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مرشد دا پیار

مُرشد دا پیار
(آنحضور قبلہ صوفی محمد اصغر سائیں آف جہلم والوں کی یاد میں جب آپ نے ہیڈ جالوالہ پر مور پالے ہوئے تھے )

موراں والیا سائیاں وے
تیتھوں جند کراں قربان
ہر دم تیریاں لوڑاں وے
توں ایں میرا مان تران

تیرے باہجھوں چین نہ آئوندا
ہر ویلے پیا دل گھبرائوندا
ویکھ لواں جے تینوں آئوندا
آوے میرے جثے جان

تیریاں راہواں پئی تکاواں
یاد کراں تے دل بہلاواں
بھلدیاں نہیں سجناں اوہ تھانواں
جتھے دلبر ملدے ہان

جس دم یار نے جھاتی پائی
میل دلے وچ رہی ناں کائی
بھاندے دل نوں بُوٹے کائی
جتھے وسدا بھٹی خان

تیرے موراں چال نیاری
ویکھو چلدے بنھ قطاری
جاندے نیں دل میرا ٹھاری
نالے دل میرا پرچان

موراں نوں میں چوگاں پاواں
نالے کر دی رہواں دعاواں
قادریؔ دی کرو معاف خطاواں
لکھ واری جاواں قربان

Problems and Challenges to English Language in Madaris of Pakistan

Language is a communication tool to impart education at every level that is why different languages are taught for this purpose. In Madaris of Pakistan, Arabic is commonly taught as it is the language of basic Islamic sources i.e. The Holy Quran and Hadith. This paper will basically try to understand the learning of English as a language is not given importance, although it is very essential nowadays but besides this, it faces many problems and challenges in religious Madaris of Pakistan. Many factors are involved in this situation. In modern world, English language specially can be very helpful to the purposes of these Madaris. Learning of English language will help to impart, propagate and defend the message of Islam on a larger and wider scale. One can use it for da’wah and calling others to Allah. But some elements of Madaris are not well informed about to this fact that they have not such a larger vision to understand and absorb the facts. On the other side, supporters of teaching English language in Madaris are unluckily blind to the positive, historic, reformative role of Madaris. This situation is creating misunderstandings and these bodies are seen opponents while they must be supporting to each other. This article reviews the challenges and the problem and challenges to English language in Madaris as well as how to bridge the chasm created between the two schools of thought.

Family Social Capital As a Predictor for Academic Achievement for Secondary School Students in Multan Division

The purpose of the study was to find out association between family social capital and academic achievement of the secondary school students. The study was confined to (632) public secondary schools (male and female, urban and rural) in Multan division. The sample of the study was 886 urban students (boys), 785 urban students (girls), 803 rural students (boys) and 337 rural students (girls).The total sample comprised of 2811 students of 9th class. After reviewing the related literature, a hypothetical framework was developed to measure the family social capital of secondary school students. A self-inventory of five point rating scale was developed for the students of 9th class. There were twenty-seven statements about students’ demography. The self-inventory was consisted of sixty statements. The self-inventory was divided into six components: education level of the family, family-child relationships, familial monitoring, family expectations, parenting style (attitude) and parent-school association. The validation of research instrument was checked by five research-experts in education. The reliability of research instrument was .89. The factor loading of components of family social capital was determined by using Component Factor Analysis (Exploratory Factor Analysis). Sampling Adequacy was measured by using KMO (Kaiser-Meyer-Olkin) of Sampling Adequacy that was .92(marvelous). Academic achievement of the students were determined from the marks of SSC Examinations year 2015. Data collected from the students were analyzed on SPSS-20.Crosstabulation, Chi-square and tests of significance were applied to determine the association between family social capital and academic achievement of secondary school students. Through this study, it was found that most of the components of family social capital e.g. education level of the family, family-child relationships, familial monitoring, parenting style and parent-school association and demographic variables e.g. monthly income of a family, property of a family, mobile phone (possessing by the students), doing work for earning after school time by the students, had association with students’ academic achievement. Only a few variables e.g. family size, family structure and family order had no association with students’ academic achievement. From this study, it was concluded that, family social capital was closely related to academic achievement of secondary school students. It means that, if the family social capital of a student was greater, he/she achieved good grades and vice versa. From this study, it was concluded that, if the education level of a family was higher, then their children got good grades. From this study, it was determined that if the parents establish close relationships with their children because these relationships develop the confidence in children. As a result, they will get good grades. From this study, it was concluded that, if the parents monitor all the activities of their children to determine their problems and try their best to solve these problems. Their children will achieve good grades. From this study, it was also concluded that if the parents make their attitude democratic in their home. This attitude will develop the personality of the children as a whole. They would study whole-heartedly and, as a result, they will get good marks. From this study, it was concluded that, mobile phone spoiled the children (boys and girls). So the parents should not give them mobile phone although they afford to purchase it for them. Parents should not let the children to work for earning after school time because this study showed that this work had bad effects on students’ results.
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