Journal of Education and Educational Development
Journal of Education and Educational Development The Journal of Education and Educational Development is a double-blind peer-reviewed bi-annual journal designed as an outlet for research in Education and Educational Development. HEC has recognised JoEED since 2017, and the 'Y' category has been recognised since 2018. JoEED is committed to promoting the distribution of important scholarly work at all levels. The journal has a broad scope and publishes qualitative and quantitative research studies along with discussions, which helps readers and researchers to grasp the understanding of the new and old paradigms in education. In addition to submissions from faculty/researchers, students at the graduate and MPhil level, Ph.D. scholars are also encouraged to submit their work, whether it is the product of coursework, a student thesis, an independent study, or a directed research project.
Institute of Business Management, Department of Education
Humanising Postgraduate Supervision in Higher Education: A Panacea to Student Success
Student throughput has been a crucial issue in higher education, with postgraduate dropout rates and longer study periods creating substantial global challenges. In South Africa, high dropout rates highlight the need to transition from transactional supervision to supportive practices. This paper aims to evaluate the theoretical concept of humanising postgraduate supervision and propose a humanised supervision model to enhance student success, inform institutional practices, strengthen academic cultures, and support the primary objective of higher education. The research employed an interpretivist paradigm within a qualitative, conceptual framework. The data included a literature review, institutional records and the researcher’s personal observations and experiences. A thematic analysis was conducted on the data to identify the key themes and conclusions. The study proposes the Humanised Supervision Model (HSM). It shows that continued student success requires the integration of relational competency, personal development of students, and reliable institutional support. The study demonstrates that productive postgraduate supervision and student success require a comprehensive interconnected strategy, not isolated interventions. This research presents a conceptual model for humanised postgraduate supervision in Higher education institutions. It offers insights on how supervision can successfully support students inclusively, recognising their individual needs and potential beyond their academic contributions.
Copyright (c) 2025 Journal of Education and Educational Development https://creativecommons.org/licenses/by/4.0
Exploring Pedagogical Content Knowledge Challenges in Teaching Business Studies: A Transformative Perspective
This empirical study examines the pedagogical content knowledge challenges that Gr 10 Business Studies teachers encounter in teaching the subject. The study is grounded in Critical Emancipatory Theory, which seeks to empower the people affected by the problem to take part in resolving the problem. In the process, it brings hope and social justice to the marginalised people. The study’s paradigm is transformative under qualitative research. Participatory Action Research was employed as the methodology to generate data, which was subsequently analysed using a thematic approach. A focus group discussion consisting of Business Studies teachers and the subject advisor was employed to answer the following research questions: What are the pedagogical content knowledge challenges facing Business Studies teachers, and how can teachers’ pedagogical content knowledge be enhanced? The findings revealed, amongst others, that teachers do not have sufficient knowledge in specific content topics and there is a lack of in-service training programs. In view of the findings, the study recommended that the Department of Education should resume resident teacher development workshops that centre to address the deficiencies hindering effective teaching. Schools and teachers' unions should also initiate developmental programs to enhance teachers' and members' PCK. The study forged social dialogue among participants along with power sharing and equality as components of CER through discussions and participation on equal footing.
Relationship Between Self-Concept and Parent–Adolescent Relationship Among Higher Secondary Students: Moderating Roles of Teacher–Student Relationship and Academic Achievement
This research aimed to find the moderating roles of teacher-student relationship and academic achievement in the association between self-concept and parent-adolescent relationship. This study included students of grade11, grade 12 and equivalent, ageing from 15 years to 19 years. A sample size of 270 was used and data was collected from different colleges by convenience sampling technique. Quantitative Correlational Survey research design was used to collect data. The survey consisted of consent and demographic forms followed by Adolescents’ Self-Concept Short Scale, Parent-Adolescent Relationship Scale and Student-Teacher Relationship Survey. Students’ academic achievement was measured by the percentage of marks they scored in exams. Data was analyzed using Regression Analysis and Moderation Analysis on IBM SPSS Statistics 21. The findings showed that there is a significant association between parent-adolescent relationship and self-concept. It was further revealed that the teacher-student relationship moderates the relation of parent-adolescent relationship and adolescents’ self-concept. However, academic achievement did not moderate the association between parent-adolescent relationship and self-concept. The findings may contribute to the Educational Psychology field by highlighting the important aspects that influence self-concept of students.
