits (IH) and dropping negative (narcissism) in the workplace and the interpersonal benefits of such healthy practices in the success of organizations
Practices of Transformational Leadership and Their Effects: A Case of Secondary School System in Sindh
Get PDFThis study investigated the practices of transformational leadership of headmasters in government secondary schools of Sindh. Qualitative research methodology based on semi structured online interviews was conducted in order to answer the research questions. The research adopted purposive sampling to get interviews from thirty schoolteachers who were teaching in government secondary schools in district Larkana. The qualitative raw data were transcribed, categorized, and themes were generated for the understanding of research. The findings of the data revealed that the practices of the transformational leadership play an important role in changing the school system if practiced in these government schools. Mostly, the government secondary schools of Sindh suffer due to lack of transformational leadership, who can work effectively and efficiently for the success of the school system. Headmasters lack the fundamental qualities like motivation, mentoring, inspiration, and intellectual consideration to transform the school culture for achieving the desired educational goals. Only few schools run smoothly and achieve success due to the presence of transformational leadership. The study recommends that the role of transformational leadership should be enhanced by recruiting and placing efficient and capable headmasters in such schools for accomplishing the educational goals
Paragraph Organization Errors in the Writing of Pakistani College-Going Students: An Error Analysis Study
Get PDFWriting something worthy of reading in a foreign language is a challenging task. Students learning English as a foreign or a second language suffer most in writing especially in paragraph writing. Although studies have been conducted to explore language errors in English composition of Pakistani students, paragraph organization errors have received little attention. Therefore, this study investigated errors in the unity, development, and coherence in the paragraphs written by Pakistani college students. Besides, the study also explored the factors that cause errors in the paragraphs. In this regard, writing samples of purposively selected 20 college participants were analyzed using error analysis classification by Liu and Wang (2011). Thereafter, five participants were interviewed individually through semi-structured interviews to explore factors that cause errors in the paragraphs of college students. The findings revealed that the students made most errors in paragraph unity, followed by paragraph development, and then paragraph coherence. Besides, the thematic analysis of the interviews revealed that cramming culture, excessive attention given to grammar and lack of quality feedback were the key factors that had affected the paragraph organization skills of these students. The study discusses implications for students and teachers
Association between Perceived Organizational Politics and Work-Related Attitudes among Bankers: Moderating Role of Personality Traits
Get PDFOrganizational politics is evident across the globe within organizations. This emergent issue needs further investigation with reference to employee personality. The intention of the current study was to better understand how employees respond to organizational politics. The primary goal of the current research was to examine the moderating role of personality factors on bankers\u27 perceptions of organizational politics and attitudes toward their jobs (i.e. job satisfaction and organizational commitment). The data were gathered from 150 employees working in various banks in Multan, using self-reported questionnaires to find their organizational political perceptions, job satisfaction surveys, organizational commitment, and personality tests. Hierarchical regression analyses were used to analyze the model. The personality factor that moderated the link between perceived organisational politics and work-related attitudes was openness to experience. Extroversion and organizational politics had a negative correlation. The outcome of the study depicted a significant link between job satisfaction and organizational politics. The study’s findings add to our understanding of the significance of personality traits concerning how workers view organizational commitment, organizational politics, and their level of job satisfaction
Exploring the Challenges in Provision of Quality Education: A Case of Public Schools in Sui, Baluchistan
Get PDFThis research study aimed to understand the challenges of providing quality education in Balochistan by selecting eight schools from Sui. A qualitative research methodology was adopted to understand the challenges in detail by conducting interviews based on purposive sampling from 15 stakeholders. These included headmasters, teachers, students, and parents. To enrich the research data, focused group discussions were also conducted with six stakeholders including teachers, students and parents. The qualitative raw data were transcribed and categorized to generate key themes to understand the problems. The findings of the research reveal that there are serious challenges in providing quality education in all secondary schools located in Sui. These challenges include socio-economic problems of the masses, poor infrastructure, weak accountability, and ghost teachers. The study recommends that all ruling elites and stakeholders should coordinate and evolve joint mechanisms to address the challenges hindering the quality of education in Sui. Furthermore, it is also recommended that research should be conducted at the primary and secondary education levels in remote areas across the province of Balochistan to understand the challenges affecting the quality and literacy rate in the province. This will be an eye-opener for the policymakers to develop a concrete and comprehensive plan to address these issues and challenges effectively
