Azeem

“ANALYZING THE IMPACT OF TEACHER
TRAINING PROGRAMS ON STUDENT

LEARNING OUTCOMES IN NASEERABAD”
Supervised By: Madam Safia Yaqoob

Name: MUHAMMAD AZEEM
subject: Research(PROJECT)
Department: BS Education
Semester: 8th (4th year)
Reg No: REG.NO. 2K19-EDU.DMJ-15
Content
 Introduction
 Statement of the problem
 Objectives of the study
 Study Framework
 Research Methodology
 Quantitative Results
 Qualitative Results
 Recommendations
 Conclusion
 References
Introduction
 Education is a vital aspect of any society, as it plays a
crucial role in shaping the future of individuals and the
nation as a whole. The quality of education is largely
dependent on the quality of teachers who impart
knowledge and skills to students. Teacher training
programs are therefore essential in ensuring that teachers
possess the necessary skills and knowledge to effectively
teach students. In Balochistan, the largest province in
Pakistan, teacher training programs are crucial in
improving student learning outcomes.
Problem Statement
The problem statement of this thesis is centered around the challenges
faced by the education system in Balochistan, particularly in relation to
teacher training programs and their impact on student learning
outcomes. Balochistan is one of the least developed provinces in
Pakistan, and its education system faces several challenges, including a
shortage of qualified teachers, inadequate infrastructure, and low
student enrollment rates. These challenges have resulted in poor student
learning outcomes and low academic achievement in the province
Objectives of Research
 To examine the current state of teacher training programs in
Balochistan and identify the strengths and weaknesses of existing
programs.
 To determine the impact of teacher training programs on student
learning outcomes in Balochistan, particularly in terms of
academic achievement and overall educational attainment.
 To assess the effectiveness of different types of teacher training
programs in Balochistan, such as in-service training, pre-service
training, and continuing professional development programs.
 To investigate the factors that affect the success of
teacher training programs in Balochistan, including the
availability of resources, support from school
administrators, and teacher motivation.
 To develop recommendations for improving teacher
training programs in Balochistan and increasing their
effectiveness in enhancing student learning outcomes.
Research Methodology
 The research methodology for analyzing the impact of
teacher training programs on student learning outcomes
in Naseerabad will involve a systematic and rigorous
approach to gather relevant data and draw meaningful
conclusions. The methodology will include the
following components:
 Research Design: The study will adopt a quasi-
experimental design, specifically a pre-test/post-test
design, to compare the learning outcomes of students
before and after the implementation of teacher training
programs.
 Sampling: A purposive sampling technique will be employed to
select a representative sample of schools and teachers in
Naseerabad. The sample size will be determined based on
statistical considerations and the availability of resources.
 Data Collection: The study will employ a combination of
quantitative and qualitative data collection methods. Quantitative
data will be collected through standardized tests or assessments to
measure student learning outcomes. Qualitative data will be
obtained through interviews and surveys with teachers and other
stakeholders to gain insights into the training programs and their
perceived impact.
Quantitative results
Qualitative results
Conclusion
it is stated that progress without making strides in education is
next to none. All socio-economic progress is directly related to
development in education of which teacher is a pillar. Teacher is
the one who guides, molds and transforms the tender minds and
youth of the community or nation. In Islam, teacher’s role is well-
defined and he holds great responsibility of developing his/her
students. This huge importance associated to teacher necessitates
betterment in teacher education, particularly in teacher training
because teacher training is an integral part of teacher education.
Conclusion
 There are some serious problems with teacher training like
attracting suitable individuals for teaching, equipping them with
adequate and correct skills, lack of resources in teacher training
institutions, demotivation among teachers to carry out their work
effectively, unequal distribution of skilled and productive teachers,
dual training system etc. However, pragmatic steps such as
investment, eradication of corruption, strengthening institutes will
help revamp teacher training in Naseerabad.
References
 Ahmad, I. (2014). Critical analysis of the problems of education in
Pakistan: Possible solutions. International Journal of Evaluation and
Research in Education, 3(2), 79-84.
 Ahmad, I., Rauf, M., Rashid, A., ur Rehman, S., & Salam, M. (2013).
Analysis of the problems of primary education system in Pakistan: Critical
review of literature. Academic Research International, 4(2), 324.
 Aziz, F. and M. M. S. Akhtar (2014). Impact of training on teachers
competencies at higher education level in Pakistan. Researchers World,
5(1), 121.
 Bashiruddin, A. and R. Qayyum (2014). Teachers of English in Pakistan:
Profile and recommendations. NUML Journal of Critical Inquiry, 12(1), 1.
 Bauer, J. and M. Prenzel (2012). European teacher training reforms.
Science, 336(6089), 1642-1643.
References
Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in
initial teacher training: Critiques and perspectives. Reflective
practice, 14(1), 104-117.
Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher
professional development for improving quality of teaching.
Springer.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons
from exemplary Programs. John Wiley & Sons.
DeMonte, J. (2013). High-quality professional development for
teachers: Supporting teacher training to improve student learning.
Center for American Progress.
Farah, A. M. S., Fauzee, O., & Daud, Y. (2016). A cursory review of
the importance of teacher training: A case study of Pakistan. Middle
Eastern Journal of Scientific Research, 21(6), 912-917.
References
 Chudgar, A., Chandra, M., & Razzaque, A. (2014). Alternative
forms of teacher hiring in developing countries and its
implications: A review of literature. Teaching and Teacher
Education, 37, 150-161.
 Farah, K., Fauzee, O. M. S., & Daud, Y. (2014). Teacher training
education programme in three Muslim Countries-Afghanistan,
Iran and Pakistan. Journal of Education and Human
Development, 3(2), 729-741.
 Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A.
S. (2014). Pre-service teacher training in classroom
management: A review of state accreditation policy and teacher
preparation programs. Teacher Education and Special
Education, 37(2), 106-120.

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“ANALYZING THE IMPACT OF TEACHER

TRAINING PROGRAMS ON STUDENT

Supervised By: Madam Safia Yaqoob

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