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A Comparative Study of Ausubelian and Traditional Methods of Teaching Physics at Secondary School Level in Pakistan The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional. To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed. The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination, 2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed. The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.
Impact of Formative Evaluation and Fixed Interval Schedule Reinforcement on Academic Achievements of Secondary School Students The study was designed to find out the impact of formative evaluation and fixed interval schedule reinforcement on academic achievements of secondary schools students. It was experimental design and completed in two phases with the duration of 120 days, 60 days for each phase. In first phase experimental group was evaluated by formative evaluation and in second phase experimental group was evaluated formatively and also was given fixed interval schedule reinforcement. In first phase 60 students were randomly selected from 9th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test during session. After completion of 60 days teaching, a post test was conducted in Math and English. In second phase 60 students were randomly selected from 10th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test and reinforcement was given with a fixed interval schedule, after every six days, during session. After completion of 60 days teaching, a post test was conducted in Math and English. It was found that formative evaluation and fixed interval schedule reinforcement has significant relationship with learning and academic achievements in the subjects of Math and English at secondary school level. It is recommended that educational institutional management may arrange capacity building programs for teachers to familiarize them with evaluation, its importance and its process. The managers of educational institutions may monitor teaching learning process with a view to implementing formative evaluations policy. Curriculum designers and developers may design and develop formative evaluation tools within curriculum documents for each subject keeping in view the requirements of fixed interval schedule reinforcement in the manuals for textbook instruction.
A Study of Educational Administrator's Personality and Management Styles in the Process of Human Resource Development The research was aimed to study the personality of educational administrators and their management styles. It was assumed that it is possible to study the Personality of Educational Administrators according to the Jung's Theory of Personality. The Management Styles of Educational Administrators were studied as Democratic, Autocratic and Laissez-faire. The five point Likert Scale was used for collection of data from the Principals of Government Colleges in the province of Punjab, Pakistan. The sample for study was drawn randomly keeping in view equal gender distribution. The demographic variables were also studied to understand the basic introduction of the principals of Government Colleges in the province of Punjab, Pakistan. Data was collected through registered mail and personal visits of the offices of Principals. Conclusions were derived from findings of collected data. Recommendations were made on the basis of findings and conclusions for further study. The researcher has explored that (a) there is no significant difference in the mean score of male and female Head of Institutions on Personality Determine Scale and selection of management style (b) there is no relationship between Introvert Personality Democratic, Autocratic and Laissez-fair style of management (c) there is no relationship between the Extrovert Personality and Autocratic, Democratic and Laissez-fair style of management (d) there is no relationship between Ambivert Personality and Democratic, Autocratic style of management. Therefore, it was accepted that there is no relationship between the Personality of Educational Administrators and their Management Styles. Researcher is in opinion that internal and external forces should be explored in any further studies who are determining the Management Style of Principals in their respective institutions.
A Study in Indices of Discrepancy Between Students' Learning Styles and Their Actual Grade Achievement at Masters' Level Every person has a preferred way of learning that is called Learning style. It is a characteristic way of reaching to the solution of the particular problem. The present study was conducted to find out the indices of discrepancy between students’ learning styles and their actual grade achievement at the masters’ level. It was to find out which type of learners is better in terms of actual grade achievement. The mean difference was also to be found out between learning styles of male and female students, urban and rural students, mean difference due to difference of fathers’ academic qualification, mothers’ academic qualification, and parents’ monthly income. All the students of Social Sciences and Management Sciences studying in third and fourth semester in public sector universities of Rawalpindi and Islamabad constituted the population which was two thousand and seventy six. Eight hundred and twenty students were chosen as sample. The Stratified Random Sampling Technique was employed for selecting the sample. The Kolb’s Learning Style Inventory Version III was used for assessing learning styles of students. The students’ first two semesters’ results were used in order to find out the grade achievement. Data were analyzed by using, percentages, T -test, and one way ANOVA. After analysis it was found out that Divergent learning style was learning style of majority of student irrespective of the department or subject. It was concluded that there was a significant mean difference of learning styles in grade achievement at Masters’ level. The divergent, assimilative, accommodative, and convergent learners acquired higher grades respectively. It was also found out that residential location, academic qualification of mothers, and monthly income of parents brought significant mean difference in learning styles of students. No significant mean difference was found between learning style of male and female students, Along with that no significant mean difference was observed between learning styles due to academic qualification of fathers.
