Quality of Education in Independent and Franchise Private Secondary Schools in Pakistan

Pakistan has a variety of privately managed schools. Inspired by thecorporate model the large school systems offer franchise to the smallschools in the name of better quality education leading to better marketacceptability. This study was conducted to find out the difference in thequality of education provided by the franchise and independent privatesecondary schools. Ten schools of a renowned large spread schoolsystem were selected conveniently and ten independent schools wereselected from the same localities for ensuring similarity of the context.Quality of education was define dalong input, process and product/outputindicators. Opinion of Head Teachers (HTs)/ School principals wasgathered through a questionnaire consisting five point rating scale oninput and process indicators. Opinion of HTs about input indicators wasvalidated through direct observation of the input indicators in the schoolsby one of the researchers. Students’ achievement scores in thematriculation examination conducted by the Board of Intermediate andSecondary Education, Lahore were the indicator of quality output. TheHTs of the two types of schools perceived no significant difference in thequality of input and process at their schools but the independent schoolsscoring slightly better on each of the two indicators. However, theindependent private schools were significantly superior to the franchiseschools in quality of output in terms of students’ pass percentage anddistribution over grades. Thus, the claim of franchising for better qualityeducation was not supported by this research

Effect of Online Cooperative Learning on Students’ Academic Achievement at Higher Education Level

This study investigated how cooperative learning affected students\u27 academic performance in an online higher education environment. Its specific goal was to find out whether, in comparison to conventional online learning techniques, including cooperative learning activities could improve academic achievement. An experimental control group with a pre-test and post-test design was used. All students enrolled in the Virtual University of Pakistan\u27s Fall semester undergraduate course "Test Development and Evaluation" were included in the population. A sample of seventy-three students was chosen and split into two groups: a control group consisting of 38 participants and an experimental group consisting of 35 individuals. In order to incorporate cooperative learning into the online learning environment, email-based activities were carried out. The purpose of these activities was to promote cooperation and knowledge exchange among the students in the experimental group. Contrarily, the control group followed the typical online learning protocol, finishing the pre- and post-tests but forgoing the cooperative learning exercises. The achievement exam functioned as the pre-test and post-test tool, enabling researchers to evaluate modifications in students\u27 comprehension and knowledge. To compare the gain scores (the difference between pre- and post-test scores) between the experimental and control groups, parametric statistical analysis was used, most especially t-tests. A specified significance criterion of p < 0.05 was established. The outcomes were striking. The results of statistical analysis showed that there was a highly significant difference in the gain scores between the two groups, with a p-value of 0.002. When compared to the conventional online learning strategy used in the control group, this indicates that the cooperative learning activities conducted in the experimental group had a favourable and statistically significant impact on student academic achievement.  To sum up, this study offers compelling evidence that using cooperative learning techniques in online learning settings can greatly improve students\u27 academic performance. These results support the use of cooperative learning strategies by teachers in online learning environments in order to provide their students with a more engaging and productive learning environment. References Adeyemi, A. & Babatunde, O. