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| Title | Abstract | Action(s) |
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| DEVELOPING 21st CENTURY SKILLS THROUGH FLIPPED CLASSROOM AT POSTGRADUATE LEVEL | The study was designed to measure the level of 21st century skills development; to examine the practice of Flipped classroom approach and to measure the effect of Flipped classroom in developing 21st century skills at Postgraduate level. Conceptual framework of the study was based on two models. Flipped classroom model developed by Bishop and Verleger (2013), while the 21st century skills model developed by Binkley et al., (2012). Flipped classroom involved five sub- sections named as peer-tutoring, collaborative learning, problem based learning, active learning and e- learning and 21st century skills model involved three main dimensions named as fundamental skills, Meta skills and humanistic skills and each dimension had three sub- dimensions. The research was based on quantitative research approach with Ex-Post Facto research design. The Population of the research consisted of 586 students from management sciences programs enrolled spring session(2021) of three public sectors universities of Islamabad that used flipped classroom method. Census sampling technique was used by the researcher. Data was collected with the help of adapted tool. The reliability value of flipped classroom scale was .92 and 21st century skills development scale was .96. As 100% of the population was selected as sample size, however 40 respondents contributed in pilot testing and rest 546 students were selected for final data collection. The questionnaires were distributed by the researcher among 546 students by which 520 questionnaires were returned. Therefore, the rate of returned was 95%. Data was analyzed by utilizing Cronbach’s Alpha reliability, item-total correlation, inter-section correlation, individual score, mean and linear regression. Findings revealed that (94%) students were at above average level of 21st century skills development. It revealed that students agreed with the status 4 for practicing flipped classroom method. It shows that flipped classroom had 44% positive significant contribution in developing 21st century skills and the null hypothesis was failed to accept. On the basis of findings, it is recommended Teacher may further improve students’ skills by using brainstorming, think-pair-share and self-directed learning activities in teaching and learning process. Teacher may continue group work, video tutorial and lab experiments to check learning practices of students. Teacher may encourage the students to share their understanding by using discussion, debate and peer-instruction. |
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| COMPARATIVE STUDY OF PUBLIC AND PRIVATE UNIVERSITIES REGARDING ONLINE LEARNING: CHALLENGES AND OPPORTUNITIES | Online Learning as a concept is the most talked phenomenon over the past two decades. In this research, I present comparative analysis from a systematic literature of public and private universities regarding online learning. The explanatory Sequential mixed method was used in this research work. A stratified random sampling technique was used. The data was collected from the population that consists of 14720 students in Islamabad based upon two public sector universities, 8623 students from two private sector students, 433 faculty members from two private sector universities, and 545 from two public sector universities faculty members. The study's sample size was 323 faculty members (179 from public sector universities and 144 from private sector universities) and 505 students (295 from public sector universities and 210 from private sector universities). Data were analyzed through means, T-test, and thematic Analysis. Results regarding the quantitative section of the research showed that the teaching presence and Learning Platforms were the most relevant challenges reported in public and private universities in Islamabad. Moreover, in terms of opportunities, the study implicates various outcomes for the faculty members and students that mainly address their competencies for online learning and teaching was technological innovation. The analysis from the collected data investigated that university administration should act as a catalyst between students and faculty and develop a proper Learning Management for lifelong learning opportunity. |
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| A Descriptive Survey on Women Enterpreneurs in Private Institutions: Challenges and Opportuinities | This study aimed to investigate the challenges and opportunities which encourage women to become entrepreneurs and to identify the challenges faced by women educational entrepreneurs in private institutions. The population of this study was women entrepreneurs in a private institution, district, and tehsil Rawalpindi. Researcher used whole population as the sample of the study. An adapted validated questionnaire (having two main dimensions; challenges and opportunities) with five points Likert scale was used. For this study, 325 women entrepreneurs constitute the target population of the study. The sample was 285 women entrepreneurs and 40 women entrepreneurs were for pilot testing to check the reliability of the instrument which is .865. According to the research findings, major challenges women entrepreneurs face are a lack of product marketability, education and training, assistance from government agencies, ICT, Power, and energy-related hurdle experienced by female businesses (load shedding), and other problems without the support of male family members, as well as insufficient networking possibilities. Female entrepreneurs had access to family support throughout the early stages of their firms. Having access to funding was a benefit for female business owners, among other things. Results show that most of the items reject the null hypothesis so there is a significant difference between female entrepreneurs who face challenges and those who have opportunities to start a new venture. Moreover, it is recommended to support female entrepreneurs, separate marketplaces had to be created. Women entrepreneurs should be provided additional opportunities to grow the scope of their firms by giving them the chance to learn from successful businesspeople in other areas/nations. For causing such events, the relevant authorities must be held responsible. |
