Search

Major focus of this study was on visual, auditory and kinesthetic learning preferences of college students as given in Dunn and Dunn model (Dunn & Dunn, 1993) and their relationship with academic achievement of students. The nature of study was quantitative, descriptive and correlational. All (male and female, science and arts) students enrolled in B.A. /B.Sc. and BS programs of all public sector colleges of Punjab province constituted the population of study. The study was delimited to six districts of Punjab province with two districts from each region (North, Central, & South Punjab). Three-stage cluster sampling technique was used to select the sample of 1200 students. Barsch Learning Preferences Inventory (BLPI) (visual, auditory, & kinesthetic) developed by Barsch (1996) was used as a research instrument. Product Moment correlation coefficient was used to find out relationship between each learning preference and academic achievement. Furthermore, differences among low achieving and high achieving students with respect to their learning preferences were analyzed by applying z-test. It was concluded that college students were predominantly visual in their learning preference. High achieving students were also more visual and kinesthetic. Further, there was also a significant relationship between auditory learning preference and academic achievement.

The study was conducted to find out the practices and problems of supervisors working at primary school level in Pakistan. The teachers, Headmasters, Area Education Officers, District Education Officers, Deputy District Education officers working in primary schools of Rawalpindi District were the population of the study. The questionnaire was developed, validated by the experts and pilot tested. Stratified Random sampling technique was used to collect the data of the study. The conclusions of the study reveal that the supervisors don't visit schools to facilitate teachers in solving classroom problems. They behave with them in an autocratic and authoritarian way, and the teachers are not able to share theirs problems with them. They do not believe in the concept of supervision as a process of sharing, helping, guiding, counseling and motivating teachers to solve problems which they face while teaching in classroom. Questioning and creative ideas are taken as breach of discipline. It is also revealed that the majority of the Head of institutions are not competent enough to guide their staff to perform the educational activities in the classroom. They neither delegate the responsibilities to the staff nor involve them in decision making process. As a result, the team members will not put their all out efforts in the activity and take it as burden. It is recommended that a training programme for the supervisors working at Primary level may be designed and lunched to improve their knowledge, skills and attitude to perform their duties as a facilitator, guide, motivator, helper and the leader of the team. The procedure of departmental promotion may be revised and over all competency and skills required for the performance of task as a supervisor/Headmaster/Principal should be given due importance.

This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used as tool of research. Factor analysis was employed to explore the pattern of inter-item correlations of the questionnaire. Kendall's-Tau-b technique of correlation was applied to correlate responses obtained on academic, physical and social self concepts related items with the academic achievement scores of students Physical self-concept and social self-concepts were found unrelated to academic achievement. However, a significant but weak correlation was found between academic self-concept and academic achievement.

The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

The main aim of this research is to better understand and draw perceptions of course writers and course coordinators towards the process of developing distance learning material. For developing good self-instructional material cooperative efforts among course development personnel are essential. The study indicates the areas where contradiction is found among perceptions of a sample of seventy course coordinators and seventy course writes of Allama Iqbal Open University, Pakistan through a self developed questionnaire covering preparation, implementation and execution aspects of course development process. (Contains 3 tables.)

The main aim of this research is to better understand and measure students' attitudes and perceptions towards the importance of mobile learning in distance education. Results of this survey clearly indicate that facilitating mobile learning can improve the entire distance education by enhancing ways of communication among distance learners, tutors and supporting staff. The biggest advantage of this technology is that it can be used anywhere, anytime and its usage is easy access to a larger number of distance learners. This study draws the preferences and the extant to which distance learners in Pakistan are use to mobile learning. (Contains 4 tables.)

Community participation in planning and managing for increased educational opportunity is necessary. To ensure the involvement of local community, the government of Pakistan experimentally launched a scheme in 1994 by establishing School Management Committees (S.M.Cs). The major purpose of the present study was to observe the functions and performance of S.M.Cs in Promoting Education in Pakistan. The government schools of Punjab Province were considered to be the target population. The study sample consisted of SMCs. of eight government higher secondary schools, 34 government high schools and 34 government elementary schools the Punjab. A survey-type study questionnaire was used to gather the data which were collected and interpreted by using simple statistical techniques of percentage, mean, standard deviation, and t-test. Tentative conclusions are drawn with regard to observations of head teachers and members of SMCs. (Contains 2 tables.)

Peace has been recognized as a matter of education and to be promoted at the initial level. The present study attempts to generate a profile of activities toward peace education among prospective teachers. The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community-related activities. Participants' preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the bottom. Tentative conclusions are drawn with regard to teacher education and peace studies.

The study aimed at exploring the public sector secondary school teachers' perceptions for development of democratic values and strategies to improve the democratic system and attitudes toward democracy. Sixty secondary school teachers were selected as a sample. The qualitative data in the form of interview responses were collected to explore teachers' perceptions about democracy, problems in the smooth running of democracy and remedies to these problems. Five-point Likert-type attitude toward democracy scale (ATDS) was developed to assess the attitude of secondary school teachers toward democracy. The data were analysed by applying one sample t-test. The study provide discussion at conclusions drawn about democratic values and attitude of teachers toward democracy. (Contains 4 tables.)

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition. (Contains 4 tables.)