Haripur Journal of Educational Research (HJER) :: Year 2018 Volume 02, Issue 1

Failing to Plan Is Planning to Fail to Teach Effectively; An Exploration into Effective Lesson Planning and Learning Experiences of Class 8th Students
Author/s: Farooq Nawaz Khan Assistant Professor, Center for Education & Staff Training, University of Swat, Khyber Pakhtunkhwa, Pakistan, Sajjad Hussain, Lecturer Center for Education & Staff Training, University of Swat, Khyber Pakhtunkhwa, Pakistan
Abstract: This study investigated into the effects of lesson planning on effective teaching. The study is qualitative in nature and was delimited to the eight government middle sch ..... Read More
This study investigated into the effects of lesson planning on effective teaching. The study is qualitative in nature and was delimited to the eight government middle schools of Tehshil Babuzai District Swat. Eight (8) teachers and Sixteen (16) students were interviewed using semi-structured interviews. The results showed that most of the teachers understand the importance of lesson planning but when it comes to the implementation of the lesson planning the views of the teachers and the students are divided. Majority of the students are of the view that teachers are using only one method of teaching with no activities and with no variety in the teaching techniques. While teachers are of the opinion that overcrowded classrooms and time management are the main issues that stop them from using and implementing proper lesson planning. Further those students whose teachers’ rely on traditional methods with no prior planning their students are introvert, shy and prone to avoid taking part in the activities.
Keywords: Lesson Planning, Learning Experiences, Teaching Techniques, Overcrowded Classrooms
Language: English
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Page Nos 1 - 16
Volume & Issue: 2 - 1
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Establishing Peace in Conflict-Prone Areas—Perceptions of Secondary School Teachers in Case of Khyber Pakhtunkhwa
Author/s: Habib Elahi, Assistant Professor, Hazara University, Mansehra, KP, Pakistan, Neelam, Research Scholar, Department of Education, Hazara University, Mansehra, KP, Pakistan
Abstract: The United States led Operation in Afghanistan and the subsequent dislodging of the Afghan Taliban from power led to the sneaking of Taliban and AL-Qaeda into the neighbo ..... Read More
The United States led Operation in Afghanistan and the subsequent dislodging of the Afghan Taliban from power led to the sneaking of Taliban and AL-Qaeda into the neighboring countries. The areas adjoining Pak Afghan border offered one such safe places of refuge. Highly rugged and inhospitable, mostly inaccessible, geography of the area provides a safe haven for outlaws, smugglers, criminals and terrorists (Ahmad, 2008). The infiltration and spread of militant elements within FATA and Khyber Pakhtunkhwa soon ended up in terror attacks against military and civilian targets inside Pakistan. This paper provides an overview of the events which culminated in this conflict situation and analyzes how the peculiar geo-political landscape of the area was exploited by the terrorists. It then moves on to discuss the role of peace education in bringing about normalcy, peace and stability in the war affected areas of Khyber Pakhtunkhwa. This is done on the basis of the perceptions of the secondary school teachers. The thrust of the paper is that durable peace will require institutional endeavors to inculcate peaceful behaviors and attitudes among the citizens.
Keywords: Peace, Conflict, Terrorism, War, immune, infiltration, institutional, endeavors
Language: English
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Page Nos 17 - 29
Volume & Issue: 2 - 1
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Assessment of Pedagogical Practices of University Teachers in the Context of Experiential Learning
Author/s: Dr. Marium Din Assistant Professor, Department of Education, NUML, Islamabad, Samra Afzal
Abstract: The present study was conducted to explore the extent to which university teachers are using experiential pedagogies and how much importance they attach to experiential l ..... Read More
The present study was conducted to explore the extent to which university teachers are using experiential pedagogies and how much importance they attach to experiential learning. All the university teachers of Islamabad constituted the population of the study whereas sample size consisted of one hundred and fifty (59male and 91female) teachers. A questionnaire designed by the researchers was used to collect data from respondents. The collected data were analyzed through mean scores standard deviations, t-test, and one way ANOVA .Findings revealed that university teachers are practicing experiential pedagogies in teaching-learning process to moderate level and are aware about importance of experiential learning over traditional learning. But due to time constraints and strict schedules/time tables they cannot fully introduce experiential learning in their classrooms. There is need to train university teachers in experiential pedagogies so that they can proficiently engage students in experiential learning through collaborative and practical activities rather than just depositing knowledge in the minds of students.