The Effects of Learning Styles and Socio-Economic Status on Learning Achievement of Secondary School Students The objectives of the study were to investigate the relationship between different learning styles and learning achievements, socio-economic status of students and their learning achievement and learning styles and Socio-economic status of students studying at secondary schools. Study also assessed the difference in opinion by gender and by region about learning styles. To investigate the relationship three types of data were collected. Firstly information about students learning styles were collected by using learning style questionnaire, secondly information about socio-economic status of parents were collected through the questionnaire and thirdly information about students’ achievement was taken from their Secondary School Certificate Examination. The population of the study was all students studying in class 10th at public sector schools of district Attock, Chakwal, Islamabad and Rawalpindi. The sample (1580 students and their parents) was drawn by using multistage sampling technique from four districts. The data were collected by administering the questionnaires to students in their classes. The data were then analyzed by SPSS using Pearson Co-relation. Gender wise and region wise differences in opinion were also computed by t-test. It was found that A+ grade achievers did not preferred collaborative learning style and A grade achievers did not preferred dependent learning style. None of the students from upper and lower class got A+ grade. The more students who got A+ grade were from the upper middle class and lower middle class. The middle class students prefer independent learning style. The female students prefer dependent learning style in spite of region (rural and urban). No difference in opinion by region was observed. Students did not preferred collaborative and dependent learning style. They preferred to study at their own this leads that the class room activities were of no use for them. Their concern for the achievement showed their interest for examination. This showed that learning styles may not effect learning achievement but the system of examination effects the achievement. In the light of conclusions it was recommended that the system of examination may be connected with class room activities. It may focus on real classroom learning not to rote memorization.
Evaluation and Enrichment of Chemistry Curriculum for SSC and HSSC in Pakistan The study was conducted to carry out the evaluation of existing National Curriculum (chemistry) for Higher Secondary School Certificate (HSSC) and Secondary School Certificate (SSC). The study mainly focused on the achievements of the objectives set by the experts in the curriculum document, appropriateness of the contents for the levels, prevailing teaching methodologies and the students' evaluation. Using sample survey, opinion of the respondents was obtained through questionnaires developed for the purpose. A sample of 400 chemistry teachers (200 male and 200 female) teaching at higher secondary level and 600 chemistry teachers (300 male and 300 female ) teaching at secondary level were selected from all the provinces of the country. The sample also included 50 curriculum experts involved in the process of curriculum development. In addition opinion of 800 chemistry students (400 male and 400 female) studying at higher secondary level and 1200 chemistry students (600 male and 600 female ) studying at secondary level from all the provinces of the country was also sought for, supporting or otherwise, the opinion of the teachers. Chi square test and t test were applied for the analysis of the data. The key conclusions based on the descriptive and statistical evidences indicated that the objectives set in the curriculum document are in line with the national ideology of the country. It was indicated that experts were not satisfied with the curriculum development process in the country. Majority of the teachers were of the opinion that curriculum in vogue was not capable of attaining most of the objectives set in the document. Contents have been selected by applying the criteria of significance only and rest of the aspects like utility, human development and interest have been ignored. Teachers use lecture method for teaching the subject and rest of the teaching methods like participation, discussion, demonstration and individual experiment methods have been ignored. The teachers were not satisfied with the present system of students' evaluation. The recommendations offered are; opinion of teachers be sought and given due consideration while developing the curriculum. Developing the objectives must be based on research and must be realistic. Enrichment be carried out as suggested.
