Academy of Education and Social Sciences Review
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Teachers’ and Parents’ Views on the Excessive Use of Technology During COVID by Primary Level Students
Full text linkThe widespread COVID 19 pandemic has affected learning and development of students at all ages and the sudden closure of schools has led to the new experience of online learning during this period. The study aimed to explore the perceptions and challenges faced by the teachers and parents of primary students regarding excessive use of technology during online learning. A qualitative approach using an exploratory method was applied to collect the data by deploying self-developed semi-structured interview protocols to collect the data. Three major themes emerged after the data analysis: (a) the debate on online classes versus physical classes; (b) the negative impact of technology on the development of children; and (c) appropriateness of online learning for young learners. The data illustrated that teachers and parents of primary students are not satisfied during online learning because of the adverse effect of technology on the learning and development of young learners. Hence, it is recommended that alternatives should be suggested by the school authorities and government, so that their learning and development are not hampered by the use of technology
Factors Increasing Motivation of Tertiary Level Learners’ In-Class Participation
Full text linkoai:ojs2.journals.irapa.org:article/45The prime purpose of this paper is to investigate the motivating factors that make university students participate in classroom activities and these factors correlate with their learning and grades. Furthermore, the study tried to identify whether intrinsic motivational factors drove them more to be part of in-class activities or extrinsic motivational factors. The topic under consideration required a qualitative case study with an exploratory design to identify these factors. The study was based at a renowned private sector university in Karachi. The research study used a purposive sampling method and gathered data by conducting semi-structured short interviews of students and faculty with some probing on the answers. The results led to a list of factors such as pedagogy, motivation, role of faculty attitude, role of student attitude, and marks-driven motivation. The findings support the notion that extrinsic motivators play a significant role in class participation of students at the tertiary levels
Grade Retention: Is it a Failed Practice?
Full text linkThis research study was conducted to explore the grade retention practices in private schools of Karachi. The study focused on the impact of grade retention and investigated its effectiveness in terms of its merits versus demerits. The context of the study was six private schools of Karachi and scorecards of the failed students from the selected schools, who were in grade six, seven and eight. To achieve the objectives of the study, a mixed method was undertaken to collect the data. The quantitative data were derived from the scorecards of 84 students of two years, summing to a total of 168 scorecards of 84 failed students, who repeated the class in the same school. Paired sample t-test, one sample t-test and two-way MANOVA were applied to analyze the data. The researcher conducted interviews of six teachers and three principals. The interviews were transcribed and decoded, followed by categorization to explore the themes that emerged. The most crucial finding of the research is that retention and social promotion are ineffective solutions for the struggling learners