Academy of Education and Social Sciences Review
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Exploring Teaching Strategies to Encourage Critical Thinking in Students
Get PDFThis study aimed to determine the role of modern teaching strategies or methods used by teachers of existing times to deepen critical thinking among students by using different means and resources in the classroom and outside the classroom as well, resulting in shaping up their thoughts by giving them directions and scaffolding them through teaching strategies to conceptualize knowledge by analysing it critically. However, in recent years it has been seen that teachers and educationists in Pakistan are using various modern practices to design their lesson plans to incorporate critical thinking in students and boost their mental skills for superior growth and development. This study is intended to determine contemporary teaching techniques to provide understanding to students of the 21st century to heighten their reasoning capabilities. The data was collected through interviews from primary school teachers, working in different schools and teaching different subjects. Interviews were conducted as open-ended questions from 6 experienced teachers to inquire about the strategies the teachers opt for in their classrooms fostering critical thinking. This study suggests that modern teaching practices, methods and strategies are linked to regulate critical thinking skills in students which amplifies their overall academic and educational performance
Evaluating the Effectiveness of Practicum in Teachers’ Training Programs in Perspective of Technology
Get PDFThis research assesses the quality of technology integration in practicum experiences of teacher training programs. The purpose is to evaluate their readiness to integrate technology into their practices as teachers of practice. Relevant research questions focus on the effectiveness of practicum, the level of technology awareness among the prospective teachers, and issues of concern in implementing technology. This research uses surveys to collect data on pre-service teachers’ use of technology in practice teaching contexts. This includes preparedness, perceived ways of implementing the technology expectations of the degree of success that would be achieved in increasing the engagement of students, and the extent of improvement in the learning outcomes that would be achieved. Studies showed that most pre-service teachers lacked self-confidence and were not well-prepared as regards the use of technology in teaching. Constraints such as lack of mentorship, shortage of practice and poor resource mobility were realized. These findings are consistent with past work regarding the utility of the TPACK framework specifically for connecting content, pedagogy, and technology knowledge. Based on the findings of the study, it is argued that teacher training programs require structural changes that should focus on the improvement of the mentorship process, practical experience, and objectives concerning technology integration into learning. These improvements are important to prepare future educators to function in digital classrooms efficiently
Investigating Technology Perceptions Among Secondary School Teachers: A Systematic Literature Review on Perceived Usefulness and Ease of Use
Get PDFThe study aims to review the literature of various research studies based on the perceived ease of use and usefulness of technology among secondary school teachers. This systematic literature review examines secondary school teachers\u27 perceptions regarding the perceived usefulness (PU) and perceived ease of use (PEoU) of technology in educational contexts. The systematic review comprised 30 peer-reviewed research papers from 2015 to 2023, encompassing teacher participants. The results of the review highlight a range of vital significant perspectives. The integration of technology by teachers is significantly affected by elements such as aligning with the Technology Acceptance Model (TAM) and its customized versions, perceived usefulness, and ease of use. Necessary components to enhance teachers\u27 technology adoption rates encompass support and training. The review further emphasizes the significant influence of perceived ease of use and perceived usefulness on ICT adoption, overshadowing the impact of demographic variables. The review process involved stringent eligibility criteria, ensuring that selected studies met specific quality standards and relevance to the research questions. As technology integration in education continues to evolve, this systematic literature review offers valuable insights for educators, developers, and policymakers
Post-9/11 American Society and the Identity Negotiation of Muslim Characters in Ayad Akhtar’s Disgraced (2012)
Get PDFThis article studies the Negotiation of Muslim Identity in Ayad Akhtar’s Disgraced (2012) that Muslim characters practice after the 9/11 attacks in the USA. The paper, moreover, evaluates the Muslim characters encountering the backlash, discrimination, harassment, othering, religious profiling, media propaganda, and alienation despite their complete integration and assimilation into the hostland identity. To explore how the Muslim Immigrant characters, as members of the minority out-group(MO), adopt the strategies of identity negotiation and construct the reactive Muslim identity in the selected play in the post-9/11 American context, The Social Identity Theory by Tajfel and Turner (2004) is used as the theoretical model through the textual analysis and Close Reading Method. The paper, furthermore, aims to study the Muslim characters struggling with the identity crisis and the derogatory treatment from the majority in-group Americans (MI). It also adds to research on the selected play the comprehensive understanding to the readers about the identity negotiations and Muslim identity construct after the 9/11 attacks in America.