Keywords: Experiential Learning, Pedagogy, Assessment, University Teachers
Language: English
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Page Nos 31 - 46
Volume & Issue: 2 - 1
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Effect of Demographic Diversity on Teachers’ Competencies Related to the Use of Educational Technology at Higher Level
Author/s: Quaratul Ain Hina Assistant Professor NUML Islamabad, Mahek Arshad Ph.D. Scholar, NUML, Islamabad
Abstract: The research was based on the assessment of difference in teacher’s competencies related to Educational technology on the basis of Gender, Sector, Department, Qualifica ..... Read More
The research was based on the assessment of difference in teacher’s competencies related to Educational technology on the basis of Gender, Sector, Department, Qualification and Experience. The research was based on the comparative – descriptive style of study. All the teachers (11092) serving in the universities of Islamabad were considered as the population of research. Stratified random sampling technique was used to select a sample of 162 respondents. Data was collected by using an adopted scale (Educational Technology Standard Scale). T-test and ANOVA were used for analysis of data. Private sector was found better in use of Educational Technology while teachers of 55 and above age were also better in use of educational technology. However no significant difference was found on the basis of gender, department, qualification and experience. It is recommended that web based courses, computer skills and collaborative approach may be used for the training of the teachers on continuous basis.
Keywords: Teacher’s Competency, Educational Technology
Language: English
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Page Nos 47 - 60
Volume & Issue: 2 - 1
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Effectiveness of Scaffolding and Zone of Proximal Development on Students’ Achievement in the Context of Collaborative Learning
Author/s: Aabida Lateef, PhD Student, Department of Education, PMAS Arid Agriculture University Rawalpindi, Muhammad Arshad Dahar, Assistant Professor, Department of Education, PMAS Arid Agriculture University Rawalpindi. Fayyaz Ahmad Faize, Assistant Professor, Department of Humanities, COMSAT Institute of Science and Technology
Abstract: This study intends to evaluate the use of scaffolding to fulfill the zone of proximal development (ZPD) gap in collaborative learning in the subject of English and verify ..... Read More
This study intends to evaluate the use of scaffolding to fulfill the zone of proximal development (ZPD) gap in collaborative learning in the subject of English and verify its effectiveness for students’ achievement at secondary school level. The population of the study consisted of public sector secondary students in the city of Rawalpindi. The study applied pretest posttest control group experimental design. A test in the subject of English was developed and used as an achievement test for the purpose of pretest and posttest measurement. The self-developed achievement test was used to pretest the randomly selected students of 10th Grade in the experimental as well as control groups. The students of experimental group were taught by providing scaffolding to fulfill the ZPD gap in collaborative learning whereas control group was taught through traditional teaching method. The study explored the significant effect of teaching on students’ achievement by providing scaffolding and fulfilling the gap of ZPD in collaborative learning environment.
Keywords: scaffolding, collaborative learning, zone of proximal development (ZPD)
Language: English
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Page Nos 61 - 74
Volume & Issue: 2 - 1
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Assessment of Reading Skills of Early Grade Students in Pakistan
Author/s: Asaf Niwaz, Assistant Professor, Department of Education, The University of Haripur, Qazi Waqas Ahmed, PhD Scholar, University of Jyvaskyla, Finland. Muhammad Safdar, Vice Principal, Islamabad Model College for Boys, I-10, Islamabad
Abstract: The purpose of this research was to examine the reading abilities of early grade (1st and 2nd) students. The population comprised of school children studying in grade 1st ..... Read More
The purpose of this research was to examine the reading abilities of early grade (1st and 2nd) students. The population comprised of school children studying in grade 1st and grade 2nd in one of the public schools of district Haripur. Two tests were developed in order to collect the data. One of the tests was used to measure the academic achievement of students of grade 1st and grade 2nd students in English. It was developed by Pakistani Reading Project USAID, Peshawar office. While another test was developed on the same line and it was used to collect data from the same students in Urdu. Major findings revealed that the students got good marks as a whole which showed that most of the students were good in recognizing alphabets, sounds of letters, sight word in grade 1st. Students of grade 1st were facing difficulty in reading sentences and paragraph in both English and Urdu. The overall performance of students in English was slightly better than their performance in reading Urdu. Similarly, students of grade 2nd also performed well in reading activity in both languages (English & Urdu). Students found difficult to read sentences and paragraph fluently. It was concluded that majority of teachers at primary level classes were good enough in teaching reading. It was also concluded that instead of having less orientation with new techniques and strategies of teaching reading, teachers of public schools performed better at least in urban areas. Therefore, it was recommended that all teachers of public schools may be trained in the use of new approaches to teaching reading.
Keywords: Reading skills, Urdu, English, Early grades, Public school
Language: English
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Page Nos 75 - 87
Volume & Issue: 2 - 1
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