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| EFFECT OF TIME MANAGEMENT SKILLS ON QUALITY OF RESEARCH AMONG NOVICE TEACHERS AT UNIVERSITY LEVEL | The study was conducted to assess the level of time management skills of novice teachers, to identify the level of quality of research of novice teachers, and to measure the effect of time management skills on quality of research among novice teachers at university level. The conceptual framework of study was the combination of two models. The time management skills model having five sub-dimensions and was presented by the Editorial Team (2007) while Research quality assessment model was having seven sub-dimensions and was presented by Oluka, Nie, and Sun (2014). The approach of this study was quantitative and its design was correlational. The population of study was consisted on 276 novice teachers who were serving in all social sciences departments of the six public sector universities of Islamabad during session (2021-2022). In this research census sampling technique was used because the number of target population was small and contained only 276 novice teachers. From 276 novice teachers 40 were selected for pilot trial and remaining 236 for final data collection. Out of 236 respondents 227 returned questionnaires with complete response. So, the rate of return was 96%. The researcher adapted two sets of scales for assessing time management skills and quality of research in the light of conceptual framework. To check the reliability of scales researcher conducted pilot trial and used Cronbach’s Alpha Reliability, Item-total Correlation, and Inter-section Correlation. The reliability scores of the final scales were .92 and .96. The data was analyzed by using Individual score, and Linear Regression analysis. The study results showed that majority (63%) of novice teachers scored at above average level of having good time management skills. Results also declared that maximum (65%) of novice teachers scored at above average level of producing quality research. There was statistically significant and positive effect of time management skills on quality of research among novice teachers. Thus, it is recommended that departmental discourse may be organized on monthly basis for the sharing of latest time management strategies by the senior teachers for novice teachers’ grooming. Novice teachers may utilize digital project management soft wares like Monday.com, web based etc in order to keep control on all research tasks and to increase the quality of their research studies. The |
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| COGNITIVE DEVELOPMENT OF STUDENTS THROUGH COLLABORATIVE LEARNING AT UNDERGRADUATE LEVEL | This research was conducted to explore the collaborative learning strategies among undergraduate level and to assess the level of cognitive development of students at undergraduate level. Furthermore, the purpose of the study was to measure the effect of collaborative learning strategies on cognitive development of students at undergraduate level. The conceptual framework of the study was based on two models. Collaborative learning conversation skills taxonomy model by Soller (2001) was consisted of three sub indicators While levels of Structure of observed learning outcomes taxonomy and associated cognitive abilities by (Zipp et al., 2016) were consisted of seven sub indicators. The approach of this study was quantitative, further, the descriptive design and correlational type was used. Population was based on 7221 student’s enrolled (session 2020) spring in social sciences departments in 6 public sector universities of Islamabad. Proportionate stratified sampling technique was used and sample was collected 10% (722) of the entire population. The researcher used two sets of adapted close ended questionnaires. The Cronbech reliability of Collaborative learning assessment scale was (.829) and reliability of cognitive development assessment scale was (.891). Data was collected by personal visits to the 6 public sector universities of Islamabad. Total 722 questionnaires were distributed by the researcher and 587 questionnaires were returned. Thus, rate of return was 81%.. It was revealed that mean values 4(3.9) were agreed regarding collaborative learning strategies at undergraduate level. (61%) respondents were at above average level of cognitive development. there was a significant (25%) effect of collaborative learning strategies on cognitive development of students at undergraduate level. Teacher may provide opportunity for equal participation of students. Teachers may teach skills to their students such as; praising others, accept others opinions. |
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| Effect of Engaged Learning on English Reading Skills at Secondary School Level |
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| Clinical Supervision Model for Teachers' Professional Development: Implications for Schools of Federal Directorate of Education |
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| Perceived usefulness and ease of use for learning management system at university level: A descriptive survey |
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| Formative Online Assessment at Higher Education Level: A Mixed Method Approach |
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| Quality Education at Secondary Level: A Comparative Study of Public and Private Institutions |
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| Women Empowerment in Higher Education: A Descriptive Survey of Working Women |
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| Secondary School Teachers' Beliefs and Instructional Competence in Using Information and Communication Technology (ICT) |
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| Instructional Leadership Practices and Teachers' Motivation at Secondary Level: A Correlational Study |
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| Integration of Web 2.0 Technology into Instructional Practices at Higher Education Level: Post Pandemic Situational Analysis |
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