Regulation of Learning: From the Perspective of Male Students in Pakistan

Studies have shown that the students’ regulation of learning is associated to their learning outcomes, cognitive processing strategies and understanding of the content. In Pakistan, it was suggested that science students at secondary school possesses inadequate learning behaviours which diminished regulation of learning behaviours. This study was conducted with the intention to explore the issue of regulation of learning among secondary school science students in Pakistan. Twenty-four male students were selected purposefully to participate in the study. The data was collected through focus group interviews to understand their view of self-regulation of learning behaviour. The Applied Thematic Analysis was executed to analyse the student’s comments. It was found that the external regulation of learning in Pakistani secondary school science students were presence. Three common factors such as gender, teaching methods, and field of study were highlighted by the participants as a vital role in the development of external regulation of learning. The findings promote changes in teaching and learning approaches at the Pakistani secondary school level in science teaching

Pakistani High Performing and Low Performing Secondary School Science Students’ Beliefs About Ability to Learn Science

Beliefs of ability to learn are identified as a key dimension of students’ epistemological beliefs. These beliefs can range from the ability to learn is innate, unchanging to the ability to learn is not innate, changing and improvable. These beliefs are acknowledged as the principal predictor for students’ effort to learn, learning strategies and motivational behaviour in school learning. The current study discovered the nature of Pakistani science students’ beliefs about ability to learn. The qualitative approach was chosen and students were purposefully selected from two sections of 9th grade of a public secondary school for focus group interviews. These students were identified as above average and below average performing students. Students’ excerpts about their beliefs of ability to learn revealed noticeable differences in students’ beliefs of ability to learn with regard to their association with above average and below average performing students’ groups. The patterns visible in opinions of students from below average performing group were naive beliefs of ability to learn. The results are discussed in perspective of sampling characteristics and there are recommendations suggested to improve teaching learning situations in Pakistani schools

Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual Analysis

Inquiries into the nature and effects of cognitive and learning style constructs are mounting daily, regardless of criticism and confusion about the boundaries, natures and to some extent overlapping issues of these two constructs. These issues raise several questions about the credibility of these two constructs with regard to further research, application and development. Therefore, there is a need to crystallize their natures to pave the way for further research and for a better understanding of individual's learning. The current scientific review strengthens the concept of these two constructs as separate and independent, each contributing in its own way to different fields of human learning. Both constructs have different histories and schools of thought directed toward different ends. The relationship of these constructs undeniably establishes their usefulness and value as research subjects. However, specific concerns is required in defining cognitive and learning styles which may hinder the credibility and usefulness of further research, including valid and reliable measurements, cohesive theory, application oriented studies, use of multiple methods in research, and the origin and development of these constructs. This article explores the discourse in these fields and highlights potential issues with the constructs to assist researchers in constructing a more comprehensive understanding of the research framework

Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review

Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers’ pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher’s pedagogical beliefs. The study recommends that the teachers’ cognitions i.e., teachers’ pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education

Role of Code Switching as an Effectual Training for Communication for Quality of Education under SDG No 4

The communicative approaches, code switching, and code mixing are measured generally in terms of bilingualism to comprehend the contents and improve the communication. To enhance quality education in order to achieve Sustainable Development Goals (SDGs) in general and SDG#4 in particular has been an enormous issue. This study aims to explore the use of code-switching as an instrumental tool in English language classes at secondary school level. Qualitative case study research design was used to explore the issue in further detail. Data were collected using open-ended semi-structured interviews from seven students and seven teachers of secondary schools in Lahore. Thematic analysis was used to analyze the data that emerged nine themes under three research questions. The study found that code-switching is an effective tool for comprehension, memorization, repetition, discussion, explanation, translation, and production of the contents as and when needed. It is implied that code-switching can be proved an effective communication tool at school level for quality education under SDG#4 and can bring about positive results. Surely, the findings cannot be generalized being of qualitative study, however, can be transferable/attributable to the public schools. The study concludes that if code-switching is incorporated in teaching methodology then quality education can be ensured and SDG#4 can be achieved. Based on findings, it is recommended that further exploration on SDG#4 and communicative approaches will help to achieve quality education

Teaching Approaches of Madaris Teachers in Pakistan: A Gender and Location Based Study

