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EXPLORATION OF KNOWLEDGE CREATION PRACTICES OF UNIVERSITY TEACHERS The study has been carried out to explore the knowledge creation practices used by university teachers. The study is based on Nonaka’s Spiral Theory of knowledge creation (1995) that shows conversion of the latest knowledge into the existing knowledge assets within an organization through four practices of knowledge creation i.e. Socialization, Externalization, Combination, and Internalization. The objectives of the study were to, (1) explore the status of knowledge creation practices (SECI) of university teachers (2) explore the sources of explicitness of university teachers (3) compare the knowledge creation practices (SECI) of Public and Private University teachers (4) compare the knowledge creation practices (SECI) of Faculty of Natural Sciences and Faculty of Social Sciences (5) compare the knowledge creation practices (SECI) of male and female university teachers (6) compare the sources of explicitness of Public and Private University teachers (7) compare the sources of explicitness of Natural Sciences and Social Sciences university faculties (8) compare the sources of explicitness of Male and Female University Teachers. The research design was quantitative in nature and a descriptive survey method was used. The study was conducted in Faculty of Natural Sciences and Faculty of Social Sciences in the universities of Rawalpindi/Islamabad. The population of the study was 4195 out of which 12% sample size was taken by using a stratified sampling technique. Standardized scales were used to collect the data. The analysis was done by applying mean value and independent t-test that contained Levene’s test. It is concluded that university teachers use all knowledge creation practices. The rank of knowledge creation practices from most to least is externalization, socialization, combination, and internalization. Articles, an educational course, and seniors lectures are the most commonly used sources of knowledge explicitness. The analysis shows that the university teachers are least focused on internalization (learning by doing) knowledge creation practice. Scout method, experiential approach and the training approach may be helpful to improve internalization practices in universities.
EXPLORATION OF KNOWLEDGE CREATION PRACTICES OF UNIVERSITY TEACHERS The study has been carried out to explore the knowledge creation practices used by university teachers. The study is based on Nonaka’s Spiral Theory of knowledge creation (1995) that shows conversion of the latest knowledge into the existing knowledge assets within an organization through four practices of knowledge creation i.e. Socialization, Externalization, Combination, and Internalization. The objectives of the study were to, (1) explore the status of knowledge creation practices (SECI) of university teachers (2) explore the sources of explicitness of university teachers (3) compare the knowledge creation practices (SECI) of Public and Private University teachers (4) compare the knowledge creation practices (SECI) of Faculty of Natural Sciences and Faculty of Social Sciences (5) compare the knowledge creation practices (SECI) of male and female university teachers (6) compare the sources of explicitness of Public and Private University teachers (7) compare the sources of explicitness of Natural Sciences and Social Sciences university faculties (8) compare the sources of explicitness of Male and Female University Teachers. The research design was quantitative in nature and a descriptive survey method was used. The study was conducted in Faculty of Natural Sciences and Faculty of Social Sciences in the universities of Rawalpindi/Islamabad. The population of the study was 4195 out of which 12% sample size was taken by using a stratified sampling technique. Standardized scales were used to collect the data. The analysis was done by applying mean value and independent t-test that contained Levene’s test. It is concluded that university teachers use all knowledge creation practices. The rank of knowledge creation practices from most to least is externalization, socialization, combination, and internalization. Articles, an educational course, and seniors lectures are the most commonly used sources of knowledge explicitness. The analysis shows that the university teachers are least focused on internalization (learning by doing) knowledge creation practice. Scout method, experiential approach and the training approach may be helpful to improve internalization practices in universities.
