Academy of Education and Social Sciences Review
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183 research outputs found
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Effect of Simulation-Based and Demonstration-Based Teaching on Students\u27 Confidence
Full text linkDemonstration-based teaching (DBT) is based on the notion that instructors perform procedures, and students observe them so that they can practice and implement them. Simulation-based Education (SBE) offers realistic clinical scenarios using manikins and standardized patients, allowing practice in a controlled environment that heightens their confidence. To compare the effectiveness of SBE and DBT on nursing students\u27 confidence level score while performing a specific skill, the quasi-experimental post-test design was applied to two non-randomized groups comprising BSN students. A proportional purposive sampling technique was used. A structured questionnaire adapted from Generalized Self-Efficacy Scale was used to measure confidence. The questionnaire consisted of two parts: demographic information and confidence assessment items. Simple descriptive statistics were calculated to compare both groups\u27 mean, median, and standard deviation of confidence level scores. Nursing students taught through SB showed higher confidence than those taught through DBT, with less response variability. This indicates that simulation offers a more consistent experience. Simulation is an interactive technique that promotes greater engagement, transforms into more uniform learning, and improves nursing students\u27 confidence in abdominal health assessment
Perceived Social Support, Psychological Well-Being and Life Satisfaction of Parents Dealing with Special Needs Children
Full text linkThis study examined how the psychological well-being and life satisfaction of parents of children with special needs are affected by their perceived social support. This study used a quantitative technique and a correlational research strategy. Data from the targeted group, including parents of children with special needs in Abbottabad and Bannu, were collected using a survey approach. The sample was designed using a purposive sampling technique. Along with demographic information, data were collected on the self-reported measures, including Ryff\u27s Psychological Well-being Scale, Multi-dimensional Scale of Perceived Social Support, and Satisfaction with Life Scale. The study results showed that life satisfaction, psychological well-being, and perceived social support were all positively correlated. Linear regression analysis was used to examine the factors influencing perceived social support. The findings also revealed that life satisfaction and psychological well-being positively correlate with perceived social support. The results also publicised significant gender-based group differences. In addition to the study\u27s limitations, these findings could develop support networks, policy advocacy, and access to mental health care services, encouraging community engagement, training professionals, utilisation of technology, education, and training programs for parents with special children
Successes and Challenges of Online Teaching: Evidence from Primary and Secondary Schools of Sindh
Full text linkThis study explores the key challenges and successes experienced by teachers and students in primary and secondary schools during this transition. Utilising a mixed-methods approach, quantitative data were collected from 160 teachers, while qualitative insights were derived from nine semi-structured interviews and three focus group discussions with teachers across public, private, and partnership schools. Major challenges included digital illiteracy, unstable internet access, and limited infrastructure. However, increased teacher adaptability, digital content delivery, and professional development in private schools emerged as key successes. The findings highlight the need for improved infrastructure, equitable digital access, and sustained teacher training. Policy recommendations emphasise the integration of blended learning and strong institutional support to enhance online education outcomes in Sindh
Ebullient Leadership and Employee Happiness in Pakistan\u27s Tourism Sector: The Mediating Role of Employee Advocacy
Full text linkThis study investigates the influence of ebullient supervision, defined as positive, high-energy managerial behaviour, and job stress on employee happiness, with employee advocacy examined as a mediating construct. Grounded in Social Exchange Theory (SET), the research employs a quantitative, cross-sectional design and analyses data from frontline employees across Pakistan’s tourism industry. Partial Least Squares Structural Equation Modelling (PLS-SEM) is utilised to test the proposed conceptual framework. The results demonstrate that ebullient supervision significantly enhances both employee happiness and advocacy behaviour, while job stress exerts a negative effect on happiness. Employee advocacy partially mediates the relationship between ebullient supervision and happiness, but not between job stress and happiness. These findings underscore the importance of positive supervisory practices and advocacy-driven engagement strategies in enhancing workforce well-being. The study contributes a novel leadership model to HRM literature and offers actionable insights for tourism managers aiming to foster resilient, satisfied, and productive service teams
Comparative Study of Pedagogical Strategies to Improve ESL Writing Skills at SSC and O-Levels in Karachi
Full text linkThis study aimed to investigate the teaching strategies used by English teachers to enhance ESL writing skills at the O-level and SSC levels in Karachi, Pakistan, focusing on comparing the differences in their teaching approaches. The study followed mixed method research. A questionnaire was administered to English teachers at both levels to collect empirical data. On the other hand, qualitative data were collected through semi-structured interview questions from English teachers at both levels in Karachi. The findings from quantitative data, through mean difference, reveal that the English teachers at both streams employed global problem-solving and support writing teaching strategies, with slight differences in their teaching approach. Furthermore, applying the T-test over SPSS software also revealed that there was no significant difference between the two groups of English teachers at O-level and SSC-level in adopting teaching strategies for teaching writing in Karachi. The findings from qualitative data through thematic analysis proposed the use of multiple specific strategies such as resources-based, task-based, and activity-based teaching strategies. Despite differences in both the education systems, the results suggest that there is coherence in writing pedagogy across the two levels