An Instructional Exploration of Integrating Analogical Reasoning and the Feynman Technique in English as Second Language (ESL) at the Primary Level
The proposed research will examine the integration strategy between analogical reasoning and the Feynman Technique in primary school English as Second Language learning. The proposed research will be developed according to a qualitative approach, as the classroom implementation will be targeted. Analogical reasoning will allow young learners to create a conceptual link between old and new information, while the Feynman Technique will enable better comprehension and recall information by explaining things in a simple manner. An approach involving five levels: warm-up, input, processing, reflection, and transfer, including activities like analogy creation, peer explanation, and retelling, etc. It was identified that by blending the two approaches, better understanding, accuracy, and critical thinking are developed among young learners. The proposed research will present a cognitively grounded approach to teaching primary school students English as a Second Language, as well as offer implications for future longitudinal quantitative studies around the world.
Practices, Obstacles, and Challenges of Budgeting in Secondary Schools in Limpopo Province, South Africa
Many schools are challenged concerning the development and the execution of the budgets. For this reason, this study intends to explore stakeholders' experiences in executing budget development and further explore how implementation is executed in a South African context. A qualitative methodological approach within the constructivist approach was considered. In investigating the phenomenon, the researchers collected data through semi-structured interviews and also reviewed relevant literature. Thematic analysis was used as analytical tool in the study. Several critical findings emerged from the study, namely impediments during the budget development, lack of financial literacy by the school governing body members in particular, and the absence of training related to budget matters. Further, the study revealed that there is inadequate stakeholder engagement, inadequate understanding of legislative requirements, and relaxed oversight of financial controls. These findings pose a serious challenge to the entire budget development.
Integrating Inquiry-Based and Project-Based Learning: A New Model to Enhance Students' Teamwork, Skills, and Critical Thinking
Nowadays collaboration and critical thinking have become indispensable across classrooms and workplaces. Accordingly, this study is conducted to bring the development of such capacities into perspective by reporting a systematic review of literature on PjBL and IBL studies indexed between 2014 and 2024 in the SCI and SSCI databases. Eventually, nine high-quality articles were selected. The synthesis of review indicates that PjBL is largely outcome-oriented which means that the students develop comprehensive problem-solving competence through project design and enactment in the process of problem definition, solution planning, project execution, and evaluation of results. By contrast, IBL is organized around the inquiry process as such, emphasizing the strengthening of autonomous learning through problem posing, investigative research, and data analysis, whereas the way it is put into practice is normally shaped by the design of support systems and the purposeful use of educational technologies. In the light of such insights, we propose an integrated model for teaching that blends PjBL and IBL through five connected elements: constructing authentic learning contexts, driving learning with projects, enabling collaborative in-depth inquiry, fostering dynamic interaction and knowledge sharing, and employing multidimensional assessment alongside continuous reflection. That model aims to provide a practical framework for educators to help students enhance teamwork skills and critical thinking by means of practical engagement and deep reflection. However, the study is limited by the literature review method and lacks empirical verification. Future research should focus on empirical studies, optimize search strategies, and address individual student differences and technological integration to improve the teaching model and enhance educational quality.
Combining inquiry-based learning and collaborative learning: a new model for improving students' teamwork and problem-solving skills
In recent years, inquiry - based learning and collaborative learning are widely used in education. They have great effects on cultivating students' core competencies. However, most studies only focus on their individual effects. Little research has been done on how their combination helps students with teamwork and problem - solving. This study used a literature review method. It selected 10 high - quality SCI and SSCI papers. The aim was to analyze the core mechanisms and potential synergies of these two learning methods and propose a new teaching model. Literature analysis shows that inquiry - based learning can develop students' critical thinking and autonomous learning. Collaborative learning emphasizes communication and cooperation among team members. Based on this, the study proposed a new teaching framework. It includes team inquiry, role allocation and task collaboration, and reflective evaluation. The results prove that the combined teaching method can improve students' teamwork and problem - solving skills more than single methods. This study is special because it combines high - quality research to develop a new model and validates its positive effects. It provides a basis for changing educational theory and guides the application of the hybrid learning model in teaching.
