On campus, but out of class: an investigation into students' experiences of learning technologies in their self-directed study

This paper presents an investigation into how students studying at university engage actively with learning technology in their self‐directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in‐depth follow‐up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self‐directed learning

Assessing Level and Causes of Exam Stress among University Students in Pakistan

The current research has been undertaken to assess the level and potential causes of exam stress among Pakistani university students and to suggest remedial procedures in order to overcome exam stress for an improved academic performance. The students enrolled in different programs in all public universities of Pakistan constituted the population of this study. The data were collected through a questionnaire and were analyzed in a quantitative manner by calculating the percentage of pressure, lack of confidence and deficient conceptual clarity as being the most common causes of exam stress identified by university students. In order to manage stress and test anxiety, students may be taught time management techniques and effective strategies to achieve clarity of concepts during the academic sessions. Moreover, teacher’s assistance is of mandatory importance in enabling the students to develop conceptual clarity. Teaching techniques need to be modified so that the students receive guidance while simultaneously developing an independent learning. Mentoring is necessary for channelizing them in the right direction. This study aimed at exploring not only the stress-inducing factors; rather it suggested techniques for both students and faculty members to nullify the influence of stress in a pragmatic manner. What makes this study significant is that it has been delimited to university students enrolled in the semester system, rather than in the annual system. This system is comparatively new and hence mutating as an understanding of its dynamics is gleaned through experience. DOI: 10.5901/mjss.2015.v6n4s1p1

Shorter Notices

Download the PDF fil

Examination Scheme at Secondary School Level in Pakistan:Composite Vs Split

Abstract: Examination is one and the only instrument for the assessment of different features of teaching learning process. Major objectives of the study were: To compare the students’ results; teachers instructional and assessment practices and administrative affaires of the school principals under composite and split scheme of examination at secondary school level. Stratified sampling technique was used to select 64 secondary schools in the Province of Punjab, Pakistan. All the principals (n=64) and secondary school teachers, with the experience of at least 10 years (n=340) in those selected schools were contacted for the purpose of data collection. Two questionnaires were constructed to collect data from the principals and teachers. Three years result of students studied in those selected schools under composite (2005, 2007 and 2008) and three years results under split scheme of examination (2006, 2009 and 2010) was compared. Data were analyzed with the help of SPSS version 15.0. The major conclusions of the study were: Teachers and students use traditional methods of pedagogy such as lecture method and rote memorization under both examination schemes; principals and teachers feel difficulty to manage the things and often claim time deficiency under split scheme; students’ results under split scheme of examination were better as compared to composite scheme of examination. Key words: Split; Composite; Examination; Secondary School Level; PedagogyRésumé: L'examen est le seul instrument pour évaluer les différentes caractéristiques des processus d'enseignement. Les principaux objectifs de l'étude étaient les suivants: Pour comparer les résultats des élèves, les professeurs d’enseignement et la pratique d'évaluation, et des affaires administratives des directeurs d'école sont sous le régime de split et compose au niveau du secondaire. La technique d'échantillonnage stratifié a été utilisée pour sélectionner 64 écoles secondaires dans la province de Punjab, au Pakistan. Dans ces écoles sélectionnées , Tous les directeurs d'école (n = 64) et les enseignants du secondaire, avec l'expérience d'au moins 10 ans (n = 340) ont été contactés dans le but de la collecte des données. Deux questionnaires ont été faites pour recueillir des données de l'école et les enseignants. On compare les études de 3 ans qui ont été faites par les étudiants dans des écoles sélectionnées sous le régime des composes (2005, 2007 et 2008) et et des écoles qui sont au régime de scission de l'examen (2006, 2009 et 2010). Les données ont été analysées à l'aide du logiciel SPSS version 15.0. Les principales conclusions de l'étude étaient: les enseignants et les élèves utilisent des méthodes traditionnelles de la pédagogie comme la méthode de lecture et de mémorisation sous les deux régimes d'examen; les directeurs et les enseignants se sentent mal à gérer les choses et prétendent souvent qu’ils n’ont pas assez de temps sous le régime de scission; les résultats des élèves sous le régime scission de l'examen sont meilleurs que ceux qui sont sous régime compose de l'examen. Mots clés: Split; Compose; Examen de niveau secondaire; La pédagogi

