Journal of Educational Dynamics

Problems Faced by Teachers in the Implementation of Single National Curriculum at Primary Level

Samreen Khan — Tue, 30 Dec 2025 00:00:00 +0000

This research explored the challenges encountered by teachers while implementing the Single National Curriculum (SNC) across Punjab. Adopting a descriptive and cross-sectional survey approach, the study was carried out in the Lahore district. The target group included 107 primary schools with 1,074 teachers. Data were gathered from 36 participants through purposive sampling, using a researcher-designed questionnaire. After coding, the responses were analyzed using descriptive and inferential statistics through SPSS (Version 25). The findings indicated that insufficient professional training, limited access to technological tools, and inadequate pedagogical skills were major difficulties experienced by teachers. Moreover, the lack of essential teaching materials such as textbooks, workbooks, and aids further complicated classroom management. Disruptions in social structures and institutional hierarchies also acted as obstacles to effective SNC implementation. The study recommends that educational authorities provide continuous training, modern tools, and sufficient teaching resources to facilitate the successful adoption of the Single National Curriculum in Punjab.

A Qualitative Exploration of English Language Teachers’ Perceptions and Practices of Learner Autonomy in Lahore’s Secondary Schools

Haroon ul Rasheed Saani, Dr. Muhammad Akram — Tue, 30 Dec 2025 00:00:00 +0000

This qualitative case study examines English language teachers' perceptions and classroom practices concerning learner autonomy (LA) in secondary schools in Lahore, Pakistan. The study aimed to understand the teachers' views, the challenges they face, and their practical strategies for fostering LA, particularly across public and private school contexts. Using purposive sampling, in-depth interviews were conducted with 20 teachers, and the resulting data were analyzed via thematic analysis. Findings revealed that while teachers value LA, its implementation is significantly hindered by systemic factors, including a rigid curriculum, lack of institutional support, and students' reluctance toward self-directed learning. The findings highlight a clear dichotomy in autonomy practices between the more flexible private schools and the constrained public schools. Despite these barriers, teachers are employing creative strategies such as collaborative group work and student-led projects. The study concludes with a critical call for professional development and curriculum reform to effectively integrate learner autonomy into the Pakistani educational system.

Classroom Environment as a Predictor of Academic Achievement among Secondary School Students

Sameen Rashid, Sara Rahil, Mamuna Maria — Tue, 30 Dec 2025 00:00:00 +0000

This study investigated the role of classroom environment as a predictor of academic achievement among secondary school students. The primary objective was to examine how factors such as teacher support, peer interaction, classroom management, and availability of learning resources influence students’ performance. A quantitative, correlational design was employed, using a stratified random sample of 400 students enrolled in public secondary schools across Punjab, Pakistan. Data were collected through a standardized Classroom Environment Scale and students’ academic records in core subjects. Descriptive statistics, Pearson correlation, and regression analyses were applied to assess relationships and predictive power. Findings revealed a significant positive association between supportive classroom environments and higher academic achievement. Among dimensions, teacher support and classroom management were found to be the strongest predictors, while peer interaction showed moderate influence. The study concludes that improving classroom climate can substantially enhance students’ academic success. These findings hold implications for teachers, policymakers, and educational leaders in developing strategies to create more engaging, well-managed, and resource-rich classroom environments that foster academic excellence.

Institutional Change Management for Curriculum Decolonization: A Qualitative Analysis of Faculty Perspectives on Research Methodology Reform in Pakistani Universities

Jehan Zeb, Safina Zahoor, Dr. Tahira Yasmeen — Tue, 30 Dec 2025 00:00:00 +0000

The research examines institutional change management in research methodology reform in Pakistani universities through decolonizing the curriculum. The study is conducted through semi-structured interviews with seventeen randomly selected faculty members from public and private universities in Lahore to determine organizational problems, leadership needs, and how the research curricula can be changed by reinventing them to include a wider range of epistemological perspectives beyond Western-dominated paradigms. Employing the abductive thematic analysis, the results identified 6 important themes that consist of institutional inertia, faculty capacity gaps, structural barriers, and strategic implementation requirements. The findings imply that effective change management involves transformational leadership, the overall faculty development, realignment of various policies, and phased implementation composed of a balance between institutional constraints and innovation. Faculty views also indicate how essential it is to develop hybrid methodologies, community responsibility models, and controlled organizational culture change. The study also provides a viable change management model with a preference for coalition building, capacity development, as well as multilevel organizational change strategies to universities intending to gain significant results in curriculum reforms and retain academic credibility.

Causes of Learning Difficulties in the Subject of Mathematics at Secondary Level: Educators’ Perspectives

Dr. Muhammad Javed Aftab, Gulfam Nawaz — Tue, 30 Dec 2025 00:00:00 +0000

Mathematics is often perceived as a challenging subject, leading to significant learning difficulties among secondary school students. This study explores the multifaceted causes of these difficulties from the critical viewpoint of educators. A qualitative phenomenological research design was employed, conducting in-depth semi-structured interviews with twenty (N=20) mathematics teachers from various public and private secondary schools. Thematic analysis revealed that the causes are multifaceted and interconnected, categorized into student-related factors (e.g., math anxiety, foundational knowledge gaps, negative attitudes), instructional and curricular factors (e.g., abstract teaching methods, overcrowded curriculum), and systemic factors (e.g., large class sizes, lack of resources). The findings underscore that educators perceive the lack of conceptual understanding and pervasive math anxiety as the most significant barriers. The study concludes that addressing these difficulties requires a holistic approach, including teacher professional development on pedagogical content knowledge, curriculum reform to promote conceptual learning, and systemic support to reduce resource disparities. This research provides valuable insights for policymakers, curriculum developers, and teacher trainers aiming to improve mathematics education outcomes.

Effects of the Jigsaw Formative Assessment Technique on Primary Grade Students’ Academic Achievement in General Science

Muhammad Irshad, Aisha Saddiqa — Tue, 30 Dec 2025 00:00:00 +0000

The study aimed to examine the impact of the Jigsaw formative assessment technique on students’ academic achievement in General Science at the primary level. A quantitative, quasi-experimental design was used. The study was conducted at Government Boys Primary School Burewala. A sample of 30 students was selected to represent the population. An achievement test of 30 questions was developed:10 knowledge, 10 comprehension, and 10 application items. A total of 15 lesson plans and tests were prepared by the researcher. Pretests and post-tests were administered to measure achievement gains. Data were analyzed using SPSS and an independent sample t-test. Results showed a significant difference between pretest and post-test scores (p < 0.05, Cohen’s d = 0.82), indicating a large effect. Post-test scores were higher for all students after Jigsaw instruction. Significant improvements were found in knowledge (p < 0.05, d = 0.78), comprehension (p < 0.01, d = 0.85), and application (p < 0.05, d = 0.80) levels. These results confirmed the positive and strong impact of Jigsaw on learning. It is recommended that teachers apply Jigsaw formative assessment to enhance student achievement in General Science. The findings imply that incorporating collaborative learning strategies like Jigsaw can foster deeper understanding, promote peer interaction, and make science instruction more engaging and effective in real classroom settings.