Gamified Assessment: Utilizing Kahoot as an Online Formative Assessment Tool in Online Learning
Full text linkThis research aims to identify the effectiveness of Kahoot as a gamified formative assessment tool in online learning. Classroom action research was conducted, and the Kurt Lewin Model was followed to plan, implement the intervention, observe and reflect on the activity. To answer the research questions, pre and post tests were used, where a t-test was applied to find out the effectiveness of utilising Kahoot for improving students’ academic performance in online learning. On the other hand, students\u27 opinionnaire was utilised and focus group discussions were conducted with the students after practically utilising Kahoot. Quantitative data were analysed through both descriptive and inferential statistics, while qualitative data were analysed through thematic analysis. Quantitative data revealed that students outperformed in the post-test as compared to the pre-test. Students also viewed Kahoot as a better option to be utilised for online formative assessments as it helped in creating a supportive environment, supporting interactive engagement, and providing on-the-spot productive feedback. Thus, findings of the study highlighted that Kahoot effectively enhanced students’ level of understanding, performance and engagement towards their learning, and it provided students and teachers with instant feedback
Effects of Design Thinking on Learners’ Motivation at Higher Education Level
Full text linkThis study aimed to examine the effects of design thinking on learners’ motivation, with respect to their effective engagement and problem-solving capability. A pre-designed questionnaire having pre-selected constructs and items was used to collect data from the targeted learners currently enrolled in the institutes offering educational programs in Karachi to measure the selected variables. The findings revealed the impact of design thinking on learners’ motivation towards learning to be insignificant. Similarly, the indirect impact of design thinking on learners’ motivation, with the mediating role of effective engagement and problem-solving capability of learners, was also found to be insignificant. However, the impact of design thinking on the effective engagement and problem-solving capability of the learners was found to be significant. The study recommends awareness sessions for pre-service teachers to integrate design thinking in their teaching methods. It also recommends integrated curricula and workshops, and training sessions organisation to foster a growth mindset of future teachers for integrating the design thinking into their teaching methods. It also recommends that teachers use project-based learning in their classrooms to engage their students in real-world projects that require design thinking
Challenges Faced by Young Researchers: A Quantitative Investigation
Full text linkYoung researchers face several challenges during the process of their education. This study seeks to address the challenges that young researchers experience during the learning period. This was a quantitative and descriptive study. The study sample consisted of 80 students from a special education degree program doing their research work. A self-developed questionnaire was developed as the study instrument. The instrument\u27s reliability was validated using expert feedback, and the validity was assessed. The researchers collected the data using a random sampling technique. After the data collection process was completed, analyses were performed with descriptive and inferential statistics, and the frequencies were drawn. However, the study\u27s results showed that 82% of the respondents stated that significant issues included limited resources, insufficient mentorship, and a scarcity of available funding opportunities. The study recommends that proper training sessions to implement the research activities and procedures should be conducted for young researchers in higher education institutions. Additionally, young researchers should be supported with adequate funding to conduct research
Revisiting Careers Education from In-service School Teachers’ Perspective: Validation and Reliability of CEIC Scale
Full text linkCareers education focuses on developing and promoting lifelong learning skills and preparing young adolescents for success in the global economy. In-service teachers were intertwined, in line with the capacity building and professional development, with the concept of career education integration into the curriculum. The current study describes the development and validation of the Careers Education Integration into the Curriculum (CEIC) scale to measure in-service teachers’ perceptions of careers education importance, implementation challenges and teaching and learning strategies at middle grade levels. The exploratory and confirmatory factor analyses revealed four factors, including importance and integration, implementation, current teaching-learning strategies, and prospective teaching-learning strategies, that explained 43.3% of the variance. The findings and practical implications of the study cover the use of CEIC for measuring in-service teachers’ knowledge, attitudes and skills for careers education integration in their classroom settings
Review of Parental Discipline Practices and Child Behavioural Outcomes in Pakistan
Full text linkThis review paper explores parental discipline practices and their influence on child behavioural outcomes in the Pakistani context, with a particular focus on urban, lower-income households. Drawing from a purposively selected body of literature, the paper synthesises evidence on both positive and harsh parenting approaches, linking them to emotional and behavioural development in children. While positive parenting, grounded in warmth and consistency, fosters resilience and pro-social behaviour, harsh methods, such as shouting and physical punishment, are strongly associated with externalising behaviours, emotional insecurity, and long-term mental health issues. The review identifies key contextual stressors, including poverty, parental mental health, and socio-cultural norms, that influence parenting styles. It also reflects on intergenerational patterns, religious and traditional influences, and the evolving role of urbanisation and global exposure in shifting parenting norms. The paper highlights effective international interventions, such as the Triple P – Positive Parenting Programme, and underscores the need for locally adapted models sensitive to cultural and socioeconomic realities. The review calls for more context-specific primary research and intervention efforts to foster emotionally supportive, non-violent parenting practices that can positively shape children’s developmental trajectories in Pakistan