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مولانا عبدالسمیع

مولانا عبدالسمیع
گزشتہ ماہ کاالم ناک سانحہ دارالعلوم دیوبند کے قدیم تر استاذ حضرت مولانا عبدالسمیع صاحب ؒ کی وفات ہے۔مولانا مرحوم کئی ماہ سے علالت کے امتداد واشتداد کی تکلیفیں اٹھا رہے تھے، بالآخر ۱۰/صفر المظفرکو ہمیشہ کے لیے اس جہان فانی سے رخصت ہوگئے۔
مرحوم حضرت مولانا میاں سید اصغر حسین صاحبؒ کے مخصوص ہم سبقوں میں تھے اوربزرگوں کی خوبیوں اورخصوصیتوں کے جامع، بڑے با وضع، بڑے سادہ مزاج اوردارالعلوم کے اساتذہ میں بعض اوصاف کے لحاظ سے بے عدیل و بے مثیل۔ پیرانہ سالی اورغیر معمولی نقاہت کے باوجود جب درس دیتے تھے تو معلوم ہوتا تھا کوئی تازہ دم اور بلندآواز مدرس پورے شوق و انہماک کے ساتھ طلبہ سے مصروف تخاطب ہے۔ مولانا کا طرزتعلیم عام فہم بھی تھا اوردل پذیر بھی، پڑھاتے پڑھاتے بہت سی کتابوں کے حافظ ہوگئے تھے۔اُن کے تلامذہ میں آج بڑے بڑے مدرس بھی ہیں اورباکمال مصنف اورانشاء پرداز بھی۔ ندوۃ المصنفین کے تقریباً تمام بڑے بڑے رفقاء کوآپ سے شرف تلمذ حاصل ہے۔اﷲ تعالیٰ مرحوم کے مراتب بلند فرمائے۔ہمیں اس حادثۂ عظیم میں مولانا مرحوم کے اکلوتے صاحبزادے مولوی عبدالاحد صاحب مدرس دارالعلوم دیوبند سے دلی ہمدردری ہے اورہم اُن کے شریک غم ہیں۔ امید ہے مولوی صاحب موصوف اپنے والد کے صحیح قائم مقام ثابت ہوں گے۔ [فروری ۱۹۴۷ء]

 

Effect of Information and Communication Technology on The Development of Higher Order Thinking Skills Among Students at University Level

In this era the use of information communication technology in every walk of life is not a lie especially its use in education to facilitate the process of teaching and learning. The objectives of study were to explore the practice of ICT among students at university level, to examine the level of higher order thinking skills among students at university level and to find out the effect of information communication technology on the development of higher order thinking skills among students at university level. The study contains proposed model which was based on ICT tools and HOTs. The researcher used quantitative approach, and its design was correlation which is a type of descriptive research. Population was based on undergraduate university students of social sciences of 3 universities of Islamabad. Convenient sampling technique was used. The sample was based on 10% of entire population. The results were interpreted, and recommendation were suggested. The study results showed average level of higher order thinking skills among university students. Results also showed that mean values were agree about the practice of ICT at university level. It was revealed that there was a significant effect of ICT on the development of HOTS at university level. It is recommended that through training, practice and classroom activities the students may be able to find the required information, to analyze it and to build HOTS. Universities may recruit highly skilled technical personnel in the ICT units of their institutions and create a consciousness in them to develop innovative ideas for better training of student’s higher order thinking skill.

Usage of Formative Assessment Classroom Techniques Facts to Develop In-Depth Student Learning in Grade 9 Physics in a Private Higher Secondary School in the Hunza District of Gilgit-Baltistan

The aim of this study is to develop an understanding of how Formative Assessment Classroom Techniques (FACTs) can be used to develop in-depth student learning in selected topics in Grade 9 physics. The study also explored facilitating and challenging factors associated with the usage of the FACTs-based teaching of the context. The study employed action research method within qualitative paradigm. The data collection was carried out in a private higher secondary school over a period of eight weeks. The data were collected through interviews, observations, reflections and pre- and post- intervention student achievement tests. The findings of the study at the pre-intervention stage revealed that there was a lack of opportunities for student’s involvement in classroom activities having an element of FA in it. As a result of intervention, students were exposed to various FACTs through which they would express themselves, articulate their viewpoint and display their understanding of subject matter knowledge. Moreover, a considerable progression was seen in terms of a shift from students’ low participation to high participation; from weak scientific responses to strong scientific responses (oral and written) and from individual work to collaborative work. In addition, a limited scale quantitative analysis of students’ test scores also revealed the positive impact of FACTs-based teaching on students’ in-depth learning. Besides its facilitating factors, the study highlighted some of the challenges faced in the way of implementing FACTs in the classroom. These challenges ranged from time management (FACTs demand more time and efforts), to lack of teachers’ pedagogical knowledge and resources. The conclusions drawn from the findings suggest that teachers who use FACTs in their classroom on routine basis need support and facilitation at different levels. The school management or system needs to create conditions that are conducive to effective and sustained application of FACTs. As policy implication, it is recommended that FACTs should be introduced in the National Curriculum for physics with proper implementation guidelines to make them more practical in classroom teaching.
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