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708, https://eric.ed.gov/?id=EJ825273 Alghani, Y. M. A & Alhaija, Y. F. A. (2021) The Effect of the Cooperative Learning Method on Students’ Academic Achievement in Mathematics. Multicultural Education, 7(3), 331-339, doi:10.5281/zenodo.4647901 Amita Rena Hall, MA. Ed. (2006). Families, Children and Communities in a Multicultural and Diverse Society. Research Paper on Curricular Models. Nova Southeastern University. Asif, D. M., & Sandhu, M. S. (2023). Social Media Marketing Revolution in Pakistan: A Study of its Adoption and Impact on Business Performance. Journal of Business Insight and Innovation, 2(2), 67–77. Retrieved from https://insightfuljournals.com/index.php/JBII/article/view/23 Atashian, S. & Zamini, S. (2013). The Effects of cooperative language learning on Iranian EFL learners’ strategy use. Global Journal of Foreign Language Teaching, 1, 09-14, doi:10.1016/j.sbspro.2014.01.834 Aziz, Z. (2010). A comparison of CL and conventional teaching on student achievement in secondary Mathematics. Journal of Social and Behavioral Sciences, 9, 53-62, doi: 10.1016/j.sbspro.2010.12.115 Bashir, M., Ajmal, M., Rubab, I., & Bhatti, A. (2020). Increasing teachers’ use of positive reinforcement: Effects of performance feedback to improve a learners’ behavior. Journal of Critical Reviews, 7(13), 2091-2104. Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13, 25-39. Bouroumi, A. & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. iJET . 9(1). doi: 10.3991/ijet.v9i1.3065 Brady, M. & Tsay, M., (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78 –89. https://files.eric.ed.gov/fulltext/EJ890724.pdf Brown, H., & Ciuffetelli, D.C. (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education. Chwo, S-M. G., Marek, M. W., & Wu, W. C. V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology & Society, 19(2), 340– 354. Clark, R. E., & Sugrue, B. M. (1991). Research on instructional media. In G. Anglin (Ed.), Instructional technology: Past, present and future. Englewood, Colorado, U.S.A.: Libraries Unlimited, pp. 327-343. Cox, B. & Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 4, 553-565. Gaith, G. (2003). Effects of learning together model of cooperative learning on English as a foreign language: Reading achievements, academic self-esteem and feeling of school alienation. Bilingual Research Journal, 27(3), 459-461. doi: 10.1080/15235882.2003.10162603 Jbeili, I.M.I. (2003). The Effects of Metacognitive Scaffolding and Cooperative Learning on Mathematics Performance and Mathematical Reasoning Among Fifth-Grade Students In Jordan. PhD Dissertation. University Sains Malaysia. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. doi: 10.1080/00405849909543834 Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis, http://www.co-operation.org/pages/cl-methods.html. Kaymak, S., Zh.Kassymbek,  Kalamkas A., Saydenov (2021). Effect of Cooperative Learning on Students Academic Achievement. Management studies, 9(6), 495-503, doi: 10.17265/2328-2185/2021.06.009 Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. (Doctoral dissertation), International Islamic University Islamabad, Pakistan. Kupczynski, L., Marie Anne Mundy, M.A., Goswami, J. & Meling,V. (2012). Cooperative learning in distance learning: A mix methods study. International Journal of Instruction. 5(2), 81-90. Retrieved from https://files.eric.ed.gov/fulltext/ED533785.pdf McNeil, S. G., Robin, B. R., Miller, R. M. (2000). Facilitating interaction, communication and collaboration in online courses. Computers & Geosciences, 26(6), 699-708. doi: 10.1016/S0098-3004(99)00106-5 Negangard & Sue. (1992). The Effect of Cooperative Learning Versus Lecture-Discussion on Student attitudes and Achievement in a Mathematics MethodsCourse for Preservice Elementary School Teachers. DAIA 53/02, pg.470. Dissertation, Ohio University , USA. Slaughter, T. (2009). Creating a successful academic climate for urban students. Techniques, 8(1), 16-19, Retrieved from https://files.eric.ed.gov/fulltext/EJ829500.pdf Teed, R., McDaris, J., & Roseth, C. (2021). Assessment of Cooperative Learning. Starting Point. Retrieved from https://serc.carleton.edu/introgeo/cooperative/assess.html Tran, V.D. (2014). The Effect of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140, doi:10.5430/ijhe.v3n2p131 Webb, J. (2002). Benefits of Cooperative Learning in Multimedia Environment. (Dissertation), Southern Illinois University Woolfolk, A. (2004). Education psychology. (9th ed.). New Delhi: Dorling Kinders