Impact of Teaching Licensing on Effective Teaching at Primary Level
This paper investigates the effect of teaching licensing on effective teaching practices in primary education and seeks to determine if the licensing process improves instructional quality and student performance. The study employs a mixed method research design comprising quantitative techniques such as Pearson correlation analysis and independent sample t-tests, as well as qualitative techniques including interviews and thematic analysis of classroom observations. Quantitative analysis revealed a strong positive relationship (p < 0.01) between teaching licensure and student academic performance, with students taught by licensed teachers significantly outperformed those taught by non-licensed teachers (mean score of 85.4 vs. 78.2). The results of the t test confirm a statistically significant difference (p < 0.05), indicating that, licensed teachers use more effective instructional strategies. Qualitative findings suggest that teacher licensure results in higher levels of teacher pedagogical practices, but with accompanying challenges including an overemphasis on theoretical knowledge at the expense of practical skills and bureaucratic obstacles in the teacher licensure process. Overall, the study supports the conclusion that teacher licensure contributes to improved teaching quality and student outcomes while highlighting areas in need of policy reform.
Situated Collaborative Teaching Model: Innovative Strategies for Enhancing Reading Comprehension and Social Abilities in Third Grade Elementary Chinese Language Classes
This study focuses on developing an innovative teaching model that integrates situational and collaborative learning for third-grade Chinese language classes. Its goals are to enhance students' reading comprehension and social skills, re-define teachers' roles, account for individual differences, and improve overall teaching quality. The study utilized a theory-building approach. It builds the model's foundation on relevant educational theories and designs teaching activities aligned with curriculum standards and student traits. As a theoretical study, it does not involve participants, data collection, and analysis. However, the model is based on existing educational research and practical needs. Preliminary outcomes show the model combines the advantages of both learning theories. Situational learning sets the stage for collaborative learning, and the latter promotes knowledge sharing. However, the model remains at the theoretical stage, its practical effectiveness has yet to be validated. . Future research will test the model in real classrooms, gather data on students' learning and social skills, and conduct analyses to optimize and expand its application. Specifically, this study addresses two primary research questions: (1) How can the integration of situational and collaborative learning improve third-grade students’ reading comprehension and social abilities? (2) How should teachers' roles be transformed to effectively implement this model in Chinese language classrooms? This study adopts a theoretical construction approach, synthesizing relevant educational theories and curriculum analysis to design the model framework.
Academic Freedom and Participation Dichotomy in Higher Education in Southern Africa
This study was guided by the grounded theory methodology to examine the nexus between academic freedom and participation dichotomy in higher education in Southern Africa with particular focus on Zimbabwe, South Africa, Malawi, and Botswana. The study borrowed significantly from the theory of human rights, particularly the natural and subsidiary rights such as the right to self-sovereignty, ownership of what one creates, personal security, manage one’s life and freedom of conscience. The study deduced that academics in Southern African higher education have severe threats to academic freedom and participation that are manifested through restrictions in funding, research, remuneration, curriculum, political hegemony, gender and linguicism. Significant abuse of academic freedom was inferred to be orchestrated by political governments, leaders of academic institutions, academics and journals in the Global North. The study recommended that political leaders create free space for academics to communicate their research and teach without censorship. The governments, higher education leaders and other stakeholders need to enforce language and gender polices that protect women and African indigenous languages from gender discrimination so as to promote their active inclusion. The political governments should also fuse academic freedom into their constitutions as part of academic and human rights to be protect.
Social Justice Southern African Higher Education
Teaching Source, Target, and International Cultures: A Case Study of the Books of English Prescribed by the Sindh Textbook Board
This study analyses the representation of three cultural materials in books of English published and prescribed by the Sindh Textbook Board for students of grades one to ten, to determine if the books include materials from different cultures and promote intercultural competence. This study is conducted from the vantage point of Cortazzi and Jin’s (1999) model of inclusion of three types of cultural material, i.e., source, target, and international cultures in EFL curriculum for developing intercultural competence. The Process Model of Intercultural Competence by Deardorff (2006) has been employed to analyse how an in-depth understanding of various cultures produces informed, enlightened, progressive, and moderate individuals with global insight, diversified outlook, multicultural understanding, and transnational demeanour. The content analysis of the qualitative data reviewed from the English Books of grades one to ten focuses on identifying the inclusion of material representing the three levels of cultures and the promotion of intercultural competence. The study finds that the prescribed books do not gradually, systematically, and consistently present material on the three types of cultures to develop cross-cultural awareness among learners. As a result, the books remain inadequate in promoting intercultural competence, co-existential prevalence, and global outlook.
