Perception Of Students Regarding Motivational Techniques Used By The Principals Of Colleges In N. W. F. P.

The main purpose of this study was to find out the concepts of students regarding teachers to make all out efforts for an excellent performance. Following were the main objectives of this study: (a) to examine the views of teachers about the effective and ineffective motivational techniques used by their heads, (b) to identify the students’ opinion about the performance of the teachers resulting from motivational techniques used by the heads, (c) to find out the impact of motivation techniques used by the heads on the performance of teachers

Direct Influence Of English Teachers In The Teaching Learning Process

Teachers play a vital role in the classroom environment. Interaction between teacher and students is an essential part of the teaching/learning process.  An educator, Flanders originally developed an instrument called Flanders Interaction Analysis (FIA).  The FIA system was designed to categorize the types, quantity of verbal interaction and direct and indirect influences of the teachers in the classroom; finally, the information is plotted on a matrix to be analyzed and interpreted.  This system consists of ten categories, namely, accepting feelings, praising or encouraging, using student ideas, asking questions, lecturing, giving directions, criticizing or justifying student responses, student-initiated discussion, and silence/confusion.  FIA became a widely used coding system to analyze and improve teacher-student interaction patterns.  Few studies have been carried out regarding classroom interaction in Pakistan on this vital aspect of the teaching-learning process.  The objectives of the study are to explore the direct influence of the teachers in the college level teaching-learning process in the subject of English: to know about positive and negative reinforcement in the class and to analyze the student participation level in the classes at the North West Frontier Province of Pakistan (using the FIA system).  This study was significant because its findings and conclusions may stimulate English teachers to improve their teaching behaviour in order to maximize student learning.  Fifty college level classrooms were randomly selected as a sample of this study. Fifty observations were carried out, each in one classroom, using Flanders Interaction Analysis system to secure the data.  To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) of a 45-minutes class.  After obtaining and encoding the data, it was tabulated, analyzed and interpreted by using simple method.  1. The ratio between indirect influence and direct influence: The sum of column 1, 2, 3, 4, divided by the sum of columns 5, 6, 7 gives the ratio.  2. The ratio between positive reinforcement and negative reinforcement: The sum of column 1, 2, 3 is to be divided be the sum of 6, 7.  3. Student participation ratio: The sum of column 8, 9 is to be divided by total sum. The results showed the direct influence of the teacher at college level in the subject of English. The study revealed that the student’s participation level was very low in the teaching-learning process. The majority of the teachers were direct in their behavior. The ratio showed that the teachers were more direct in their teaching

Teacher-Students Verbal Interaction At The Secondary Level

The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA).  Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students’ learning

Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education

The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system.  This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning.  To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study.  Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data.  To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class.  After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation.  All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role.  More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.&nbsp

Mechanism of Mathematics Concepts Through Gagne's Taxonomy of Learning at Primary Level in Khyber Pakhtunkhwa Mechanism of Mathematics Concepts Through Gagne's Taxonomy of Learning at Primary Level in Khyber Pakhtunkhwa

Abstract A study was designed to apply the mechanism of concept formation through Gagne&apos

Comparative Study of Cost Effectiveness of Formal and Non-Formal System of Primary Teacher Certificate Programme in Khyber Pakhtunkhwa (Pakistan) LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Comparative Study of Cost Effectiveness of

Abstract This research study is a descriptive analysis of the cost effectiveness of formal and nonformal system of Primary Teacher Certificate (PTC) programme in Khyber Pakhtunkhwa. In this research the Allama Iqbal Open University PTC trainees and conventional PTC trainees were considered as a population of the study, their time duration of the course, courses admission system, cost effectiveness, teacher training, job opportunities, examination system, and follow up study were investigated. Specific indicators were used to determine the extent to which these components contributed to the efficient running of teacher education programme in Khyber Pakhtunkhwa. Language in India www.languageinindia.com As for the objectives of the study were concerned, the following were focused upon: to compare the inputs for producing PTC teachers by formal and non-formal system, to compare the characteristics of PTC trained teachers by formal and non-formal system to be taken in equal numbers, to identify the needs of non-formal education in the province Khyber Pakhtunkhwa, and to determine the cost effectiveness of non-formal PTC teachers. Data was collected through survey and questionnaires. The following results were made by the researcher in the light of analysis of data. Majority of the PTC pass-outs were confronted with the problems, like inadequacy of trained teachers and lack of computers and Internet facilities. There is a wide spectrum of issues relating to the lack of well-integrated media with content difficulties and learning from media and the lack of provision of guidance and counselling. This study is significant as it deals with training of PTC teachers by formal and nonformal system. On the basis of the previous research studies and insight of general literature, the following hypothesis was drawn to be tested by the present study: The costeffectiveness of open education is not greater than the cost of regular system

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Inter-Province Comparison of Private Sector in Primary Education

Abstract The purpose of the study is to investigate the nature and extent of the contribution of private sector in the development of primary education in Pakistan. A main objective of the study is to prioritize the problems faced by the private sector in Primary Education. The data was gathered from all provinces of Pakistan. Three districts from Punjab, two each from Sindh and Khyber PK and Baluchistan along with one town from each sample district. In Total 399 schools were, thus, selected as sample from all provinces. Three questionnaires were designed to collect data from respondents. One was for the heads of private sample schools. They were asked to state the problems and give suggestions for the improvement of the system. Another was for the Directors of Primary Education from the public sector to have their opinions regarding their dealing with the private sector and suggest measures for improvement. Another questionnaire was prepared for structured interviews with the experts. Data collected through questionnaires, interviews and formal discussions from sample places was tabulated, statistically analyzed and interpreted in the light of the objectives of the study. Suggestions obtained from respondents were analyzed and presented

Whole-Exome Sequencing of Pakistani Consanguineous Families Identified Pathogenic Variants in Genes of Intellectual Disability

Intellectual disability (ID) is a condition of significant limitation of cognitive functioning and adaptive behavior, with 50% of etiology attributed to genetic predisposition. We recruited two consanguineous Pakistani families manifesting severe ID and developmental delay. The probands were subjected to whole exome sequencing (WES) and variants were further prioritized based on population frequency, predicted pathogenicity and functional relevance. The WES data analysis identified homozygous pathogenic variants in genes MBOAT7 and TRAPPC9. The pathogenicity of the variants was supported by co-segregation analysis and in silico tool. The findings of this study expand mutation spectrum and provide additional evidence to the role of MBOAT7 and TRAPPC9 in causation of ID