Development and Analysis of Objective test Items of English at Intermediate Level (Part-I)

The present study presents the analysis of current practices in development and analysis of objective test items for Intermediate Part-I level in Punjab, Pakistan. The study is preceded with the help of teachers teaching English to Intermediate Part-I class. A Test consisting of 60 items was produced for students. This Test was the basic tools for collections of data for the study. For each item of the Test, four options were given and students had to tick only one of them. The data collected through Test was then analyzed, tabulated, difficulty level and discrimination powers were calculated and each item was interpreted separately. The key point of the study is that a number of issues are being faced by both the teachers in class, as test designers, as examiners and also by the students as testees. Therefore, this study provides guides to develop and analyze object test items for Intermediate Part-I level. It is aimed to bring reliability and validity to development and analysis of objective test items for a better education system

Effectiveness of Activity-Based Learning on Students’ Academic Achievement in General Science at Elementary Level

The main objective of this study was to find out  the effectiveness  of activity- based learning on the student’s achievement in the subject of general science at elementary level.  Pretest –posttest control group true experimental design was used for this research. Fifty (50) students of 8th class were selected on random basis from a public sector elementary school district Sargodha. Thirty (30) lessons were prepared based on ABL technique from 8th class science subject for the intervention. Fifty (50) students were divided into two groups (EG: Experimental Group & CG: Control group) on the basis of their previous performance and also on the basis of pretest. Pretest was prepared from first five units of 8th class general science. Posttest was developed from unit no.6-10 of class 8th general science. Posttest was developed at the Bloom’s Taxonomy Levels Tools were validated through expert opinion and afterwards reliability by using split half method. Reliability was found to be 0.81 for pretest and 0.87 for posttest. EG was given the intervention of ABL whereas control group students were taught with the traditional method. This intervention lasted for six (6) weeks. It was found that activity based learning had prominent effect on the academic achievement of the general science students of 8th class in all levels of Bloom’s taxonomy under cognitive domain. It was concluded that ABL method was more effective as compared to traditional method, due to development of higher order thinking skills