From Classroom to Career: Enhancing Vocational Education through Collaborative and Active learning
This study examines the potential of combining Collaborative Learning (CL) and Active Learning (AL) to enhance vocational students' academic performance and self-motivation. CL fosters teamwork, social interaction, and shared responsibility, cultivating communication, critical thinking, and problem-solving skills essential for modern workplaces. AL promotes autonomy, critical thinking, and deep understanding, transforming students into self-directed learners. Although CAL offers theoretical advantages, its implementation in vocational education faces challenges, including resource limitations and teacher resistance. Limited funding restricts access to resources, and some educators' adherence to traditional pedagogies delays CAL adoption. This study highlights the importance of increased funding, expanded teacher training, modern technology integration, and assessment reform in overcoming these obstacles. By addressing these barriers, CAL can equip vocational education students with the skills and knowledge for lifelong learning and career success.
Copyright (c) 2024 Journal of Education and Educational Development https://creativecommons.org/licenses/by/4.0
Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study
One of the main goals of academic institutions is to develop students' analytical and critical thinking abilities; however, traditional teaching modes do not provide the desired result. A study carried out recently suggested that integrating reflective and collaborative activities not only increases, but also activates these abilities. Such research, focusing on joint applications of these two methods, is still in its infancy. This research tries to fill this gap by exploring the effect of a blended instructional approach on the learning of medical students in Yunnan Medical Health College. For over 20 class sessions, the experimental group consisted of students working together on project for which they later had to reflect, while those in the control group were taught using traditional methods. Control and experimental groups showed remarkable growth in analytical and critical thinking skills, with the pre- and post-test data statistically significant. These findings prove that reflective and cooperative teaching methods offer consistent quality improvement tools; these findings have important implications for the improvement of undergraduate courses in higher education. The research presents supporting information based on which using better teaching methods which aim at the enhancement of cognitive skills should be implemented.
Identifying the Causes of Learning Difficulties in Mathematics among Primary School Students
A variety of factors are associated with the learning difficulty in mathematics in the context of Pakistani schools. This study explored the different causes of learning difficulties in mathematics faced by primary school students in Karachi, Pakistan. Using a quantitative research design, the data was gathered from the parents and teachers of primary-going students in Karachi. The data was gathered using an adapted questionnaire having demographic and construct sections. The constructs were adopted by reviewing the literature. The findings of the study reveal a significant effect of Mathematics Efficacy, Grade Anxiety, Future Factors and Confidence level of students on their mathematic performance in classrooms. The study recommends that teachers serving to teach mathematics to primary school students consider the explored factors while preparing the lesson plans. This study contributes into the existing literature in terms of the impotence of increasing teachers’ awareness regarding the preparation of lesson plans having the source of fun and enjoyment in the classroom, as enjoyable mathematics learning increases the motivation of students to keep their future enjoyment in the mathematics tasks.
Digital Education Interventions and University Students' Academic Performance Amid the COVID-19 Pandemic: Faculty Members’ Perspective
The aim of this study was to document the university faculty members’ views related to digital education during the COVID-19 pandemic and subsequently its influence on students' academic performance, encountered obstacles, and recognized prospects. A concurrent triangulation strategy by employing (QUAN+QUAL) mixed method design was used in this research. A survey was conducted to solicit perspectives of 242 university faculty members in six public sector universities selected through a stratified random sampling technique to ensure representation of geographical regions and gender. Survey focussed on ascertaining faculty members’ readiness, institutional preparedness, and difficulties of online mode of delivery. Survey was followed by qualitative data collection in the form of narrations of feelings, personal experiences, challenges faced and suggestions to make online mode more effective. Data were analysed by computing descriptive statistics, mean response values of responses. The study found that faculty members expressed concerns about their readiness and satisfaction with online learning. They utilized various communication methods and assessment strategies, highlighting their adaptability. Key challenges included time management, internet connectivity, and technical issues. Achieving success in online programs necessitates reliable internet connectivity, adept time management skills, and mitigation of power disruptions Gender did not significantly affect gadget accessibility, understanding of online classes, or preferences for future online education. In conclusion, faculty members faced challenges with readiness, time management, and internet connectivity during the shift to online education but showed adaptability through diverse communication and assessment methods. To enhance digital education, institutions should improve internet infrastructure, offer time management training, and address technical issues. Gender did not significantly impact access to technology or preferences for online learning.