INTERRELATIONSHIP OF OPTIMISM, CREATIVITY AND ACADEMIC PERFORMANCE OF STUDENTS AT THE UNDERGRADUATE LEVEL This study was aimed to know the interrelationship of optimism, creativity, and academic performance of students at undergraduate level. The objectives of this study included to; explore the optimism level of students at undergraduate level; investigate the creativity level of students at undergraduate level; investigate the interrelationship among optimism, creativity, and academic performance of students at undergraduate level; explore the effect of optimism and creativity on academic performance; identify the difference among students of study programs (BEE, BBA, and BSCS) regarding optimism, creativity, and academic performance. This study was carried out at public and private sector universities of Islamabad Capital Territory (ICT). Proportionate stratified sampling technique was applied. 1929 undergraduates studying in the programs of Electrical Engineering, Business Administration and Computer Sciences in public and private universities formed the population. The desired sample drawn through Yamane formula was 17.16% of the population. The sample size emerged 331. Optimism assessed through, Life Orientation Test- Revised (LOT-R) by Scheier et al. (1994). Creativity measured through Kaufman Domains of Creativity Scale (K-DOCS) by Kaufman (2012). For students’ academic performance grades of the previous class were taken from Higher Secondary School Certificate. Data were analyzed through mean scores, mediation analysis, Pearson’s correlation, regression analysis, t test, one-way ANOVA, and Post-hoc test. Indirect relationship was found between creativity and academic performance through mediating role of optimism. Optimism was found significant predictor of academic performance. A significant difference was found among students of study programs (BEE, BBA, and BSCS) regarding optimism. It is recommended that counsellors and psychologists may provide optimism related sessions to increase students’ optimism level and promote encouraging environment for positive life expectancies that may overcome the
INTERRELATIONSHIP OF OPTIMISM, CREATIVITY AND ACADEMIC PERFORMANCE OF STUDENTS AT THE UNDERGRADUATE LEVEL This study was aimed to know the interrelationship of optimism, creativity, and academic performance of students at undergraduate level. The objectives of this study included to; explore the optimism level of students at undergraduate level; investigate the creativity level of students at undergraduate level; investigate the interrelationship among optimism, creativity, and academic performance of students at undergraduate level; explore the effect of optimism and creativity on academic performance; identify the difference among students of study programs (BEE, BBA, and BSCS) regarding optimism, creativity, and academic performance. This study was carried out at public and private sector universities of Islamabad Capital Territory (ICT). Proportionate stratified sampling technique was applied. 1929 undergraduates studying in the programs of Electrical Engineering, Business Administration and Computer Sciences in public and private universities formed the population. The desired sample drawn through Yamane formula was 17.16% of the population. The sample size emerged 331. Optimism assessed through, Life Orientation Test- Revised (LOT-R) by Scheier et al. (1994). Creativity measured through Kaufman Domains of Creativity Scale (K-DOCS) by Kaufman (2012). For students’ academic performance grades of the previous class were taken from Higher Secondary School Certificate. Data were analyzed through mean scores, mediation analysis, Pearson’s correlation, regression analysis, t test, one-way ANOVA, and Post-hoc test. Indirect relationship was found between creativity and academic performance through mediating role of optimism. Optimism was found significant predictor of academic performance. A significant difference was found among students of study programs (BEE, BBA, and BSCS) regarding optimism. It is recommended that counsellors and psychologists may provide optimism related sessions to increase students’ optimism level and promote encouraging environment for positive life expectancies that may overcome the
EFFECTS OF MENTAL HEALTH ON EDUCATIONAL OUTCOMES OF STUDENTS AT SECONDARY SCHOOL LEVEL The current study was carried out to investigate, the “Effects of Mental Health on Educational Outcomes of Students at Secondary School Level”. The major objective of the study is to assess the students’ mental health (depression, anxiety and stress) at the secondary school level. The second objective was to identify the educational outcomes of students at the secondary school level and third objective was to identify the gender-based difference in students’ mental health at secondary school level and the last objective was to analyze the effect of mental health (depression, anxiety and stress) on educational outcomes of students at secondary school level. The Cognitive Behavioral theory of Beck was adopted by the researcher to measure emotional difficulties. The Depression, Anxiety and Stress scale (DASS) scale was developed by Lovibond (1995). The present study was quantitative and descriptive in nature. The population of the current study was 4000 secondary school students of Tehsil Dera Ghazi Khan and the sample size was 414 secondary school students. Simple random sampling technique was used for data collection. The data were analyzed by mean to measure educational outcomes, t-test, percentage and linear regression for its objectives. The findings of the study revealed that there were significant effects of stress on 10th-class secondary school students and female students had more stress level than male students. It was recommended that school administrations may appoint mental health experts and psychologists to help students to deal with their mental health problems and give them awareness about mental health issues.
EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ MATHEMATICAL SKILLS AT ELEMENTARY LEVEL: A QUASI-EXPERIMENTAL STUDY This study aimed to explore the effect of cooperative learning on students’ mathematical skills at the elementary level. The main objectives of the research study were to examine the effect of cooperative learning on students’ mathematical skills, to assess the effect of cooperative learning on students’ mathematical problem-solving skills, to examine the effect of cooperative learning on students’ mathematical critical thinking skills, to determine the effect of cooperative learning on students’ mathematical communication skills at the elementary level. A quasi-experimental research design was implemented through a quantitative research approach. The population of the study was 280 students out of which 30 students worked as a sample of 8th grade in a public school situated in the Nilore area of Islamabad. Pre-test, treatment, and post-test were taken from the students per week and the same procedure was repeated after every part of the study using the Student Teams- Achievements Division’s method of cooperative learning. The dependent variables were measured through a self-constructed, 12-item test used both as a pretest as well as a post-test. The experimental group was exposed to the treatment of cooperative learning. The data were analyzed by using paired sample t-test. Validity of the instrument was checked by two experts having Ph.D., and reliability was checked through Cronbach’s alpha. From the finding of the study, it was concluded that cooperative learning is highly effective for students’ mathematical skills at the elementary level. It may be recommended that teachers may receive professional development and training on the principles and strategies of cooperative learning and how they specifically promote problem solving skills, critical thinking skills, and communication skills in mathematics.
EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ MATHEMATICAL SKILLS AT ELEMENTARY LEVEL: A QUASI-EXPERIMENTAL STUDY This study aimed to explore the effect of cooperative learning on students’ mathematical skills at the elementary level. The main objectives of the research study were to examine the effect of cooperative learning on students’ mathematical skills, to assess the effect of cooperative learning on students’ mathematical problem-solving skills, to examine the effect of cooperative learning on students’ mathematical critical thinking skills, to determine the effect of cooperative learning on students’ mathematical communication skills at the elementary level. A quasi-experimental research design was implemented through a quantitative research approach. The population of the study was 280 students out of which 30 students worked as a sample of 8th grade in a public school situated in the Nilore area of Islamabad. Pre-test, treatment, and post-test were taken from the students per week and the same procedure was repeated after every part of the study using the Student Teams- Achievements Division’s method of cooperative learning. The dependent variables were measured through a self-constructed, 12-item test used both as a pretest as well as a post-test. The experimental group was exposed to the treatment of cooperative learning. The data were analyzed by using paired sample t-test. Validity of the instrument was checked by two experts having Ph.D., and reliability was checked through Cronbach’s alpha. From the finding of the study, it was concluded that cooperative learning is highly effective for students’ mathematical skills at the elementary level. It may be recommended that teachers may receive professional development and training on the principles and strategies of cooperative learning and how they specifically promote problem solving skills, critical thinking skills, and communication skills in mathematics.
EXPLORING TEACHER-EDUCATORS' TEACHING STYLES AND STUDENT-TEACHERS' SUSTAINABILITY CONSCIOUSNESS Education for Sustainable Development (ESD) has become a vital field of research and a central approach for educating individuals about the complex global challenges facing the world today. The study aimed to explore the teacher-educators’ teaching styles while educating students for sustainable development and student-teachers’ sustainability consciousness in seven public sector institutions of Rawalpindi and Islamabad, and to find out the effectiveness of teaching styles on student-teachers’ sustainability consciousness. A convergent parallel mixed methods design was applied. The population of the study was 1986 student-teachers, and a stratified random sampling technique was used to select the sample. Data were collected using a teaching styles questionnaire based on Grasha (1996) Teaching Styles framework and a sustainability consciousness questionnaire rooted in Gericke et al. (2019) framework. Semi-structured interviews were also conducted for qualitative data. Descriptive and inferential statistics, as well as Structural Equation Modelling (SEM) were applied using SPSS 24 and Smart PLS 4.0 respectively for quantitative analysis, and themes were derived from qualitative data. The results showed that most student-teachers perceived the expert teaching style as the most prevalent and have above average knowledge and attitude towards sustainable development but below average behavior towards sustainable development. The study also found that all teaching styles have a positive significant effect on student-teachers' knowledge and attitude towards sustainable development, except for the personal model teaching style which did not affect any dimension of sustainability consciousness. Based on the results, it is recommended that dedicated courses related to sustainable development needs to be introduced in teacher-education programs and training of pre-service and in-service teachers is area that needs to be addressed for a thorough integration of ESD into the education system. The area of economic dimension needs to be addressed as for sustainable development. The study recommends that teacher-educators may focus on promoting sustainability attitude and behavior in students by incorporating mixed teaching styles. Additionally, teachers may encourage student-centered approaches to promote positive attitudes towards sustainability.
ENTREPRENEURIAL INTENTIONS AMONG GRADUATING STUDENTS: A PHENOMENOLOGICAL STUDY Numerous experts in the field have concurred that entrepreneurship favorably influences economic growth and development through innovation. The aim of this study was to examine Management Sciences department’s students’ entrepreneurial intention through their entrepreneurial knowledge and entrepreneurial attitude. This was done with the help of utilizing Theory of Planned Behavior (TPB) by Ajzen. The Phenomenological design and Exploratory Sequential Mixed Method were used by the researcher. Purposive sampling technique used by researcher. 13 public universities located in Islamabad were the population of the study and further two of the universities were selected according to criteria. 129 students of Management Science departments were the population while 100 participants were sample for quantitative study while 32 participants were for qualitative study. The research had used triangulation method to collect data. The Focus Group Discussion Method and questionnaire were used as an instrument. The researcher analysed the qualitative data through Thematic Analysis with the help of NVivo software while quantitative data through Descriptive Analysis with the help of SPSS software. The results showed that the entrepreneurial education is important factor in building entrepreneurial knowledge, attitude and intentions among youngsters. It also showed that the participants had positive attitude towards entrepreneurship and already working on their ideas. The study recommended the curriculum developers that entrepreneurial course could be included in all fields of studies at university level.