Effect of Online Cooperative Learning on Students’ Academic Achievement at Higher Education Level

This study investigated how cooperative learning affected students\u27 academic performance in an online higher education environment. Its specific goal was to find out whether, in comparison to conventional online learning techniques, including cooperative learning activities could improve academic achievement. An experimental control group with a pre-test and post-test design was used. All students enrolled in the Virtual University of Pakistan\u27s Fall semester undergraduate course "Test Development and Evaluation" were included in the population. A sample of seventy-three students was chosen and split into two groups: a control group consisting of 38 participants and an experimental group consisting of 35 individuals. In order to incorporate cooperative learning into the online learning environment, email-based activities were carried out. The purpose of these activities was to promote cooperation and knowledge exchange among the students in the experimental group. Contrarily, the control group followed the typical online learning protocol, finishing the pre- and post-tests but forgoing the cooperative learning exercises. The achievement exam functioned as the pre-test and post-test tool, enabling researchers to evaluate modifications in students\u27 comprehension and knowledge. To compare the gain scores (the difference between pre- and post-test scores) between the experimental and control groups, parametric statistical analysis was used, most especially t-tests. A specified significance criterion of p < 0.05 was established. The outcomes were striking. The results of statistical analysis showed that there was a highly significant difference in the gain scores between the two groups, with a p-value of 0.002. When compared to the conventional online learning strategy used in the control group, this indicates that the cooperative learning activities conducted in the experimental group had a favourable and statistically significant impact on student academic achievement.  To sum up, this study offers compelling evidence that using cooperative learning techniques in online learning settings can greatly improve students\u27 academic performance. These results support the use of cooperative learning strategies by teachers in online learning environments in order to provide their students with a more engaging and productive learning environment. References Adeyemi, A. & Babatunde, O. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708, https://eric.ed.gov/?id=EJ825273 Alghani, Y. M. A & Alhaija, Y. F. A. (2021) The Effect of the Cooperative Learning Method on Students’ Academic Achievement in Mathematics. Multicultural Education, 7(3), 331-339, doi:10.5281/zenodo.4647901 Amita Rena Hall, MA. Ed. (2006). Families, Children and Communities in a Multicultural and Diverse Society. Research Paper on Curricular Models. Nova Southeastern University. Asif, D. M., & Sandhu, M. S. (2023). Social Media Marketing Revolution in Pakistan: A Study of its Adoption and Impact on Business Performance. Journal of Business Insight and Innovation, 2(2), 67–77. Retrieved from https://insightfuljournals.com/index.php/JBII/article/view/23 Atashian, S. & Zamini, S. (2013). The Effects of cooperative language learning on Iranian EFL learners’ strategy use. Global Journal of Foreign Language Teaching, 1, 09-14, doi:10.1016/j.sbspro.2014.01.834 Aziz, Z. (2010). A comparison of CL and conventional teaching on student achievement in secondary Mathematics. Journal of Social and Behavioral Sciences, 9, 53-62, doi: 10.1016/j.sbspro.2010.12.115 Bashir, M., Ajmal, M., Rubab, I., & Bhatti, A. (2020). Increasing teachers’ use of positive reinforcement: Effects of performance feedback to improve a learners’ behavior. Journal of Critical Reviews, 7(13), 2091-2104. Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13, 25-39. Bouroumi, A. & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. iJET . 9(1). doi: 10.3991/ijet.v9i1.3065 Brady, M. & Tsay, M., (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78 –89. https://files.eric.ed.gov/fulltext/EJ890724.pdf Brown, H., & Ciuffetelli, D.C. (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education. Chwo, S-M. G., Marek, M. W., & Wu, W. C. V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology & Society, 19(2), 340– 354. Clark, R. E., & Sugrue, B. M. (1991). Research on instructional media. In G. Anglin (Ed.), Instructional technology: Past, present and future. Englewood, Colorado, U.S.A.: Libraries Unlimited, pp. 327-343. Cox, B. & Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 4, 553-565. Gaith, G. (2003). Effects of learning together model of cooperative learning on English as a foreign language: Reading achievements, academic self-esteem and feeling of school alienation. Bilingual Research Journal, 27(3), 459-461. doi: 10.1080/15235882.2003.10162603 Jbeili, I.M.I. (2003). The Effects of Metacognitive Scaffolding and Cooperative Learning on Mathematics Performance and Mathematical Reasoning Among Fifth-Grade Students In Jordan. PhD Dissertation. University Sains Malaysia. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. doi: 10.1080/00405849909543834 Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis, http://www.co-operation.org/pages/cl-methods.html. Kaymak, S., Zh.Kassymbek,  Kalamkas A., Saydenov (2021). Effect of Cooperative Learning on Students Academic Achievement. Management studies, 9(6), 495-503, doi: 10.17265/2328-2185/2021.06.009 Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. (Doctoral dissertation), International Islamic University Islamabad, Pakistan. Kupczynski, L., Marie Anne Mundy, M.A., Goswami, J. & Meling,V. (2012). Cooperative learning in distance learning: A mix methods study. International Journal of Instruction. 5(2), 81-90. Retrieved from https://files.eric.ed.gov/fulltext/ED533785.pdf McNeil, S. G., Robin, B. R., Miller, R. M. (2000). Facilitating interaction, communication and collaboration in online courses. Computers & Geosciences, 26(6), 699-708. doi: 10.1016/S0098-3004(99)00106-5 Negangard & Sue. (1992). The Effect of Cooperative Learning Versus Lecture-Discussion on Student attitudes and Achievement in a Mathematics MethodsCourse for Preservice Elementary School Teachers. DAIA 53/02, pg.470. Dissertation, Ohio University , USA. Slaughter, T. (2009). Creating a successful academic climate for urban students. Techniques, 8(1), 16-19, Retrieved from https://files.eric.ed.gov/fulltext/EJ829500.pdf Teed, R., McDaris, J., & Roseth, C. (2021). Assessment of Cooperative Learning. Starting Point. Retrieved from https://serc.carleton.edu/introgeo/cooperative/assess.html Tran, V.D. (2014). The Effect of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140, doi:10.5430/ijhe.v3n2p131 Webb, J. (2002). Benefits of Cooperative Learning in Multimedia Environment. (Dissertation), Southern Illinois University Woolfolk, A. (2004). Education psychology. (9th ed.). New Delhi: Dorling Kinders

Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan : Evaluation of Teaching Practice

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves