16 research outputs found
Assessment of Students' Problem-Solving Proficiency in Mathematics at Grade VI
Full text linkThis study was designed to develop problem solving test for class six and also assess student’s problem solving proficiency. A test is constructed by using Framework of Mathematics Assessment developed by National Assessment of Educational Progress (NEAP). This framework is modified as Mathematics Problem-Solving proficiency framework by keeping in view the objectives of National Curriculum for 6th grade. Initially developed items were tried out and items for final test were selected by keeping in view the criteria of Item Response Theory (IRT). IRT provide guidance to develop the items and to construct the proficiency scales. IRT gives us a way to understand and interpret scores and also link student’s achievement to their latent abilities. Final test was administered to 1500 students of four districts. Students’ mean score in Algebra is greater than any other content area while performance in Ratio and Proportion is low. Therefore, students’ problem-solving proficiency in the area of factors and multiples, geometry, integers, information handling, linear equations, and whole numbers is average
EFFECT OF DESCRIPTIVE FEEDBACK AND CORRECTIVE FEEDBACK ON ACADEMIC ACHIEVEMENT OF VII GRADERS IN MATHEMATICS
Full text linkMathematics has become a universal language and a way of thinking especially due to the advancement in the electronic media. Effective teaching plays a vital role in the propagation of mathematical knowledge. Feedback strategies can be used to enhance mathematical understanding. Feedback process helps the students to acquire information about their existing achievement with respect to goals and help them to improve learning. This study was designed to explore the effect of descriptive feedback and corrective feedback on academic achievement of VII grade in mathematics. Only post-test control group design was used. There were three groups. Group 1 received descriptive feedback, group 2 received corrective feedback and group 3 served as a control group. All groups contained 53 students each. The results analysed indicated that descriptive feedback has more positive effect on students’ achievements as compare to corrective feedback. Students taught through corrective feedback performed better than control group. Although, it is difficult to generalize the results of this study (issue of all experimental researches) but having support of literature it might be suggested that feedback is effective tool for the improvement of mathematics achievement of the students
Relating Learner Empowerment with Learner Self-Regulation Learning in Higher Education
Full text linkThe aim of the study was to analyze the relationship of Learner empowerment and Self-regulation at university level. The researcher conducted a survey by administering the questionnaire to collect a data on a sample of 300 students in which 150 male students and 150 female students in District Lahore were included. Data were analyzed by using inferential and descriptive statistics. Researcher has used two instruments first one learner empowerment and second students’ self- regulation. Learner empowerment composed of three factors and students’ self-regulation also has three factors. Sample was selected by random sampling technique. There were 22 statements of Learner empowerment questionnaire and 23 statements of Self-regulation questionnaire. The Study revealed that students’ level of Self- regulation was high. The study also revealed that most of students were much empowered on overall learner empowerment scale and its three components. The study was also found positive and strong relationship between Learner empowerment and students’ Self-regulation at university level. It can be concluded from the findings of the study that Self-regulation and Learner empowerment are correlated and strengthen to each other
Measuring Gender Differences in Students’ Interest towards Different Contexts of Physics at Higher Secondary Level
Full text linkThis paper addresses students’ interest in physics in relation to different demographic variables. It examines the relationship between the students’ achievement in different context of physics. It carried a quantitative research design. The population of the study was all the students studying in higher secondary schools of both public and private sectors situated in Lahore city. A sample of 500 students was selected conveniently from both the sectors. The instruments used for the study were self-developed questionnaire and ROSE FIN questionnaire (adopted). Instruments were piloted to check the validity and reliability. For data analysis, independent sample t-test, Pearson r and regression analysis were used to find out the interests of the students across different contexts of physics. Results revealed that there is no difference between both the genders in the context of physics except fantasy context. Boys fantasized the situation more than girls and they did not show any interest in astronomical context and technological context. The outcome of boys and girls was same in the School of Physics context. The students gaining education from public institutions were good in their concepts as compared to the private school students because private institutions just focused on brilliant minds but public institutions gave equal attention to all students. Mubashara Akhtar is a Ph.D scholar at the Institute of Education and Research, University of the Punjab, Lahore, Pakistan. She has participated in a number of national and international conferences. Her areas of interest include science education and educational assessment
A Study of Relationship between Achievement Motivation, Academic Self Concept and Achievement in English and Mathematics at Secondary Level
No full textMolecular mechanism of reversed temperature dependence of ATP synthesis in glacier ice worms