BITE-SIZED TEACHING STRATEGY: EFFECTIVENESS FOR STUDENTS ENGAGEMENT AT SECONDARY LEVEL The objectives of the study were: to explore the practice of bite-sized teaching strategy, to measure the level of students’ engagement and to find out the effect of bite-sized teaching strategy for student engagement at secondary level. The conceptual framework of the study was based on two models. Bite-sized teaching strategy model by Manning et al. (2021), having four components (Learning unit, relevant content, refined delivery, and peer teaching). While student engagement model by Wang et al. (2016) was consisted of four sections (behavioral, emotional, cognitive, and social). The researcher used the quantitative approach, Correlational design was followed in this research study. Population was based on 2855 science students enrolled (Session 2021) at 26 Secondary schools of Islamabad. Proportionate stratified sampling technique was used. The sample was consisted of 13% of the entire population, which was 386 students (Urban I=179, Urban II=207). The researcher used two sets of adapted close ended questionnaires. The reliability of Bite-Sized Teaching Strategy Scale was .96 and reliability of Student Engagement Scale was .95. Total 386 questionnaires were distributed by the researcher and 363 questionnaires were returned. Thus, rate of return was 94%. Thus, the results were interpreted, and recommendation were suggested. The study results showed that means values were neutral about bite-sized teaching strategy. Which mean that respondents were undecided about their practices at secondary level. Result also showed that majority 59.2% average level of student engagement. It was revealed that there was significant effect of bite-sized teaching strategy for students’ engagement at secondary level. It is recommended that teachers need to enhance bite-sized teaching strategy in a better way by allowing students to use digital content, participate in activities and timely feedback and to improve students engagement teacher may provide healthy competitive environment like different type of quizzes competitions, discussions, brain breaks activity and project work. . It is recommended that teachers may split up detailed
COMPARATIVE ANALYSIS OF MATHEMATICAL SKILLS OF ELEMENTARY SCHOOL TEACHERS Comparative Analysis of Mathematical Skills of Elementary School teachers Mathematics is a core subject with integration into other sciences. Despite its wide application and usability in every field, the students' understanding does not meet the benchmark. The objectives of the study were to find the similarities and differences of teachers’ competency at different schools in the public and private sectors at the elementary level, and to compare teachers’ teaching mathematical skills regarding their effect on students’ learning mathematics skills at the elementary level in public and private sector schools. Hence, a convergent-parallel mixed method study was conducted, and data collection was done in three phases simultaneously. Qualitative data was collected through the semi-structured interview with teachers; an observational checklist was filled during a classroom observation, and Quantitative data were collected through tests from students after the completion of each session. The population of the study constitutes 30 and 10 teachers, while 600 and 400 students from public and private sector school respectively. A total of six schools were selected for the study; three each from the public and private sectors. The sample selected was six teachers through purposive sampling technique and 300 students of public and private sector schools through using sample size determination techniques. From each school, 50 students were selected through Stratified Random Sampling using equal allocation technique sampling. The teacher-made tests were validated, and the reliability of the instrument was checked through Cronbach alpha. The qualitative data collected through semi-structured interviews and an observational checklist was analysed through a thematic approach while the quantitative data collected through tests were analysed using one-way MANOVA. The results revealed that the compromised mathematical understanding of students does not depend upon public and private sector cultural differences but the professional competence of the teachers. Teachers do not possess the required qualification and experience for teaching the subject of mathematics, the teaching methods employed were not effective, the mathematics subject was not assigned to the concerned teachers with relevant qualifications and experience, and a significant difference in learning mathematical skills in terms of numbers as the significance level was less than 0.05 (0.001), algebraic expressions (0.001), geometry (0.001), data handling (0.001) was found. The study recommends that the pre-requisite qualification of teachers needed to be assessed, allocation of subjects to relevant teachers is imperative, and proper grade monitoring is required.
