Self-Assessment of Students’ Anxiety during High Stake Laboratory Work Examinations

The present study intends to explore the level of practical examination anxietyamong secondary and higher secondary school students and its causes andremedies. A self-developed Perceived Science Practical Anxiety Scale (PSPAS)was used to collect quantitative data from 900 science students of two districts of central Punjab: Sargodha and Faisalabad. Moreover, 50 students were interviewed to explore their perceptions of the causes of science practical examination anxiety and the remedies to reduce it. All students had recently taken science practical examination and therefore had first-hand vivid experience of science practical examination anxiety. The analysis of responses in the questionnaire revealed that on an average more than half (61.50 %) of the students experienced anxiety during practical examination. Fourteen sources of anxiety during practical examination were ranked and synthesis of qualitative data from interviews recorded five categories of anxiety causes: shortage and unavailability of the materials, lack of practice, harsh behaviour of laboratory personnel, over loaded syllabus and lack of guidance. The students’ opinion regarding reducing anxiety was synthesized into four themes: relaxation during practical examination, individual level preparation, completion of practical syllabus well before time and training of laboratory personnel. The findings of the study may be beneficial for teachers, school mangers and policy makers and those who are responsible for the preparation and execution of examination policies, to reduce anxiety among students.Keywords: high stake examinations, higher secondary schools, laboratory work examinations, self-assessment, student anxiet

The Effect of Critical Thinking Dispositions on Online Media Literacy of University Students

This study was conducted to explore the interaction of critical thinking dispositions and online media literacy of the University Students. The study was intended to find out the effect of critical thinking dispositions on online media literacy of University students. Moreover the moderating effect of gender on relationship between critical thinking dispositions and online media literacy of university students was also explored. The population of the study was all the final years’ students that studying in the BS programmes of physical and social sciences faculties of the University of Sargodha (Main Campus). Proportionate sampling technique was used to select a sample of 300 students from the 15 departments. Quantitative descriptive design was used, and questionnaire was adapted for data collection. The major findings were; a significant positive correlation was found between the critical thinking dispositions and online media literacy of university students. Linear regressions analysis revealed a positive and significant effect of critical thinking dispositions on online media literacy of university students. Moderating effects of gender on relationship between critical thinking dispositions and online media literacy of university students was also significant. It is recommended that attempted to the critical thinking dispositions should be developed in the university students especially for those students that avail from the online media literacy who are doing a B.S or masters in the colleges that affiliated with UOS. Online Media literacy, Media creation projects and Critical thinking dispositions can be apply in any academic area.  Professional media makers use demonstrated techniques for gaining an audience’s devotion

Evaluation of students’ Engagement and Academic Achievement at University Level

The effectiveness of an educational organization depends highly on the performance of its students and teachers. This study was intended the relationship of academic engagement with academic achievement of university students. Purpose were to explore student engagement of physical and social sciences students of university of Sargodha, compare the student engagement of physical and social sciences student of university of Sargodha, Determining the relationship of student engagement and academic achievement in physical and social sciences student at university of Sargodha. A questionnaire was adapted for measuring students’ academic engagement indicators from National survey of student engagement (NSSE, 2019). Total 400 respondent of social sciences and physical sciences student in different departments of university of Sargodha were selected as sample of the study. Questionnaire was administered on the sample of the study. Data were analyze through SPSS. Descriptive statistics mean and standard deviation were calculated to find out the differences between the academic indicators. There was no significant difference found in the Academic challenge, Experience with faculty, Campus environment, and Overall engagement with respect to gender. There was no significant difference found in the academic engagement of students of faculty of physical sciences and faculty social sciences. A positive relationship was found between student engagement and academic achievement of students

Gender, department and semester wise frequency distribution of respondents.

Gender, department and semester wise frequency distribution of respondents.</p

Relationship among teacher-class relationship, emotional intelligence, generic competence and academic output of students.

Relationship among teacher-class relationship, emotional intelligence, generic competence and academic output of students.</p

Effects of teacher-class relationship and emotional intelligence on student’s generic competence.

Effects of teacher-class relationship and emotional intelligence on student’s generic competence.</p

Effects of teacher-class relationship, emotional intelligence and generic competence on academic output of students.

Effects of teacher-class relationship, emotional intelligence and generic competence on academic output of students.</p

Effect of teacher-class relationship, emotional intelligence, generic competence on academic output, teacher-class relationship on generic competence of student, and students emotional intelligence on generic competence.

Effect of teacher-class relationship, emotional intelligence, generic competence on academic output, teacher-class relationship on generic competence of student, and students emotional intelligence on generic competence.</p

Moderating role of students emotional intelligence in the relationship between teacher-class relationship and students’ academic output, students emotional intelligence in the relationship between teacher-class relationship and students generic competence, teacher-class relationship in the relationship between students emotional intelligence and academic output, and teacher-class relationship in the relationship between students emotional intelligence and generic competence.

Moderating role of students emotional intelligence in the relationship between teacher-class relationship and students’ academic output, students emotional intelligence in the relationship between teacher-class relationship and students generic competence, teacher-class relationship in the relationship between students emotional intelligence and academic output, and teacher-class relationship in the relationship between students emotional intelligence and generic competence.</p