Examining the Impact of Teacher’s Training Programs on the Role of Teachers in the Implementation and Development of Curriculum
Teachers’ training programs are widely recognized as essential for professional development and growth. This study aimed to explore how these programs affect teachers' ability to implement the curriculum effectively. A key focus was observing teachers' attitudes toward curriculum implementation following their training. The study assesses the quality of training programs designed to equip teachers as skilled curriculum developers and evaluates how effectively these programs support teachers in planning, designing, and implementing the curriculum. Using a quantitative approach with a close-ended questionnaire, data were gathered from 250 teachers and school leaders selected through purposive sampling. The findings suggest that while teacher training programs prepare educators for traditional teaching methods, they fall short in developing teachers as curriculum designers. Moreover, the study shows that teachers are not fully involved in all stages of curriculum planning and development. The insights from this research may be valuable for those interested in curriculum development and could guide policymakers in designing training programs that include relevant content and practical experience, enabling teachers to become proficient curriculum designers.
Ethnography: A Method of Research and A Genera of Writing for Informing, Reforming and Transforming Lives
Ethnography is one of the richest research approaches within the qualitative research paradigm for studying the cultural life worlds of others and/or oneself at a deeper level of consciousness. Additionally, it is a genre of writing that uses multi-epistemic lenses to go deeper into the phenomenon in order to inform, reform, and transform lives. The term ‘ethno’(graphy) is a compound word made up of the words ethno and graphy, which stand for culture and writing, respectively. In order to conduct ethnographic research, a researcher must possess a thorough understanding of a specific cultural context, be able to communicate in the language used by the informants, and be able to bracket one’s biases, while understanding how to "recover meaning" from their complex lifeworld. In doing so, it gives the researcher—the ethnographer in the role of an outsider the chance to chronicle the ‘noodle moments’ of the insiders as informants, within their cultural context, by witnessing their way of life and recording what truly takes place there. To this purpose, through their involvement over an extended length of time, ethnographers must generate detailed accounts of the discussions, observations of the events, symbols, artifacts, festivals, and everyday activities of the researched, among other things. Through critically analyzing behaviors, it offers a window into the meaning that people attribute to their cultural sensibility and a source of insights to inform, reform, and transform communities. Thus, it is a more comprehensive way of examining through the perspective of an insider, which sets it apart from other inquiry techniques.
The Relationship of Sleep quality and Cognitive Failure among University Students: A Quantitative Study
This research investigates the risk factors of poor sleep quality on cognitive performance among university students in Karachi, Pakistan. This study employed a quantitative survey-based approach. N= 202 participants between 18 to 25 years were selected through convenient sampling technique. Sleep Quality Scale (SQS) (Yi, et. al., 2006) was administered to assess quality of sleep and Cognitive Failure Questionnaire (CFQ) developed by Broadbend et. al., 1982 was used to assess cognitive performance among the participants. The collected data was thereafter analyzed using descriptive and inferential statistics via SPSS (Version 22). Correlation and regression analysis were done to investigate the relationship and level of variance between the variables. Results revealed significant relationship between sleep quality and cognitive performance (p <.05) providing valuable insight on the importance of sleep and cognitive performance with regard to young population.
