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کوئی تکدیاں ای وٹ کھاندی رہی
کوئی تکدیاں ہی وٹ کھاندی رہی
کوئی جندڑی گھول گھماندی رہی
کوئی یوسف وچھڑیا، ہجر اندر
کِتے اکھ یعقوب دی جاندی رہی
کوئی عشق دے قول نبھاون نوں
ٹِھل کچے گھڑے تے جاندی رہی
ایہو زلف ہے کالی ازلاں توں
دل عاشقاں دا تڑفاندی رہی
جہیڑا رب سچے دا حجرا سی
اوتھے حرص مکان بناندی رہی
کیڈی نیک سی روح گناہواں تے
پل پل تے جو پچھتاندی رہی
سکھ پاسے پاسے رہے پھردے
جند دکھاں وچ کرُماندی رہی
Curriculum Overload at College level: Probing its Repercussions on EFL Learners and Academics
English language is considered the core of success in Pakistani education system. The most important task of English teachers at college level in Pakistan is to develop competence and better understanding of English language in students. However, curriculum overload is the biggest hurdle in enhancing language proficiency because it keeps teachers and students under pressure. J.B McDonald elucidates curriculum as a fount of quality teaching and better learning experience for students by identifying an apt syllabus and assessing their learning outcomes. This paper looks into the causes and consequences of curriculum overload on English teachers at college level in particular and on students in general. This study helps in understanding the issue through teachers and students’ point of view. Data were collected through questionnaires based on close and open-ended questions. These questionnaires were filled by the English teachers and students of public and private colleges of Faisalabad city. Macdonald's Model has been adapted to understand the role of curriculum in education. He takes curriculum as a social and cognitive system for proper planning and instruction in academia. This study recommends certain measures to overcome the overload of curriculum on teachers and students. It will open new vistas of research, as less work has been done in this regard, particularly at college level.Exploring the Efficiency of Concept Cartoons in Enhancing Grade Vii Students’ Conceptual Understanding in Selected Science Concepts
The importance of constructivist approach to teaching and learning science is growing significantly. Much of the efforts have been put to develop pedagogies that take into account constructivist views to improve students' learning outcomes. In this regard, concept cartoon is widely recognized as an innovative strategy rooted in constructivism; however, its efficacy in enhancing conceptual understanding in science needs to be investigated in the Pakistani science classrooms. Thus, this study focused on exploring the efficacy of concept cartoons in enhancing students' conceptual understanding in selected science concepts on Science Achievement Test for Heat (SAT-H). For this study, quasi-experimental design (pre-and post-test control group) was used as a research methodology. A total of 65 students from grade VII participated in the study including comparison group (n=35) and intervention group (n=30). The Science Achievement Test for Heat (SAT-H) was developed and validated which was administered to both groups as pre-test (before intervention) and post-test (after intervention). During intervention, intervention group (lG) was taught with concept cartoons and comparison group (CO) was taught with standard teaching practices. The two groups were compared on overall performance on SAT-H, performance on SAT-H content domains (i.e. heat and temperature, methods of heat transfer) and performance on SAT-H cognitive domains (i.e. knowledge, application and reasoning) in both pre-test and post-test. Results of the study revealed that on pre-test, both groups were evenly matched on their overall performance (p>0.05). Similarly, no differences were found between two groups in all content domains (p>0.05). However, among three cognitive domains, performance of the two groups was found to be different on two cognitive domains favoring 10 for application (p<0.05) and CO for knowledge (p<0.05). Conversely, on post-test, both groups showed improvement, however, IG performed considerably better than CG with significant difference (pJournals by Discipline
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