Teachers’ Perspective on Teacher Education Program in Pakistan
Get PDFThis study aimed to understand teachers’ perceptions about the impact of teacher education programs (B.Ed.) on their teaching practices in their classrooms. The study implied a qualitative approach, and the data collection was done through semi-structured interviews with 14 secondary school teachers. The data were analyzed using thematic analysis. The findings of the present study suggest that formal teacher education is helpful and progressive for teachers to gain practical pedagogical skills during their teacher education. Their learning during teacher education increased their confidence in teaching in the classroom. It also emphasizes that pre-service teacher education is essential for all teachers as it provides a valuable experience of teaching, and equips teachers with the tools and techniques to teach well. It helps them to be confident as a professional teacher. The study suggests an updated teacher training syllabus, which would include the development of teachers’ soft skills and the opportunity to practice the methodology and skills they learned
Teachers’ Professional Knowledge of Lesson Plans and Its Practices of Teaching: A Case of Quetta Secondary Schools
Get PDFTeachers’ professional knowledge and its implementation are part and parcel of the comprehensive students’ academic achievements. This study aimed to assess the practice of teachers’ professional knowledge of lesson plans for teaching Pakistan studies at the secondary school level. The study\u27s research design was descriptive, using a quantitative method. The total population of the study comprised 56 male teachers of secondary schools. The researcher used a convenience sampling technique to select 40 male teachers teaching Pakistan studies to classes 9 and 10. Data were collected through a five-point Likert scale questionnaire using Google Forms using SPSS version 25, and frequencies and percentages were computed. The study\u27s findings reveal that while teaching Pakistan studies, teachers develop logically structured lesson plans that engage all students in the classroom according to students’ needs. It also focuses on the sequence of a single lesson and gives step-by-step instructions. However, it was also assessed that teachers do not identify clear learning objectives of the lessons, align content to appropriate cognitive skills, activities and assessment of lessons, use learning materials effectively in the classroom and plan various instructional strategies for different lessons. It is recommended that teachers be provided with professional training to improve their skills of developing lesson plan skills, and the teachers’ education programs impart different instructional strategies for teaching social sciences subjects.
Effect of Metacognitive Strategies on Secondary School Students to Achieve Sustainable Learning Skills
Get PDFThis study aimed to determine the effect of metacognitive strategies on secondary school students’ self-regulation, self-consciousness, and learning skills. Using a quasi-experimental research design with a pre and post-test technique, the data was gathered from the secondary school students with the assistance of the integration of metacognitive strategies within the lectures of the science instructors. The findings of the study reveal a significant effect of using metacognitive strategies within science lectures on the self-regulation and learning skills of secondary school students. The study recommends that science instructors consider implementing appropriate metacognitive techniques in the classroom, in particular, and the schools’ management to arrange workshops for science instructors to learn to integrate the metacognitive techniques, in general
Impact of Screen Time on Speech and Language Acquisition among Children
Get PDFThe study aimed to explore the impact of screen time on speech and language acquisition among children. The cross-sectional study was conducted on the study sample of children. This quantitative study used a cross-sectional study to analyze the relationship between screen time and its effects on the speech and language of children. The sample was selected by using a purposive sampling technique. A checklist was devised to see the impact of screen time on speech and language acquisition. Correlational analysis was used to find the association between study variables. Using logistic regression analysis, the impact of screen time on speech and language acquisition among children was explored. T-test analysis was used to investigate the difference between male and female students. The findings revealed that Screen Time positively predicted speech and language acquisition. The findings revealed a non-significant difference between boys and girls in Speech and Language Acquisition. The study recommends that future researchers use longitudinal studies to check the impact of screen time on speech and language acquisition of children to find out any changes over the period of time