Measuring Parental Satisfaction with Online Education in Schools of Karachi
The education sector of Pakistan has been greatly affected due to the pandemic that forced the schools’ operation to be run online like many other businesses and industries. This study focuses on researching the effects this transition had on parents by measuring their satisfaction levels. The instrument used to collect quantitative data for this study includes categories, school-level technological support, school-level instructional support, curricular programs, social interaction and overall satisfaction with the online education. Differences of parental satisfaction in these categories and the factors that influence them such as school fee, educational levels of parents and number of enrolled children per family have been studied. The findings revealed that parents are satisfied given the challenges and hurdles that schools have faced and are still facing in transitioning from on-campus to online education. A few significant differences were found between number of children enrolled in online education and parental satisfaction with technological support as well as social interaction. Significant differences were also found between school fee and parental satisfaction with curricular programs. These findings provide us with future directions for further research
False Generosity and the Out-of-School Children Conundrum in Nigeria: Assessing Media Strategies for Promoting Optimal School Enrolment
At the centre of human development is education, which takes diverse forms and is critical during the formative years of the human person. This underscores the essential role that education plays in people’s lives. As a fundamental human right, education occupies the fourth spot in the sustainable development goals, which aim to ensure inclusive and equitable quality education for all and promote lifelong learning opportunities. For decades, governments and multilateral donor agencies have expended resources to meet society's educational expectations. In Nigeria, these efforts have not produced the desired outcomes. With approximately 10.5 million children out of school as of January 2022, Nigeria remains among the nations with the highest rates of out-of-school children. Leveraging a combination of a survey, document analysis, and a critical review of extant literature, this paper argues that the efforts of governments and other multilateral donor agencies to eradicate the challenge of out-of-school children are, at best, false generosity. The study, therefore, re-emphasizes the need for the media to rediscover its social responsibility function and leverage the traditional media of flyers, handbills, posters and community radio in communicating the need for formal education and consequently ebb the tide of out-of-school children in Nigeria.
Exploring Alternate Teaching Models: Understanding Space away from the Design Studio
There are many researches that explore alternate tools for studio teaching in Architecture, ranging from hands-on material explorations, working on live sites, reliance on digital technologies, and inquiry by design, to introduction of an angle of advocacy and engagement with the community. The purpose of this research is to introduce the concept of scale and space to B. Arch students away from physical presence in a studio. The research question explored is, can an online studio teaching method inculcate in the students’ similar learnings as a physical studio if multi-disciplinary methods become part of the teaching tools and methodology?, The research looked into the notion of space and how it can be understood away from the studio space and what methods of teaching should be used. The methods and measures used to develop this understanding went beyond the conventional methods of a typical design studio, and relied on multi-disciplinary and alternate methods for getting access to research information. These included online tutorials, documentaries, online discussions and feedback, online interviews, home-based workshops and self-learning exercises. The research procedure focused around two architectural design studios at different public sector universities in Karachi in 2020. Eighty-two students from both universities answered quantitative research questions and qualitative interviews were conducted of three faculty members from each university who were part of these studios. The students of both the universities were part of the sample. All students included were in their final year of study. Similarly all faculty members teaching them were interviewed. The findings point towards the importance and outcomes of using multi-disciplinary methodology, with heavy reliance on alternative pedagogical methods, and how this methodology led to inculcating an understanding of scale and led towards development of the thesis projects.
n/a Exploring the Relationship between Test-Anxiety, Emotional Intelligence and Academic Performance among University Students
This study was conducted to find the relationship of test-anxiety, emotional intelligence and academic performance of public private sector university students. A sample of 388 students,194 male and 194 females was drawn through convenient sampling from the Public and Private universities of Karachi in Pakistan, using a cross sectional design. Test anxiety was assessed through Westside Test Anxiety Scale and emotional intelligence was assessed using The Schutte Emotional Intelligence Scale. Performance of the last two semesters attended by the students was used to assess academic performance and demographic information was gathered through the demographic form. The “Pearson Product Correlation” was calculated to find the relation between test anxiety and emotional intelligence and academic performance. t-test for independent sample was used to obtain the differences in test-anxiety and emotional intelligence and gender in Public and Private sector university students’ academic performance on the respective variables. The results revealed an inverse relationship between test-anxiety and emotional intelligence, academic performance. However, the results showed a positive relation between emotional intelligence and academic performance. Gender differences were found in test anxiety but not in emotional intelligence. The students of both the sectors differed in test anxiety, whereas both the groups did not differ on the scores of emotional intelligences. It is incumbent on educational institutes to provide psychological services to students who find hard to handle exam situation in the same way as financial assistance is provided to those who need it.
