Perceptions, difficulties and working memory capacity related to mathematics performance

There is a general view that students of not have a positive attitude towards mathematics. In general, mathematics is considered a ‘difficult’ subject and sometimes there is a lack of enjoyment. Mathematics is often portrayed as being abstract and unrelated to life. In the light of the key role mathematics has in the curriculum, the aim of this study is to explore the difficulties and self-perceptions of students aged about 10-12 in Pakistan as they undertake their studies in mathematics. The study uses a survey of student perceptions, working with samples of students drawn from both Urdu and English medium schools (N = 813). In addition, working memory capacity of those in grade 5 (age about 10) was measured and information was gained about their performance in mathematics examinations. The data is analysed to consider how their self-perceptions related to their experiences in learning mathematics which varies with age, language background and gender. Any relationships between these self perceptions, mathematics marks and measured working memory capacity are explored as well. The observed outcomes can be used to inform the agenda for action or further study. It was found that the vast majority (English medium and Urdu medium) appreciate the role and the importance of studies in mathematics although topics like geometry, fractions, topics with life applications, statistics are causing problems. It is almost certain that these topics place demands on working memory which make understanding very difficult. In the Urdu medium schools, the curriculum in grade 6 is clearly causing major problems while, in both systems, pressures for success based on examination performance have generated a complete industry of private tutors. Many of the gender differences can be interpreted in terms of the social roles in Pakistani society. However, girls do seem more positive and more committed in relation to their studies in mathematics. The study has revealed two major issues which need careful consideration. One is the whole issue of memorisation and understanding. The goal of meaningful learning must be stressed more if positive attitudes are to be retained. The whole issue of making the mathematics studied become related in some way to the lifestyle of the learner seems very important but this is not easy without overloading working memory. In considering both of these issues, the critical role of assessment has to be addressed: if assessment offers rewards almost entirely for the recall and correct execution of mathematical procedures, then this will be reflected in textbooks and teaching approaches. Along with curriculum design and teaching approaches which are consistent with the known limitations of working memory, assessment is perhaps the single most important issue to be considered. Very significant correlations were found for grade 5 students when their measured working memory capacity was related to their mathematics examination performance. Indeed, the correlation value for Urdu medium students is the highest such correlation which has been found in any discipline. This suggests major curriculum design problems in the national syllabus for Urdu medium schools as well as assessment problems. The study has pinpointed many areas of success along with specific areas where there are serious problems. In this way, an agenda for future research and action has been described

The Quest for Happiness in Nina Leeds from the Play Strange Interlude by Eugene O’Neill

This research has explored the quest for happiness in Nina Leeds. The conceptual framework of Soran Frank has been used for this research. It is derived proposition from his work Migration and Literature that the quest has four stages. First stage is Quest in which a character feels longing for something. The second stage is Inquest in which a character puts effort to gain that thing. The third stage is Conquest in which a character attains the thing and become happy. The last stage is Consequent in which a character loses the thing and again this whole process continues. This proposition also suggests that the happiness is momentary. It lasts for some time and then it vanishes. The same thing is found in the character of Nina Leeds. Throughout the play, she runs after happiness which she attains momentarily. After attaining the happiness, something erodes that happiness and she begins to run after happiness again. It carries on until she gets utterly disappointed and stops longing for happiness. She undergoes all these four stages throughout the play but she realizes at the end that it is futile quest to long for happiness because it never lasts. So, finally she gets herself out of this quest. Keywords: Quest, Happiness, Strange Interlude, Eugene O’Neil

Pakistanism: Ideological and Theoratical Discussions

The term "Pakistanism" (Pakistaniyat) is directly related to theestablishment of Pakistan. This term is so multidimensional that even today we can see the efforts of determining its denotations and discovering its connotations. To define Pakistanism is difficult without the definition of culture with reference to the debates on Pakistani thought and ideology. Culture comprises a people's customs and traditions which differentiate them from others. The ideological debate on Pakistanism seeks the answers to the questions as whether Pakistani culture is Islamic or Indian or anamalgam of both or none of them. This culture no doubt  represents a combination of Islam and geographic distribution that we call Indo-Islamic culture. The ingredients of Pakistanism i.e. doctrine, geography, history, language, literature, arts and social and ritual elements are discussed in the philosophical debates on Pakistanism. In short, Pakistanism means considering the existence of Pakistan and feeling the duty of its defense and other responsibilities

