Journal of Educational Dynamics

Exploring Secondary School Teachers' Perspectives about Use of Social Media in Teaching-Learning

2025-06-30T05:31:23+00:00

Social media integration in educational settings has attracted a lot of attention in recent years. The purpose of the study was to ascertain how secondary school teachers felt about the usage of social media in teaching-learning process. The study employed phenomenological design. It was conducted on 30 teachers of public sector secondary schools of district Lahore. Data was collected by using self-developed semi-structured interview protocol. Thematic analysis was used to analyse the qualitative data. The study concludes that social media platforms, such as WhatsApp and YouTube, support instructional practices. However, challenges such as lack of facilities, privacy concerns, and unequal access to resources hinder effective integration. The study underscores the need for technological infrastructure and clear usage guidelines to maximize the educational potential of social media.

Assessing the Effectiveness of STEM Activities in Enhancing Motivation Among Secondary School Students: Enhancing Technology Integration

2025-06-30T05:46:19+00:00

This study examines how STEM (science, technology, engineering, and mathematics) education affects students' motivation levels from the viewpoints of 10th graders in Sialkot and Faisalabad districts as well as secondary school teachers. The study recruited 400 students and 50 teachers and used quantitative analysis to evaluate variables like interest levels, learning orientation, autonomy, confidence, and overall motivation. To address the designed research questions a rating scale instrument was used to collect data. There were no discernible gender variations in teachers' and students' perceptions of how STEM education affected these motivating qualities, according to independent sample t-tests. According to both groups, STEM education improves motivation and related factors for both genders. These results imply that STEM education creates a fair learning environment and balances student passion and involvement. To maintain and improve student motivation, the study suggests providing equitable access to STEM opportunities and resources for all genders, as well as activities that foster confidence, student-centered learning strategies, and useful, entertaining STEM applications.

Teachers’ Motivational Techniques and students' Performance: A comparative study in Lahore

2025-06-30T06:00:08+00:00

The techniques that promote individuals goal related behavior are motivational techniques. As a teacher, knowing how to apply motivational techniques at primary level is the most powerful tool for teaching. The aim of this study is to find out if there is any difference of the usage of motivational techniques among the government and private school teachers. Primary school teachers, teaching for both government and public schools in Lahore were selected as a population of this research. A simple random sampling method was selected. A total of 300 primary schools teachers were selected for gathering data. The statistical package for social sciences (SPSS) was employed for the purpose of data entry, manipulation and data analysis. When the results of this study reviewed, it was observed that motivational techniques are used in both public and private sectors. It was also observed that motivational techniques are very helpful in enhancement of learning.

Individual Peace in learning Process: A Narrative Study of Experiences

2025-06-30T05:56:59+00:00

Education must be a procedure that influences the rate of individual peace to ensure that both teachers and students are feeling good during the teaching and learning process. Therefore, in order for learning to take place, teachers and students must communicate harmoniously. This study looks at the importance of personal tranquility in the educational process from the viewpoint of pupils at a public school in Narowal, Pakistan. In the present research, a narrative approach using a qualitative methodology was employed. Ten teachers and fifty-six pupils were randomly selected from a public school as participants of this study. Based on the experiences and narratives of the participants, which were documented by observation and interviews, data were qualitatively examined. The outcomes of the study designated that the existence of individual peace offers well-being and comfort for teachers and students in teaching learning process. The value of individual peace is the form of self-respect, respect for others, confidence, optimism, mindfulness and positive vision. In addition, a notable existence of such practices was found that did not reflect the individual peace, like self-hatred, uncooperative, violating the rules, unfair treatment, discrimination, not accepting differences. The recommendations of the study were developing a teaching module for individual peacebuilding and to supplement a program for individual peacebuilding for teachers as in-service and pre-service teacher trainings.

Exploring Teachers’ Strategies for Resolving Students’ Learning Difficulties At Primary Level

2025-06-30T05:54:22+00:00

The current study focused on the complex nature of instructional strategies for resolving students’ learning difficulties. The purpose of this study is to highlight the issues and challenges during teaching at primary level. Through convenient sampling sixty public primary school teachers were selected. Interpretvist paradigm was utilized to determine the issues and challenges of the teachers. Structured interview scheduled for data collection. All data is interpreted by thematic analyses. The key themes include misconception of ideas in learning, choosing appropriate strategies, lack of motivation, identifying individual needs, shyness, lack of A.V. aids, challenging but fulfilling, acceptance and patience. The study revealed that primary school teachers often demonstrate topic specific strategies in classrooms. Instructional strategies served a variety of goals in response to students’ needs. The findings focused upon effective strategies used as pragmatic approach based on problem solving method of teaching, enquiry method, activity-based method. It is concluded that parents’ teachers’ meetings provide opportunities to the students to express their own learning difficulties. Teachers must have content knowledge for activity-based lesson planning. Use of interactive methods motivates students for learning. To develop a positive learning environment among stakeholders and school management these problems need to be solved precisely.

Impact of Collaborative Teaching Techniques in Classroom on Higher Order Thinking Development among Elementary Students

2025-06-30T06:04:07+00:00

By experimental research approach, this study investigates how collaborative teaching strategies affect the higher-order thinking abilities of elementary school pupils. The 80 students in the sample were split into two groups: the experimental group received collaborative teaching methods such peer discussions, problem-solving activities, and cooperative learning methodologies, while the control group received traditional lecture instruction. Collected data from control and experimental group was analyzed by using t-test. The results show that although both teaching approaches increased student learning, collaborative teaching greatly improved students' analytical, problem-solving, and critical thinking abilities. Significant progress was made by both high and low-achieving students in the experimental group, highlighting the value of interactive learning. To improve learning outcomes, the study suggests implementing blended learning, incorporating collaborative instructional strategies, and offering extra assistance to students who are having difficulty. The importance of collaborative teaching in elementary schools is demonstrated by these findings.