Test Anxiety, Emotional Intelligence, Academic performance, University students
Factors Affecting Cheating Behavior at Quetta- Pakistan
Cheating in examinations across the globe is an issue of growing concern. This study argues that the culture of cheating in exams in Balochistan has reduced the efficiency of human resource and has resulted in producing students with high qualifications but less potential in the province. Therefore, it is very important to explore the factors contributing to cheating in exams and to suggest a course of action to mitigate the menace it poses. A quantitative research method was employed for this study. Similarly, statistical techniques such as correlation and logistic regression were conducted for statistical analysis and explanation of the study using SPSS. Theoretically, the study is inspired by rational choice theory. The findings of the study show a significant relationship between personal, institutional, and situational factors. Personal factors that contribute to cheating were found to be students’ desire to excel, low GPA, and slow learning. Institutional factors include the weak administrative role of institutions, poor academic policies, overload on students, and weak performance of the teachers. Situational factors such as the poor management strategy of the examiner, time pressure, and technological tools were found to be instigating students towards cheating. The study suggests that an appropriate exam hall setting, effective monitoring, concept-oriented exams, and a strong honor code can decrease cheating.
Cheating, Education, Students, Teachers, Classroom, Balochistan
Copyright (c) 2023 Journal of Education and Educational Development https://creativecommons.org/licenses/by/4.0
Teacher Perspectives on Breakout Rooms in Online Education in a K-12 Bilingual School in China
One key problem when teaching online, is the lack of access to group work and collaboration. This study used two main methods of research, a survey including 4 questions and a 5-point Likert scale with 4 statements, and an interview with a Head of Educational Technology. This was done in a large K-12 bilingual school in Shanghai, China. Some key findings included: 92% of teachers knew what breakout rooms are; almost 3 times the percentage of teachers agreed (59%) that breakout rooms are viable in online learning as opposed to disagreed (17%); double the percentage of teachers disagreed (24%) that breakout rooms are too problematic to use as opposed to agreed (48%); 81% of teachers agreed that they need to know more activities for use with breakout rooms; and 79% of teachers agreed they needed to know how to better expose students to breakout rooms. There was a significant correlation between the Primary and Secondary phases; the interview responses backed up this data and the correlation. The four main fed back methods of using breakout rooms were: Group presentations, Group and pair discussions, Differentiated learning and Group research.
Problem-Based Learning in Blended Classrooms: An Approach in Covid 19 Emergency Situation
This research paper, reports the findings of using problem-based learning approach in Blended Learning (BL) environment, while practicing grade 9 mathematical problems by fifty grade 9 students. This three week program was framed in contrast of traditional schooling, intending as enrichment and not remediation, for science group students’ practices in mathematics. The study was framed through formative experiment research method and practiced at public sector Higher Secondary School Jehangira district Swabi, aiming to explore the advantages and hazards of PBL model when applied in BL environment. The data was collected through an open ended self-developed questionnaire and was analyzed by using simple frequency distribution. The results achieved were mostly positive such as students found productive PBL approach through WhatsApp application like solving examples helped them in solving other problems, course work was completed timely, and using smart phone with peers in groups helped in better understanding the problems. But showed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents showed unwillingness for using smart phone/internet. On the basis conclusion, it was suggested that these issues can be resolved by teaming up with parents alongside convincing head of the institute.
Key words: Problem-based Learning; using BL in mathematics; beyond control situation; PBL model advantages, using BL in PBL.
Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore
The study aimed to analyze the knowledge, attitude, and behavioral components of environmental literacy of prospective teachers for quality education in District Lahore. The objective of this study was to assess the ecological literacy of future teachers in terms of the information, attitudes, and behaviors they possess. The methodology employed in this investigation was a quantitative one. A convenient selection sample of 325 graduate aspiring educators at Lahore's 13 public universities enrolled in teacher education programs was chosen. Two tools were employed in this investigation. The survey was broken up into two sections. Section A contains fundamental demographic information, while Section B is subdivided into Environmental Knowledge (EK), Environmental Attitudes (EA), and Environmental Behaviors (EB) categories, respectively. This study found that prospective educators have a moderate level of ecological literacy. The survey found that male prospective teachers were more literate than their female counterparts, but there was no discernible gender gap in environmental literacy. Future educators do have favorable perspectives and actions toward the environment. No significant gender differences in prospective teachers' attitudes or actions were discovered. It is suggested that colleges and universities that prepare future educators must include environmental studies.