Investigating the Moderating Contribution of Mothers\u27 Educational Level with Resilience and Stress among School Children
Get PDFThis study aimed to investigate the moderating effect of mothers\u27 educational levels on the relationship between resilience and stress among adolescents. Adolescents face various challenges during the age transition period. Mothers are the primary support providers who play a pivotal role in aiding children throughout this phase. This study investigated the moderating role of mothers\u27 educational levels concerning resilience and stress levels among adolescents. Participants were randomly selected from secondary and higher secondary educational institutions to investigate this phenomenon and differences in resilience across different age groups. The results indicate that mothers\u27 educational levels significantly reduce stress levels and enhance resilience among school children, enabling them to navigate the challenges associated with the transition period more effectively. A notable differentiation in resilience levels between different age groups was observed. This study concentrated on adolescents aged 15 to 18 and investigated how parental education influences puberty-related problems. The investigation restricted itself to mothers with intermediate and graduate credentials; future research comparing maternal education levels might provide more detailed insights
Fear of Missing Out Moderating the Association Between Social Media Usage and Subjective Well-Being Among Young Adults
Get PDFThe present study explores the connection between Social Media Engagement (SME), Fear of Missing Out (FOMO), and Subjective Well-Being (SWB) of young adults in Punjab. Taking a cross-sectional, correlational approach, this study made use of non-probability convenience sampling to collect data from Punjab. Statistical analysis was applied to determine whether a positive correlation existed between SME and FOMO, while a negative correlation between SME and SWB; moreover, FOMO is assumed to mediate the SME-SWB relationship. These findings are in line with theories of Self-Determination and Social Comparison, which postulate that social media cultivates upward comparisons and unmet psychological needs, thereby negatively impacting SWB. The outcomes have implications for mental health interventions and policies that could combat FOMO by encouraging the balanced use of social media. This study highlights the need to promote digital literacy and awareness programs among young adults to counter the psychological burden of excessive social media engagement. Future research should explore longitudinal and cross-cultural perspectives to enhance understanding of these dynamics
Impact of Dysfunctional Parenting on Aggression and Disruptive Behaviour among Children
Get PDFThis quantitative study aimed to explore the impact of dysfunctional parenting on aggression and disruptive behaviour among children. The data were collected from 100 children studying at different institutes in Rawalpindi, using a purposive sampling technique. The participants of the study varied in age between 11-14 years. Three scales, that is, the Parenting Scale (PS), the Aggression Scale (AS), and the Disruptive Behaviour Sale Professed by Students (DBS-PS) were used for data collection. The data analysis was performed using correlation analysis, linear regression, and independent sample T-test. It was hypothesized that dysfunctional parenting would be positively correlated with aggression and disruptive behaviour, and dysfunctional parenting would have a significant impact on aggression and disruptive behaviour. The findings revealed that dysfunctional parenting was positively correlated with disruptive behaviour, but not with aggression. On the other hand, aggression and disruptive behaviour were positively correlated. Moreover, it was also proved that dysfunctional parenting had a significant impact on aggression and disruptive behaviour. However, there were no significant gender differences to be found in the study outcomes. This research will help to fill the gap in the research on student aggression and dysfunctional parenting
Development of Social Groups among University Hostel Students
Get PDFThe purpose of the present study was to investigate the development of social groups among hostel students at the university level in the province of Khyber Pakhtunkhwa. The study was mainly concerned with the groups formed by students while residing in the university hostel. Participant observation and interviewing techniques were used to collect the data. The present study focused on how groups are formed among the hostel students, to what extent they support each other, establish social settings, and how they feel while living in such groups. The analysed data reports that the students have different perceptions based on their experiences, which in turn affect their behavioural patterns. A permanent friendship develops between these students due to their similar geographical belongingness and sharing the same academic interests. The findings will support universities in developing relevant policies to minimize untoward incidences in the hostel
Impact of Technology-Based Learning on Academic Performance of Undergraduate Level Students
Get PDFTechnology-based learning is a new learning method where students are taught using different digital/ICT tools such as mobile phones, computers, the internet, multimedia, tablets, and many others. The present study aimed to determine the impact of technology-based learning on students\u27 academic performance. A quantitative research method was applied, followed by a survey research design to accomplish this study. The study was delimited to Balochistan province. All the public degree-awarding higher educational institutions were considered for the study. The target population for the study was the undergraduate students. The questionnaire was developed in collaboration with all authors. The reliability and validity of the framed questionnaire were checked through pilot testing. The reliability was found to be 0.87. Data were collected personally and with the help of colleagues. The collected data were analyzed using descriptive and inferential statistics with the assistance of SPSS software version 22. The study\u27s findings indicate that technology-based learning develops students\u27 critical thinking, communication, cognitive, and reading skills, motivates students to become problem solvers, and enhances the professional development of the learners. The study concluded that technology-based learning positively impacts students\u27 academic performance at the undergraduate level and also enables the students to cope with modern-world challenges. The study recommends that the government include technology at all levels of education, train its teachers, and provide all the technology resources
Developing Social Self-Efficacy and Self-Esteem Through Cooperative Learning in Social Studies Classrooms
Get PDFThe present study aimed to examine the effect of cooperative learning (CL) on students\u27 social self-efficacy and self-esteem in social studies classrooms. A pretest-posttest equivalent group design was deployed involving a sample of 100 students (N=50 control and N=50 experimental) in 7th grade from a public secondary school in District Mansehra, Pakistan. Student Team Achievement Division (STAD) based treatment was provided to the experimental group for eight weeks using 15 lessons from a Social Studies textbook. The control group was taught the same material through the traditional teaching method for the same duration. Social self-efficacy and self-esteem scales were administered before and after the treatment. Effect size and percentile points gain were used as statistical tools to compare the effect of CL. The analyzed data revealed that students of the experimental group (high-achievers, average-achievers, and low-achievers) exhibited higher social self-efficacy and self-esteem levels than those of the control group. Furthermore, the percentile gain for average and low achievers was no more or less than that of high achievers. The study results indicate that CL is an effective intervention for maximizing students\u27 social self-efficacy and self-esteem across diverse achievement levels, emphasizing the need for its widespread implementation to promote inclusive and supportive educational environments