EFFECTIVENESS OF ACCELERATED LEARNING PROGRAM IN THE CONTEXT OF OUT OF SCHOOL CHILDREN BY Nighat Jabeen NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD JUNE, The purpose of this mix methods convergent parallel, descriptive study was to explore effectiveness of Accelerated Learning Program in the context of out of school children in Islamabad (ICT, Capital) schools under Federal Directorate of Education. The objectives of the study were to explore the context of Accelerated Learning Program with reference to out of school children. The study also assessed the inputs/resources provided for the implementation of Accelerated Learning Program. Furthermore this study also examined the implementation process of Accelerated Learning Program and evaluated the outcome/product of Accelerated Learning Program with reference to out of school children. The researcher used conceptual framework based on CIPP Model. Population of this study was six Area Education Officers, sixty two teachers of Accelerated learning centers, six program developers and parents of dropped out students of Accelerated Learning Program of Federal Directorate of Education, Islamabad. For this research study mixed-methods convergent parallel study design and purposive sampling for qualitative data and stratified proportionate sampling technique for quantitative data was adopted. Data collection tool for qualitative part of research study was semi structured interview protocol consisted of 4 sections. For quantitative part of research study, secondary source data was collected. Percentages were used to analyze quantitative data and presented in the form of tables. Whereas, qualitative data was analyzed under pre-set thematic areas of CIPP Model. Findings of the study showed lack of centralized ownership and monitoring, shortage of human, financial and physical resources, salary issue of teachers, lack of transport facility and stipends for needy students. Overall, this program was an effective intervention but at implementation level it needs to be monitored centrally by the Federal Directorate of Education, Islamabad in order to achieve program goals to reduce the number of out of school children.
SECONDARY SCHOOLS AS LEARNING ORGANIZATION: A COMPARATIVE STUDY OF RURAL AND URBAN AREAS The purpose of this research study was to assess the functioning of urban and rural secondary schools as learning organization and to compare the rural and urban secondary school’s functioning as learning organization. To achieve the objectives of present research study researcher used descriptive research design within quantitative approach. Peter Senge’s five discipline model of learning organization was used as theoretical framework of the study. The respondents of the this research study was teachers teaching at rural and urban public sector secondary schools working under Federal Directorate of Education, Government of Pakistan. The sample of the study was drawn by using proportionate stratified random sampling technique where two strata’s were formed (rural and urban schools). Total population of the study was 2072 teachers in both urban and rural secondary schools. Sample size of the present research study was 414 teachers. To collect the data survey questionnaire was adopted by the researcher based on Peter Senge’s five discipline model of learning organization. To compare the data of urban and rural secondary schools independent sample T-test was applied using SPSS. The findings of the study shows that both rural and urban public sector secondary schools of Islamabad are functioning as learning organizations. Comparative result of the study shows that there is no significant difference between the functioning of rural and urban secondary schools as learning organization. It is recommended to the teachers and head teachers to create a collaborative learning culture in the school, to reflect on their assumptions regarding schooling, to make a mindset of lifelong learning process, to work in teams where knowledge can be shared and to participate in activities where school goals and objective are planned, it will be helpful in transforming schools into learning organizations. This study may help stakeholders to transform their organizations into learning organizations.
EFFECT OF TEACHERS’ EQUITY SENSITIVITY ON THEIR ORGANIZATIONAL COMMITMENT AT SECONDARY SCHOOL LEVEL This research study was designed to explore the effect of teachers’ equity sensitivity on their organizational commitment at secondary school level. The objectives of the research study were to assess the level of teachers’ equity sensitivity; to assess the level of teachers’ organizational commitment; to assess the effect of teachers’ equity sensitivity on their organizational commitment; to examine differences in equity sensitivity due to demographic variations(gender, age, qualification, professional experience, salary and job status) and to examine differences in organizational commitment due to demographic variations(gender, age ,qualification, professional experience, salary and job status). The conceptual frame work was based on the equity sensitivity model, Huseman, Hatfield and Miles and organizational commitment by Allen & Meyer. The study was ex-post facto research design and it had quantitative approach. 2500 private secondary school teachers of Islamabad were the population of the study. Stratified random sampling technique was used. Data was collected from 250 private secondary school teachers of Islamabad. For the data collection process two standardized adopted tools, equity sensitivity questionnaire and organizational commitment questionnaire were used. On the basis of the findings of the study, it is concluded that there was a significant effect of teachers’ equity sensitivity on their organizational commitment at secondary school level, the benevolence of teachers had a significant effect on organizational commitment, and the teachers’ entitled also had an effect. The teachers’ equity sensitive type had a significant effect on their organizational commitment. The female teachers are mostly committed to their jobs hence they may be provided in-service trainings by their institutions for a better outcome.