Environmental Literacy; Quality Education; Environmental Knowledge; Environmental Attitudes; Environmental Behaviors
Gender Disparity in Students’ Performance of Science and Mathematics: Evidence from Nationwide Study in Pakistan
Gender disparity in science and mathematics performance is under constant exploration. In a complex education system, like Pakistan, studying the difference in isolation may not generate holistic understanding. Therefore, this paper investigates changes in trends of gender differences within public and private schools. Data were gathered from nationwide representative students (n=15,391) of elementary grades using SATs/MATS. The results of independent t-test and two-way-ANOVA revealed that girls significantly outperformed boys in Science; girls came at par in Mathematics. Gender and school system demonstrated significant interaction effect only in mathematics unveiling that girls can perform better/equal to boys in same school system.
Teaching Practicum in Private Schools: Opportunities and Challenges
The success criteria of any program, largely revolves around the success of its graduate in the practical field. The teaching practicum gives such opportunities for the prospective teachers to acquire desired teaching skills for a successful -career. The purpose of this study was to explore the experiences of the prospective teachers during teaching practicum by highlighting the opportunities and challenges. As private schools have been recently added to the pool of schools for practicum, therefore the study was delimited to the practicum in private schools that takes place during the third year of their program. Data was collected from 15 prospective teachers of three batches with help of semi-structured interviews. The data analysis was done through initial coding and then classifying codes into four themes. The emerging themes revealed opportunities in organized environments, infrastructure with facilities, and rigorous learning. Whereas the obstacles included allocation of classes, work pressure and trust concerns of cooperative teachers. However, the challenges didn’t shadow the learning of prospective teachers and served as much needed experience needed to be successful in future. This research aims to assist teacher educators and policymakers in harnessing the full potential of teaching practicum to cultivate a skilled workforce, ultimately enhancing the quality of education.
Foucault, Governmentality and the Performance Management of Academics: A Case Study at a South African University
This article examines the power dynamics underpinning performance management at a selected South African university. It specifically employs Michel Foucault’s (1977) ideas on Governmentality to interpret the envisioning of performance management in this context at the level of Policy. Drawing upon Michel Foucault’s (1991) ideas on governmentality, a discourse analysis of Performance Management Policy documents is conducted with the goal of critically interrogating what is unquestionably a new academic subjectivity in the South African higher education sector- a subjectivity that is constantly controlled and regulated. We argue that performance management should take into stronger cognizance the matters of choice, voice, and multiplicity of roles within its discourses. There is much we can learn from governmentality theory if we hope to build more just and equitable societies going forward.
Academic performance, higher education, Foucault, governmentality, subjectivity
Comparative Study of Administrators' Supervisory Skills and Teachers' Pedagogical Skills Towards Quality Education in Public and Punjab Education Foundation Funded Schools at Secondary Level
This research analyzed and compared administrators' supervisory and teachers' pedagogical skills concerning quality education in Public and Punjab Education Foundation Funded Schools at the secondary level, in line with the Vision of Sustainable Development Goal 4 (SDG-4) by 2025 (Minimum Standards for Quality Education in Pakistan, 2016). The research employed a descriptive method and adopted a quantitative approach. For this study, 248 head teachers were selected from public schools and 126 from Punjab Education Foundation Funded Schools via simple random sampling, making a total sample of 374 respondents. Data were collected using a five-response Likert scale and analyzed with SPSS, including mean, standard deviation, t-test, and f-test to assess the difference between administrators' supervisory and teachers' pedagogical skills towards quality education in both school types. The study concluded that administrators in public secondary schools exhibited better academic and professional qualifications and that both administrators' supervision and teachers' pedagogical skills were superior in public schools. Additionally, public schools were more aligned with the Minimum Quality Standards for Schooling to meet the vision of Sustainable Development Goal 4 (SDG-4) by 2025 for quality education compared to Punjab Education Foundation Funded Schools. It is recommended that the heads of Punjab Education Foundation-funded schools enhance their supervisory skills, while teachers should improve their pedagogical skills to align with the vision of Sustainable Development Goal 4 (SDG-4) by 2025.
sustainable development goal 4 (SDG-4) 2025.