Pakistanism: Ideological and Theoratical Discussions

The term "Pakistanism" (Pakistaniyat) is directly related to theestablishment of Pakistan. This term is so multidimensional that even today we can see the efforts of determining its denotations and discovering its connotations. To define Pakistanism is difficult without the definition of culture with reference to the debates on Pakistani thought and ideology. Culture comprises a people's customs and traditions which differentiate them from others. The ideological debate on Pakistanism seeks the answers to the questions as whether Pakistani culture is Islamic or Indian or anamalgam of both or none of them. This culture no doubt  represents a combination of Islam and geographic distribution that we call Indo-Islamic culture. The ingredients of Pakistanism i.e. doctrine, geography, history, language, literature, arts and social and ritual elements are discussed in the philosophical debates on Pakistanism. In short, Pakistanism means considering the existence of Pakistan and feeling the duty of its defense and other responsibilities

Pakistanism: Ideological and Theoratical Discussions

The term "Pakistanism" (Pakistaniyat) is directly related to theestablishment of Pakistan. This term is so multidimensional that even today we can see the efforts of determining its denotations and discovering its connotations. To define Pakistanism is difficult without the definition of culture with reference to the debates on Pakistani thought and ideology. Culture comprises a people's customs and traditions which differentiate them from others. The ideological debate on Pakistanism seeks the answers to the questions as whether Pakistani culture is Islamic or Indian or anamalgam of both or none of them. This culture no doubt  represents a combination of Islam and geographic distribution that we call Indo-Islamic culture. The ingredients of Pakistanism i.e. doctrine, geography, history, language, literature, arts and social and ritual elements are discussed in the philosophical debates on Pakistanism. In short, Pakistanism means considering the existence of Pakistan and feeling the duty of its defense and other responsibilities

CURRENT ISSUES IN HIGH SCHOOL ENGLISH TEACHING IN PAKISTAN: AN EXPLORATORY SURVEY

There has been much debate in Pakistani ELT publications and newspapers regarding the advantages and drawbacks of English education in Pakistani high schools. A huge bulk of these views is centered upon unreliable and unsystematic proofs. The goal of this study is to collect baseline quantitative data from Pakistani high school English instructors, including their backgrounds, training and preferences, challenges faced by them in classrooms and the impact of 1994 Ministry of Education Course of Study Guidelines on teaching practices. English teachers of ten general and ten vocational high schools were asked to answer a 26-questions survey for the study, having an overall return rate of 23%. The findings reveal that the teachers’ expected answers varied evidently depending on their college major and also the volume of their prior team-teaching experience

A GENDER BASED STUDY OF TEACHING BS (ENGLISH)

Teaching is a profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, & Butterfield, 2003). Quality teaching plays a vital role in students’ learning. The study investigated gender based teachers’ practices in BS (English). The study employed qualitative approach. Data were collected through structured observation and analyzed by using SPSS software. The study revealed the fact that the teachers of both genders use practices in classrooms in order to make their teaching effective but female teachers use practices more as compared to male teachers. Less number of male teachers use practices in classroom to make their teaching effective

CURRENT ISSUES IN HIGH SCHOOL ENGLISH TEACHING IN PAKISTAN: AN EXPLORATORY SURVEY

There has been much debate in Pakistani ELT publications and newspapers regarding the advantages and drawbacks of English education in Pakistani high schools. A huge bulk of these views is centered upon unreliable and unsystematic proofs. The goal of this study is to collect baseline quantitative data from Pakistani high school English instructors, including their backgrounds, training and preferences, challenges faced by them in classrooms and the impact of 1994 Ministry of Education Course of Study Guidelines on teaching practices. English teachers of ten general and ten vocational high schools were asked to answer a 26-questions survey for the study, having an overall return rate of 23%. The findings reveal that the teachers’ expected answers varied evidently depending on their college major and also the volume of their prior team-teaching experience

A GENDER BASED STUDY OF TEACHING BS (ENGLISH)

A teaching profession demands considerable amount of time being dedicated to personal interaction. A positive interaction between teachers and students play a pivotal role for productive teaching and learning to take place (Arthur, Gordon, & Butterfield, 2003). Quality teaching plays an effective role in students’ learning. This study investigated gender-based teaching practices of teachers’ of BS (English) level students. Qualitative approach has been employed in this study. Through structured observation the data were collected and by using SPSS software it is analyzed later. The study disclosed that although the teachers of both sexes practice multiple techniques in the classrooms for the purpose of effective teaching but male teachers practice fewer techniques as compared to female teachers