Journal of Educational Dynamics

Analysing Students’ Learning Outcomes and Items in Assessment Exercises of Textbook with Single National Curriculum of General Science at Primary Level

Samina Gul — 2024-12-30

This study examines how Grade V Science textbook and the Single National Curriculum (SNC) are aligned. The objectives of the study were to: a) investigate the alignment of students’ learning outcomes (SLOs) of SNC for general science (2020) with its corresponding textbook of grade V; and b) critically analyze the questions given in assessment exercises of the textbook concerning revised Bloom’s taxonomy. The documents evaluated for the study were the SNC for general science (2020) and the textbook of grade V. Three instruments: Curriculum Textbook Alignment Framework, Curriculum Textbook Alignment Rubric, adapted from Saeed and Rashid (2014), and Curriculum Textbook Alignment Checklist were used. The checklist was created by the researcher and validated by the two experts. Results revealed that some of the textbook's questions were not aligned with the SLOs of SNC. The analysis of the 80 SLOs showed that 64 of them entirely aligned with assessment items, 16 of them failed to produce assessment items in the textbook exercises, 127 of the questions were from lower-order thinking skills (LOTs) and only 20 were from HOTs of the revised Bloom's taxonomy. It was recommended that there should be a balance of higher and lower-order cognitive skills, and textbook authors should be well-versed in the revised Bloom's taxonomy of the cognitive domain.

Effect of Departmental Challenges Faced by the Teachers on their Performance and Attitude at the Secondary Level

Asif Shahzad — 2024-12-30

Pakistan is a country where teachers have to face many challenges other than their fundamental teaching task. The teachers of public sector schools have to fulfill many of the tasks assigned by the School Education Department other than teaching e.g., BISE, election, anti-dengue, enrolment, BISP duties, etc. This research aimed to investigate the effect of departmental challenges faced by teachers on their performance and attitude at the secondary school level. It was descriptive in nature and quantitative method was applied for data analysis. Male and female secondary school teachers of public sector schools of district Faisalabad were the population of this study. Two out of six tehsils were randomly selected for the population. Three hundred secondary school teachers (150 male, 150 female) were selected using a simple random sampling technique. A self-developed five-point Likert-type scale duly validated by experts was administered as a research instrument for data collection. ANOVA and independent samples t-test were applied for the data analysis. The finding revealed that there was a significant effect of departmental challenges on teachers’ performance and attitude. It is recommended that the School Education Department (SED) may provide an appropriate number of supporting staff to the educational managers at the district and tehsil levels so that the district and tehsil level authorities let the teachers free from unnecessary tasks.

Impact of Blended Learning Teaching Technique on Students Academic Achievements’ at Elementary Level

Misbah Ejaz — 2024-12-30

The increasing demands on teachers have led to the strategic integration of information communication technology, suggesting that teachers' effectiveness can be heightened through the judicious incorporation of technology into their teaching techniques. In light of this premise, this research aimed to assess the impact of blending learning teaching techniques on the academic achievement of 8^th class science subject students in district Gujranwala, Pakistan. The main objective was to compare students’ achievement levels between blending learning and traditional methods. A pre-test post-test control group design was utilized, with a sample of sixty students who were randomly selected. Data were collected through achievement test, revealing blending learnings' superiority in enhancing students' cognitive skills according to Bloom's taxonomy. Results revealed the potential benefits of incorporating blending learning in development of education at the elementary level.

Parental Involvement and Students’ Academic Performance at Higher Secondary Level

Farhan Shakel — 2024-12-30

At the higher secondary level, parental involvement continues to be a significant predictor of students' academic performance. This abstract explores the relationship between parental engagement and academic success among students in this educational stage. Research consistently highlights the positive impact of parental involvement on students' learning outcomes, with active parental participation being associated with higher grades, increased motivation, and better overall academic achievement. However, the level and nature of parental involvement may vary depending on cultural, socioeconomic, and individual factors. The population was comprised of all higher secondary level of Lahore district. The instrument was questionnaire. The results indicate that understanding the dynamics of parental involvement at the higher secondary level is crucial for educators, policymakers, and parents alike, as it can inform strategies to enhance student learning experiences and promote academic success.

Perceptions of University Heads about Introducing Mandatory Induction Training for Enhancing their Professional Skills

Saba Asma — 2024-12-30

The study investigated university heads’ perceptions regarding the implementation of induction training programs to enhance their professional skills. Using a qualitative approach with online surveys and in-person interviews, 40 participants from public and private universities in Lahore, including senior teachers and department heads, were involved. A semi-structured interview protocol was developed, validated, and pre-tested for data collection. Thematic analysis revealed diverse opinions among department heads, highlighting benefits like improved collaboration and concerns about cost-effectiveness. Despite differences, participants recognized induction training's positive impact on vital skills such as communication and conflict resolution. The research emphasized the importance of tailored induction programs aligned with institutions' values. The study concluded that effective induction training could empower educators, foster leadership, and boost workplace efficiency, emphasizing the need for thoughtful program design and addressing challenges to optimize professional development for university staff.