Research Interests:
The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of... more
The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemist...
Research Interests:
The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom.... more
The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom. The Researchers adopted quantitative approach and Quasi-experimental research design was employed. Experiment was conducted in a government girls’ elementary school and lasted for 13 weeks. Experimental group received treatment and was taught with cooperative learning whereas control group left untreated and was taught with traditional lecture method. The findings of the research study suggested that use of cooperative learning significantly affected students` test scores in the subject of science. Data analysis revealed that students of experimental group performed significantly better than control group in posttest. During experiment few challenges were observed such as teachers` belief, classroom furniture, lack of learning resources etc. Study s...
Research Interests:
Research Interests:
The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of... more
The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemist...
Research Interests:
Research Interests:
Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals' economic growth in society. The research examines teachers' expectations and awareness of developing entrepreneurship... more
Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals' economic growth in society. The research examines teachers' expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE). Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi. Thematic analysis was used to analyze the data. Results: Findings showed that teachers have very limited knowledge or don't have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers' opinions, it isn't easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children. Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies. The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers' perceptions and understandings about entrepreneurship skills at the ECE level were also explored.
Research Interests:
Abstract: Education in society is the only way to excel in a global context, so education should be updated and relevant to the needs of society. Social justice requires ongoing struggle and cannot be separated from the educational... more
Abstract: Education in society is the only way to excel in a global context, so education should be updated and
relevant to the needs of society. Social justice requires ongoing struggle and cannot be separated from the
educational policies, theories & practices of professionals, schools, academic disciplines, and governmental. This
review study was done to critically analyze the educational policies of Pakistan from 1947 to 2021 that emphasis was
laid on free and compulsory education, but we failed to achieve it yet because the sincerity of the goal did not produce
results. One of the major purposes of education policies is to ensure social justice in a society. Political unstable
circumstances were the main reasons due to educational policies failing. Since independent educational policies were
made, they were not fully implemented and failed to achieve objectives & school programs were not completely
enforced.
relevant to the needs of society. Social justice requires ongoing struggle and cannot be separated from the
educational policies, theories & practices of professionals, schools, academic disciplines, and governmental. This
review study was done to critically analyze the educational policies of Pakistan from 1947 to 2021 that emphasis was
laid on free and compulsory education, but we failed to achieve it yet because the sincerity of the goal did not produce
results. One of the major purposes of education policies is to ensure social justice in a society. Political unstable
circumstances were the main reasons due to educational policies failing. Since independent educational policies were
made, they were not fully implemented and failed to achieve objectives & school programs were not completely
enforced.