The teachers use teaching methods and techniques in their classrooms with clear goals and intentions to teach. These teaching approaches might be teacher-centred, intended to transfer information, or student-focused, intended to change students’ understanding. Apart from various contextual and personal factors, such as gender and institutional location, they can also explain the differences and variations in these teaching approaches. Literature on approaches to teaching in public schools is available. However, there is insufficient literature about Madaris teachers across the globe. In Pakistan, Madaris are parallel educational entities that cater to millions of students. Therefore, the current study identified the teaching approaches of Madaris teachers in relation to the gender and location of Madaris. Under a survey research design, data were collected from 790 Madaris teachers in Punjab. An ANOVA statistical test revealed that the interaction of gender and location could explain the difference in Madaris teachers’ preferred teaching approaches in Madaris in Punjab. Male teachers in rural and urban areas had a higher conceptual change student-focused approach and a higher information transfer teacher-focused approach. The Pakistani government and private sectors should design teaching training programs according to the particular curriculum in Madaris and assist Madaris with instructional teaching reforms. &nbsp

Cognitive styles in students’ learning and quality education: an exploration of the fundamental issues underpinning

Cognitive styles are the area of education psychology research, getting more and more importance, due to advancement of learning technologies that assure individualized learning in line to students’ individual cognitive styles, but irrespective of this; there are many issues related to existing models of cognitive styles. This review surfaced some key issues about development and nature of cognitive style models. Although the empirical evidence in individual research efforts about cognitive styles indicate their potential significance and role in helping students in their learning journey but certain key issues; narrows its application in the field. The revealed repetition of the styles in models and difficulties in practicability; can be visualized

Students’ Age, Perceptions of Poor Performance, and Fear of Negative Assessment in English Speaking as Predictors of Academic Performance in Male and Female Students

The students’ implicit theories of intelligence and ability play a crucial role in determining their interest and effort in their studies. The negative mindset promotes poor perceptions of performance and fear of negative evaluation in students, which negatively impacts their learning and academic performance. The English language experts have tried to understand these perceptions of poor performance and fear of negative evaluation in English speech anxiety. Gender and age differences are present in implicit theories and perceptions of poor performance, fear of negative evaluation, and speech anxiety. Therefore, the current study explored the role of age in perceptions of poor performance and fear of negative evaluation in English speaking anxiety and academic performance among male and female students. The sample of the study was 956 university students. Generalized structured component analysis multi-group approach revealed the differing impacts of age on dimensions of negative thoughts in English speaking and academic performance in male and female students. The direct effect of age on students’ academic performance was insignificant. However, the students’ perceptions of poor performance mediated the impact of age on academic performance. The effect of perceptions of poor performance on academic performance was negative compared to the positive effect of fear of negative evaluation on students’ academic performance

Dependence of Academic Performance on English Speaking Anxiety in Academic Programs of English Medium Instructional Context

Most countries in the world have adopted English Medium instruction in universities. The increasing global trend of the English language as the medium of instruction has made researchers focus on students' adjustment and performance in English medium instructional contexts. One key issue highlighted in English medium instruction is English speaking anxiety.  The literature has pointed out that English language speaking anxiety among students has a dependency on their personal and interpersonal worries and the context of learning. Pakistan is also a country that has adopted English medium instruction at different levels of education. Therefore, the current study probed the dependencies of English language speaking anxiety on students' academic programs and how these anxieties impact students' academic performance in Pakistan. The survey study design consisted of convenience or accidental sampling. The structural equation modeling helped researchers infer the significance of academic programs' impact on academic performance, the effect of language anxiety dimensions on academic performance, and the impact of academic programs on academic performance via English-speaking anxieties. The academic departments significantly impact students' academic performance directly and indirectly through language-speaking anxieties

Gendered Personality Traits, Academic Programs and Academic Performance of Pakistani University Students: An Evidence From Pakistan

The academic performance reflects students’ success or failure to achieve learning objectives and goals in their academic endeavours. Previous studies have highlighted the major influence of students’ gender, personalities, and academic programs on their academic performance. Different cultures, social settings, and educational systems promote different perceptions of gender roles that can produce different preferences of subjects and personality traits. Hence, the study aimed to assess the direct and total effects of Pakistani university students’ gender, personality traits, and subject choices or academic programs on their academic performance. The Structure Equation Modeling approach was applied in two stages to find out the impacts of gender, personality traits, and academic programs on students’ academic performance. The results showed that the gender variable is related to students’ personality traits and the academic program. Although, gender did not have a direct impact on students’ grades, but its total effect through personality traits and the academic program was significant. The personality traits were not found to have a direct or total significant effect on students’ academic performance. The academic performances of students of some academic programs were higher as compared to students of other academic programs. The stereotype gendered personality traits and subject choices were present in students. The students’ perceptions of stereotype gender roles, consequent personality traits, and subject choices should be intervened to improve the academic performance of both genders