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89. Al-Fajr/The Dawn

89. Al-Fajr/The Dawn

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

89:01
a. By the dawn.

89:02
a. And the ten sacred nights.

89:03
a. And the even - the pair - and the odd - alternative forms, the single - of all creation.

89:04
a. And the night as it moves on to give way to the morning.

89:05
a. Is there not sufficient proofs in this for a person of understanding to believe?

89:06
a. Have you not learned from history how did your Rabb - The Lord deal with the People of
‘Ad -

89:07
a. - of Iram,
b. known for their thriving construction industry and great columns?

89:08
a. The like of whom were never created in the lands in terms of their power of assault and strength?

89:09
a. And the People of Thamud - who carved out the rocks in the valley to make dwellings,

89:10
a. and Pharaoh, who exercised full power and might?

89:11
a. They all transgressed beyond bounds in their land,

734 Surah 89 * Al-Fajr

89:12
a. and promoted great social disorder, chaos and anarchy there.

89:13
a. Thus your Rabb - The Lord unleashed different kinds of punishments over them.

89:14
a. Truly your Rabb - The Lord lies in wait!

89:15
a. And as for the human being, whenever his Rabb - The Lord would test him by conferring on him...

امیت رسول اور مستشرقین

Orientalists have always denied the acceptance of the divinity and authenticity of Qur’an. For this purpose, they have presented multifarious objections to prove the Qur’an as a discourse of Muhammad r which he learnt from the Christian monks and derived it from the judeo-Christian sources. They specially mention that Muhammad r was not an illiterate person he was rather a pupil of the monks. In this way, their aim is to prove false the claim of the miraculous (I’jaz) style of the Qur’an. We have proved in this study that according to Quran, Tafaseer and Hadiths of Prophet r, history and logic, that Muhammad r since his birth until his death, was illetrate, did not know how to read or write. In this paper, an effort has been made to examine the Western arguments and deduce the actual position in this matter. The basic and fundamental sources have been used to precede the discussion.

The Effects of Learning Styles and Socio-Economic Status on Learning Achievement of Secondary School Students

Title: The Effects of Learning Styles and Socio-economic Status on Learning Achievement of Secondary School Students The objectives of the study were to investigate the relationship between different learning styles and learning achievements, socio-economic status of students and their learning achievement and learning styles and Socio-economic status of students studying at secondary schools. Study also assessed the difference in opinion by gender and by region about learning styles. To investigate the relationship three types of data were collected. Firstly information about students learning styles were collected by using learning style questionnaire, secondly information about socio-economic status of parents were collected through the questionnaire and thirdly information about students’ achievement was taken from their Secondary School Certificate Examination. The population of the study was all students studying in class 10 th at public sector schools of district Attock, Chakwal, Islamabad and Rawalpindi. The sample (1580 students and their parents) was drawn by using multistage sampling technique from four districts. The data were collected by administering the questionnaires to students in their classes. The data were then analyzed by SPSS using Pearson Co-relation. Gender wise and region wise differences in opinion were also computed by t-test. It was found that A + grade achievers did not preferred collaborative learning style and A grade achievers did not preferred dependent learning style. None of the students from upper and lower class got A + grade. The more students who got A + grade were from the upper middle class and lower middle class. The middle class students prefer independent learning style. The female students prefer dependent learning style in spite of region (rural and urban). No difference in opinion by region was observed. Students did not preferred collaborative and dependent learning style. They preferred to study at their own this leads that the class room activities were of no use for them. Their concern for the achievement showed their interest for examination. This showed that learning styles may not effect learning achievement but the system of examination effects the achievement. In the light of conclusions it was recommended that the system of examination may be connected with class room activities. It may focus on real classroom learning not to rote memorization.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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