An Experimental Study of Comparative Effectiveness of Concept Attainment Model and Advance Organizer Model in Teacher Education Course The purpose of the study was to explore comparative effectiveness of concept attainment model and advance organizer model in teacher education course. Concept attainment model and advance organizer have emerged as potent instructional patterns. Since, both models provide explanation such questions as how to improve intellect, speed up learning process and prolong retention. Objectives of the study were: (i) To explore the difference of treatment effects on academic achievement of trainee teacher taught through concept attainment model and advance organizer model. (ii) To explore the difference of treatment effects on academic achievement of trainee teachers taught through concept attainment model and traditional method. (iii) To identify the difference of treatment effects on academic achievement of trainee teachers taught through advance organizer model and traditional method. (iv) To ascertain the difference of treatment effects on academic achievement of trainee teachers taught through concept attainment model advance organizer model and traditional method. (v) To explore the difference of treatment effects on academic achievement of high and low achievers trainee teachers taught through experimental and traditional method. To achieve the objectives of the study following null hypotheses were posited. (i) There is no significant difference in the mean scores of trainee teacher taught through concept attainment model and advance organizer model. (ii) There is no significant difference in the mean scores of trainee teachers taught through concept attainment model and traditional method. (iii) There is no significant difference in the mean scores of trainee teachers taught through advance organizer model and traditional method. (iv) There is no significant difference in the mean scores of trainee teachers taught through concept attainment model, advance organizer model and traditional method. Experiment was conducted in federal college of education Islamabad. Sample comprised 69 trainee teachers. Each group comprised 23 trainee teachers. On the basis of pretest scores two experimental and a control group were formed. Two experimental groups’ concept attainment model and advance organizer model received treatment whereas control group received no treatment. On the basis of result scores concept attainment model proved effective method of teaching.
An Analysis of Early Childhood Education Facilities in District Jhang-Pakistan The physical, academic, sports and learning environment facilities for early childhood education promote and ensure high quality learning opportunities for young children. The equity in the availability of these facilities is essential for providing equal learning opportunities to children from all spheres of the society. The major purpose of the study was to analyze the available facilities for early childhood education in public and private sector schools in district Jhang by adopting descriptive method of research. The main objectives of the study were to assess and find out the level of available facilities for ECE in public and private sector schools. As the study was conducted at district level, the population of the study was all the ECE teachers, administrators and SMC members of both in public and private sector schools of district Jhang. The sample was ten percent teachers of public sector and twenty percent teachers of private sector selected through random sampling. Three questionnaires (one each for Teachers, Administrators and SMC members) and a checklist were developed and after their validation through pilot testing were used as research instruments. Data were collected, tabulated, analyzed and interpreted using percentage, mean, chi square and t-test. It was concluded that teachers of both public and private schools were young, less experienced and undergraduate. Only a few teachers of both schools had Montessori training diploma/certificate. A large number of schools of both public and private sectors had lack of physical, academic, sports and learning environment facilities for ECE. It is recommended that separate and sufficient physical facilities, sports materials and facilities for learning environment, appropriate instructional and learning materials for ECE may be provided in schools
System Analysis of the Federal Directorate of Education and Development of A Futuristic Organizational Model In Islamabad Capital Territory (ICT), different types of educational institutions are working under the umbrella of one Directorate. The study aimed to identify the Federal Directorate System of Education with respect to type of systems i.e. rational, natural and open, and to analyze it at structural, functional and pedagogical level to develop a model of a uniform education system. The major objectives of the study were to (i) identify the existing type of education system of Islamabad Capital Territory with respect to rational, natural and open. (ii) Analyze the flaws of the present education system of the Islamabad Capital Territory at structural, functional and pedagogical level. (iii) Suggest a Uniform Model of Educational System for the Islamabad Capital Territory. The research questions to be followed were: (i) How and why the present system of Federal Directorate of Education introduced diverse elements in its policy and practice, which are affecting quality education in its setup? (ii) How the Federal Directorate System of Education has embedded the structural, functional and pedagogical levels in the institutions working under its ambit? (iii) How to align the proposed organizational model to the policy of the Government of Pakistan? The study was survey based. There were four types of populations: Heads of Educational Institutions, Presidents of PTA of educational institution, administrators of the FDE and Teachers of institutions. Populations of Heads and PTA Presidents were taken as whole in the sample excluding those included in the pilot testing. While all FDE Administrators were included in the sample and two teachers were randomly selected from each institution. Four research instruments were used for data collection from Heads of Institutions, PTA Presidents FDE Administrators and Teachers. The questionnaires for the Heads of Institutions, Teachers and the PTAs were sent to educational institutions through the R & I section of the FDE and for FDE Administrators self approach was adopted. Response rate of the Heads, PTA Presidents, FDE Administrators and Teachers were 93.7%, 79.8%, 100% and 86% respectively. Collected Data were analyzed calculating means, SD, ANOVA and post hoc LSD. Major findings and conclusions were: the system was found inclined towards open system, better building structure, proper recruitment system of teachers and timely provision of textbooks, no tuition fee, community involvement and audit system were strong aspects. Weaknesses of the system were; less physical facilities, high teacher student ratio, less teaching staff, centralized authorities, discrimination in teachers‟ selection and provision of funds to the institutions. A uniform model of Federal Directorate system of education comprising four components i.e. FDE administration, jurisdiction based institutions, teachers training academy and monitoring and evaluation department, was recommended.