No full textThe F0F1 ATP synthase enzyme is highly conserved across species. The F0F1 is a reversible motor, where the counterclockwise rotation of the rotor portion of F0 (known as the c-ring and present in the membrane-embedded F0 domain) produces ATP, and the clockwise rotation induces ATP hydrolysis. In a surprising contrast to temperate organisms, glacier ice worms display elevated ATP levels as temperatures decline. The increased energy expenditure is used as a strategy for survival at cold temperatures, but the mechanism is unknown. More specifically, an ice worm-specific, 18 amino acid extension with regularly spaced histidine residues was previously found to be fused to the carboxy-terminal of the ATP6 subunit generating a proton shuttling domain projecting away from the F0 exit pore. The role of this C-terminal extension in the temperature dependence ATP synthesis in ice worms is undetermined. To investigate the underlying mechanism of elevated ATP levels in glacier ice worms, we sought to understand the effects of temperature on the dynamics of the F0F1 ATP synthase of ice worm, yeast and ice worm without the ATP6 extension. We conducted all-atomistic MD simulations of the F0 domain subunits at different temperatures to evaluate the effect of sequence on temperature dependence. We also measured the rotational diffusion of the cring as a function of temperature to evaluate the change in the rotation angles of the c-ring around the z-axis in clock-and counter-clockwise directions. Our results suggest that the rotational diffusion of the c-ring is temperature-dependent, and the ATP6 extension exacerbates the difference in rotational diffusion at varying temperatures.M.S.Includes bibliographical reference
THE PRESCRIBING TRENDS OF ACE-INHIBITORS AFTER MYOCARDIAL INFARCTION IN TERTIARY CARE HOSPITALS OF HAZARA REGION
No full textBackground: There is good evidence that angiotensin-converting enzyme (ACE) inhibitors are beneficial after myocardial infarction (MI). However, it is not known how widely this evidence is used in practice or whether all eligible patients receive this therapy. Objective: In three sizable tertiary care hospitals in the Hazara region, the study\u27s objective was to evaluate the usage of ACE-inhibitors in patients who had experienced MI. Methods: Data collection from patients was used to collect the cases and examine the prescription pattern of use of ACE inhibitors, combination-based therapy, reasons for prescribing ACE inhibitors in STEMI, or reasons for prescribing ACE inhibitors in NSTEMI. To determine if proof-based prescribing of ACE-inhibitors following MI is taking place, data about ACE-inhibitor prescriptions is compared with recommended criteria. Descriptive statistics were used to estimate percentage frequencies. Results: There were 460 patients. 63.3% are male and 36.7% are female. 30% of patients who suffered an ST elevation MI received ACE inhibitors; in contrast, a greater part of patients (70%) who suffered a non-ST elevation MI received ACE inhibitors. 43.3% of the patients were prescribed ramipril, and 42% of the patients received lisinopril. Captopril, enalapril, quinapril, and fosinopril were prescribed to 7.4%, 5.4%, 1.5%, and 0.4% of patients, respectively. Ramipril was most commonly prescribed. It was also assessed that 44% of the patients received Β-blockers as combination therapy. The most prescribed Β-blocker was bisoprolol and then metoprolol. Conclusion: Most patients admitted to three tertiary care hospitals with myocardial infarction (MI) were prescribed an ACE inhibitor in an appropriate manner
Gender Differences and Structural Relationships among Social Impacts, Performance Beliefs, Motivation and Academic Achievement of the Students at Intermediate Level
Full text linkThis research intended to scrutinize gender distinctions and the fundamental associations of task values, performance beliefs, teacher-student relationship, peers’ academic value, students’ intrinsic and extrinsic motivation and educational engagement and students’ achievement. The sample of this research was 400 second year science students (Pre- Medical), in Lahore City, Pakistan. The data were analyzed using Independent sample t-test and Structural Equation Modeling. The results revealed no gender differences across all variables except students’ extrinsic motivation. The results highlighted significant relationships between variables of the study. Results also demonstrated that those students who achieve higher grades were having good teacher- student relationships, and peer relationships, moreover such students were having higher performance beliefs, intrinsic motivation and extrinsic motivation. Most of the independent variables indirectly affected the dependent variables through different mediators. Besides, there was mediation effect of teacher student relationship, performance beliefs, academic value of peers, academic engagement, intrinsic motivation and extrinsic motivation on students’ academic achievement
WORKPLACE EMPOWERMENT AS A PRE-REQUISITE TO ORGANIZATIONAL COMMITMENT OF FEMALE UNIVERSITY TEACHERS
Full text linkThis study was designed to explore the role of workplace empowerment on organizational commitment of female teaching faculty in the university by using the qualitative survey method. The sample of the study was selected by using purposive sampling technique and it comprised of 10 female university teachers. Two interview protocols, one each for workplace empowerment and organizational commitment were used to collect the data and thematic analysis was applied to analyze the participants’ interview transcripts. Results of the present study assist the prior researches that the workplace empowerment is the main contributor of organizational commitment. The results showed that teachers have a very little level of workplace empowerment as a result they were committed to personal level of interest rather than that of organizational support. The study suggested that institute should create fostering environment to enhance the perceptions of empowerment among employees that will positively influence them and it will eventually increase institution effectiveness and commitment
South Asian Universities: Effect of Personality Traits on Procrastination of Students at University Level
Full text linkThis study examined the effect of personality traits on procrastination of university students. All the students enrolled in public and private universities of the Punjab were population of the study. Sample was comprised of 500 students which were selected through convenient sampling technique. Due to Covid-19 convenient sampling technique was used. Two instruments were used to measure personality traits and procrastination. Big Five Inventory was used to measure personality traits and 20-item Procrastination Scale was used to measure procrastination. Structural Equation Modeling (SEM) was used to analyze the data. It was found that sample data fit the hypothetical model well. Randomly selected large sample is recommended to further probe the cause-effect relationship of variables understud