Technique of anaesthesia for different grades of caesarean section: a cross-sectional study

OBJECTIVE: The percentage use of regional anaesthesia (RA) and failure rate of RA for different grades of caesarean section (CS) has become a marker of quality for obstetric anaesthesia service. The objective of our prospective observational study is to find out the technique of anaesthesia used in different grades of CS, reasons for choosing general anaesthesia (GA) and failure rate of RA in our hospital setting. METHODS: This prospective cross sectional study was carried in the obstetric unit of Aga Khan University Hospital from 1st January 2010 to 31st May 2011. The anaesthetist performing the procedure filled out the data collection proforma .Suggested Indicators were percentages of Grade 1-4 CS done under RA and GA, percent of failed regional, percent of failed regional in different grades of CS. RESULTS: A total of 407 patients having undergone Caesarian Section (CS) were reviewed. General Anaesthesia (GA) was used in 201(49%) patients and Regional Anaesthesia (RA) in 206 (51%) patients. There was no significant difference between the use of GA and RA for grade 2-4 CS {grade 2: GA 42 (51%), RA 40 (49%), grade 3: GA 43 (46%), RA 39 (53%), grade 4: GA 81 (44%), RA 101 (55%) with a slight increase margin of difference for grade 1 CS (GA 44 (63%) vs RA 26 (37%)}. Patient preference 42 (45%)was the most common reason for choosing General Anaesthesia.. Fourteen (6.7%) patients required conversion from regional technique to GA. Of these 11 patients had Grade 1-3 CS and three patients had grade 4 or elective CS. CONCLUSION: A large percentage (49%) of patients preferred general anaesthesia for CS which is of the International standards. This calls for guidelines regarding the use of Regional Anaesthesia for different grades Caesarian Section. Patient education regarding the use and benefits of Regional Anaesthesia needs to enforced

Systematic Review of COVID Spillover and Online Education Pedagogy

This paper has touched one of the most critical area affected due to pandemic situation created by the COVID-19 and its powerful spillover effect on education sector by customizing education pedagogy. Earlier researchers have studied online education separately, whereas this paper discussed the natural transition and systematic review of upsurge of e-learning. The objective of this paper is to make the systematic review of COVID spillover and transition towards e-learning education pedagogy through theoretical framework. The study makes systematic review of switchover towards e-learning and spillover effect of COVID-19 and customization of the education pedagogy. In this study, past literature has been utilized to make critical analysis of spillover effect of COVID-19 and impact on education pedagogy by creation of prepositions. The findings of the study reveal that in the exceptional circumstances of COVID-19, e-learning transition has taken place from conventional to e-learning modules. All over the world, countries have shifted towards online education by schooling out but classes in campaign ignited by Chinese government. The same has also been replicated in other countries of the world during COVID-19

Exogenous application of ascorbic acid stimulates growth and photosynthesis of wheat (Triticum aestivum L.) under drought

Drought causes considerable reduction in plant growth. A hydroponic experiment was conducted to appraise the potential role of exogenously applied ascorbic acid in alleviating the effect of drought on wheat. Two contrasting wheat genotypes, a drought tolerant cultivar Chakwal-86 and a drought sensitive strain 6544-6 were used in the study. Drought was induced by dissolving 20% Polyethylene glycol (PEG8000) in the nutrient solution producing -0.6MPa osmotic stress. Drought caused a significant decrease in chlorophyll pigments and net photosynthesis resulting in growth reduction of both wheat genotypes. However, this decrease was more severe in the genotype 6544-6 compared to Chakwal-86. Ascorbic acid (AsA) was applied through rooting medium, as a foliar spray and seed soaking treatment. Ascorbic acid treated seedlings of both genotypes maintained higher chlorophyll contents, net photosynthesis and growth compared to the non-treated plants. Of the three different modes of ascorbic acid application, rooting medium was more effective in alleviating the adversities of drought in wheat.