A Comparative Study of Boards of Intermediate and Secondary Education and National Testing Service Assessment is an integral part of the education system everywhere in the world whereas education in Pakistan is provincial subject according to the constitution. There are certain organizations responsible for the assessment of the student's achievement like Board of Intermediate and Secondary Education (BISE) and National testing Service in Pakistan (NTS). The comparative study of these organizations was carried out keeping in view the different objectives as: a.) To analyze the evaluation system of Boards of Intermediate and Secondary Education and National Testing Service with reference to content validity. b.) To evaluate the Boards of Intermediate and Secondary Education and National Testing Service with reference to construct validity. c.) To determine the relevance with reference to chronology and psychological considerations. d.) To analyze the subjective type of evaluation. e.) To analyze the objective type of evaluation. f.) To evaluate the efficiency in the area of control and conduct. g.) To analyze the system of the practical examination. h.) To explore the area feedback and research. Two questionnaires were prepared using the techniques of comparative assessment and both the systems were assessed through the respondents with same criterion applied at the same time. The sample of 500 students was randomly selected with 100 teachers from BISE Rawalpindi. All the students who appeared in NTS and Board of Intermediate and Secondary Education Examination at the F-Sc level constituted the population of the study with teachers of the respective area. The findings gave a clear insight about the efficiency and the areas of improvements in the systems. NTS was responded as more reliable system as compare to Board of Intermediate and Secondary Education with considerable improvements necessary for the future.
The Locus of Motivation and Achievement of University Level Students This study was undertaken to know about the locus of motivation and achievement of the university level students and to find out inter-relationship of male and female students. In order to collect data one questionnaire was used which was developed and tested by Dr. Russell F. Waugh, Edith Cowan University, Australia, with his permission to gather data for motivation and achievement. Its validity was confirmed by the group of experts and reliability was calculated through Cronbach Alpha on 100 students not included in the sample. The value of Cronbach Alpha comes out as 0.78. Then results of different students were collected to analyse the data to compare male and female students with their responses. The questionnaire had three main aspects of motivation, linked with two response sets (What I aim for and What I actually do), and an ordered set of subject response categories (none or only one of my subjects, in some, though not most of my subjects, in most, though not all, of my subjects, in all or nearly all of my subjects). Only seven universities were included in the sample which were willing to participate. Pearson Product moment correlation and t-test were used for analysis of the data. It was concluded that the majority of the university level students had the highest motivation level. It is also interesting fact that gender difference was found in the motivation level of male and female students. Data collected through questionnaire from 1267 students was analyzed and tabulated. Three different departments (computer science, management department and social science departments) were chosen to collect data from male and female students. It was also concluded that there was positive correlation between motivation and academic achievement of the university level student and motivation and achievement level of male and female students was higher than that of female students. Another interesting fact was that from all these three aspects constituting the locus of motivation i.e. striving for excellence, desire to learn and personal incentives, the predominant aspect was personal incentives.
Developing a Total Quality Management Framework for Public Sector Universities in Pakistan Total Quality Management (TQM) is a management philosophy and practices that aims to harness the human and material resources of an organization in the most effective way to achieve the objectives of the organization. This descriptive study investigated the preparedness of public sector universities in Pakistan for ISO 9001:2008 implementation and proposed a TQM framework. The study was carried out in the backdrop of National Educational Policy 1998-2010 recommendations for implementation of ISO 9000 and Higher Education Commission (HEC) push for enhancing the quality of education. The objectives of the study were to: (a) survey the presence of effective quality assurance processes in HEIs (b) explore the problems faced by HEls to improve the quality of education (c) explore critical success factors for TQM implementation (d) explore correlation among different management practices in HEIs (e) find out the factors influencing Customer Focus and Satisfaction (f) propose a TQM implementation framework. It studied 25 HEIs through the perceptions of 25 VCs, 25 Registrars, 25 Deans, 500 Teachers and 1500 Students regarding the quality management practices. The study focused on the core activities i.e. teaching, learning and research; and the aspects which had a direct impact on the quality of the educational product. ISO 9001 requirements were used as a survey instrument for Gauging Absence of Prerequisite (GAP) analysis for the implementation of ISO 9001. Descriptive Statistics, Correlation, Regression and ANOVA were performed to analyze the data. The findings indicated that HEIs were strong in the area of measurement, analysis and improvement but weak in resource management and their standing regarding QMS, as a whole, was above average which showed that more need to be done and improved. Customer focus and satisfaction was a dependent variable and a proxy to measure TQM level of implementation. The study revealed management commitment, internal communication, work environment, infrastructure, teaching processes and assessment processes as significant predictors of customer focus and satisfaction. Moreover, all selected TQM factors were positively correlated to one another. The study proposed a TQM implementation framework. It also revealed insufficient financial and physical resources, lack of planning and lack of quality assurance at feeding colleges as top detriments to education quality in HEIs. The study adds to academic knowledge, provides a solid foundation for future research in the area of quality assurance and offers recommendations for quality assurance in HEIs.
Developing a Total Quality Management Framework for Public Sector Universities in Pakistan Total Quality Management (TQM) is a management philosophy and practices that aims to harness the human and material resources of an organization in the most effective way to achieve the objectives of the organization. This descriptive study investigated the preparedness of public sector universities in Pakistan for ISO 9001:2008 implementation and proposed a TQM framework. The study was carried out in the backdrop of National Educational Policy 1998-2010 recommendations for implementation of ISO 9000 and Higher Education Commission (HEC) push for enhancing the quality of education. The objectives of the study were to: (a) survey the presence of effective quality assurance processes in HEIs (b) explore the problems faced by HEls to improve the quality of education (c) explore critical success factors for TQM implementation (d) explore correlation among different management practices in HEIs (e) find out the factors influencing Customer Focus and Satisfaction (f) propose a TQM implementation framework. It studied 25 HEIs through the perceptions of 25 VCs, 25 Registrars, 25 Deans, 500 Teachers and 1500 Students regarding the quality management practices. The study focused on the core activities i.e. teaching, learning and research; and the aspects which had a direct impact on the quality of the educational product. ISO 9001 requirements were used as a survey instrument for Gauging Absence of Prerequisite (GAP) analysis for the implementation of ISO 9001. Descriptive Statistics, Correlation, Regression and ANOVA were performed to analyze the data. The findings indicated that HEIs were strong in the area of measurement, analysis and improvement but weak in resource management and their standing regarding QMS, as a whole, was above average which showed that more need to be done and improved. Customer focus and satisfaction was a dependent variable and a proxy to measure TQM level of implementation. The study revealed management commitment, internal communication, work environment, infrastructure, teaching processes and assessment processes as significant predictors of customer focus and satisfaction. Moreover, all selected TQM factors were positively correlated to one another. The study proposed a TQM implementation framework. It also revealed insufficient financial and physical resources, lack of planning and lack of quality assurance at feeding colleges as top detriments to education quality in HEIs. The study adds to academic knowledge, provides a solid foundation for future research in the area of quality assurance and offers recommendations for quality assurance in HEIs.
Developing an Organizational Model for the Management of University - Industry Linkage in Pakistan The purpose of the study was developing an Organizational Model for the Management of University — Industry Linkage in Pakistan. The objectives of the study were to (i) examine the existing situation of University Industry Linkage in Pakistan (ii) investigate factors responsible for the development of University Industry Linkage (iii) identify the strengths and weakness. (iv) develop an organizational model for the management of University Industry Linkage in Pakistan. A sample of 33 (male 23 and female 10) consisted of Deans and Heads of departments of the universities and representative of Higher Education Commission was taken. It was found that universities and industries have linkages through liaison offices in Higher Education Commission which included R & D activities, training, visiting lectureship and joint efforts for curriculum development and consultancy services. Centralized coordination at national level was found hence, international cooperation was not found among these institutions in Pakistan. The linkages mechanisms include personal contacts, meetings, consultancy services, collaborative training programs, R&D activities, committees, seminars and conferences. These linkages are affected by many factors such as government policy, management of the university as well as industry, lack of coordination, communication gap, shortage of funds for research, lack of interest of faculty members, lack of R&D activities, lack of required professional, inconsistent investment of industries. The possible areas of cooperation included protection of intellectual property, grants, donations, scholarship, seminars/workshops, career counseling, joint R&D Projects and consultancy services. On the basis of these empirical evidences model for establishing linkages among universities and industries was developed.