Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry

The problem of misconceptions has become more critical when students have to acquire science concepts in a second language. Moreover, students? misconceptions might vary by region, culture, gender or age and to students with the misconceptions, it is essential to identify the reasons behind it. The present study identified the misconceptions in electrochemistry, and reasons for these misconceptions among second language science students of a secondary class in Pakistan. Many researchers have indicated that electrochemistry is considered a difficult topic for students to learn. The research developed a constructivist model to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors after identifying electrochemistry misconceptions. It was conducted in two phases. During phase-I, grounded theory was used to identify electrochemistry misconceptions and its reasons, and a model in light of constructivist theories was developed. Data were collected via Test designed to identify Misconceptions in Electrochemistry, diagnostic test interview, think aloud protocol, concept mapping, and eminent chemistry teachers. In phase-II, the process of teaching using the new model was observed after training was given to two volunteer teachers. Students who had studied based on the new model were purposively selected for an interview. The findings of phase-I data were used to develop a Constructivist Model to Encounter the Misconceptions in electrochemistry. The findings of phase-II showed that model was effective to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors in electrochemistry. The present study concluded that the diagnosed misconceptions helped to produce a disequilibrium state among second language science students leading to assimilation and accommodation. In this study, second language science students were found to use complex content related vocabulary and technical terms in the presence of a more knowledgeable person (teacher and peer in the zone of proximal development

Relationship between Stress and Educational Performance of University Students: A Correlational Research Study

Almost every student experiences stress during his or her academic career.  Academic stress has several health-related implications and has an impact on study and learning ability. The present study aimed to analyze the association between stress and educational performance of university students. Psychological, bodily, and behavioral difficulties are common because of such stress. Correlation research design was applied to achieve the objectives of this stud. Total 296 students were selected randomly from three departments (Education, Chemistry and English) of the Islamia University Bahawalpur. For the accomplishment of current study’s objectives, data was collected via using a questionnaire and analyzed using SPSS. Descriptive statistics Pearson correlation test was applied to gain the results. The current study examined that majority of students are facing stress. The results also explore that physical and psychological stress have negative effects on academic achievement of students. It has been found that student’s mental health has an impact on their academic performance. Therefore, it is recommended that the university should organize the programs which can help to detect and reduce the effect of stress among students

Students Anxiety and Its Causes in Mathematics: A Sequential Explanatory Mixed Method Design

From the last few decades, math anxiety has become the major concern of educationists. Students’ academic achievement especially in mathematics has been considered as a crucial factor in determining the future progress of students. But unfortunately, the participation rate of students in mathematics is decreasing day by day. The main objectives of the study were to assess secondary school students’ anxiety in mathematics and to explore the causes of students’ anxiety in mathematics.  A sequential explanatory mixed method research design was used. The data was collected through both quantitative and qualitative methods. A five-point rating scale questionnaire was developed for quantitative data collection. The tool was validated through pilot testing. 100 students participated in pilot testing. Internal consistency of the instrument was assessed by Croanbach’s alpha which was 0.7. The targeted population of the study was both male and female secondary school students from the district Bahawalpur, Punjab.  Out of the whole population, 726 male and female students were approached via multi-stage sampling technique.  After quantitative data collection data was entered in SPSS version 20 and percentage, frequency distribution and mean score was calculated.  Based on the quantitative data results it was observed that secondary school students were numerophobic and had moderately a high level of anxiety in mathematics. On the basis of quantitative results, interviews of secondary school teachers were conducted to explore the causes of students’ anxiety in mathematics. 20 teachers were approached via purposive sampling. The qualitative data revealed that major causes of students’ anxiety in mathematics were lack of practice, lack of previous knowledge, communication gap between student and teacher, and lack of interest in mathematics