<span>The educational productivity theory directed that students’ variables affect their performance. Therefore, this descriptive correlational study was designed to examine students’ interpersonal skills and its association with their achievement. There were 3,200 high school students participated in this study, selected from 80 high schools of Punjab through multistage random sampling technique. The Interpersonal Skills Scale (ISS) was adapted from DiPerna and Elliott’s Academic Competence Evaluation Scales-Student form (ACES-Student). ISS demonstrated a good internal consistency (coefficient alphas=0.819 and composite reliability=0.845). The results exhibited that students have a competent level of interpersonal skills. Moreover, a statistically significant difference was found in female and male students’ perceptions about interpersonal skills, while female have more interpersonal skills than male. Furthermore, ANOVA results concluded that administrative division (location) influences students’ perception of interpersonal skills. It is concluded from the correlational analysis that students’ interpersonal skills are indirectly associated with their achievement because a negative weak relationship was found in students’ interpersonal skills and their achievement as r=0.031, p=0.081. It is suggested that teachers may promote interpersonal skills by integrating cooperative and collaborative learning strategies into their classrooms.</span>
Students' perceptions of assessment, stimulates them to develop an authentic and realistic assessment approach that rewards genuine effort and in depth learning rather than measuring luck [1]. Assessment's practices are very sensitive issue to enhance the quality of teacher education. Therefore, this research was aimed to investigate and compare the prospective teachers' disposition about assessment's practices (DAP) in public universities of Lahore, Punjab. Six hundred and eighty-eight prospective teachers that were enrolled in two public universities were selected via simple random sampling technique. An adopted self-reported scale, developed by Lodhi [3] was administered for data collection. The reliability of the scale was α= 0.82. Different statistical techniques were applied to find out the variations in prospective teachers' disposition about assessment's practices on the basis of demographical variables. The findings of the study comprised that 19.3% prospective teachers had high magnitude of dispositions about assessment's practices. Moreover, it was also revealed that there was significant difference in prospective teachers' disposition about assessment's practices (DAP) in public universities of Lahore.
Autism spectrum disorders are lifelong developmental disabilities that can impact how students understand, what they see, hear and otherwise sense. This can result in difficulties with learning, communication, and behavior in their classroom. To execute this phenomenological research study in private schools of autism, the researchers were keen to dig out and try to listen to the perspectives of the special educationists regarding challenges in facilitating the teaching-learning process. Through semi-structured interviews, data were collected from twenty (20) special educationists working with children diagnosed on the spectrum of autism disorder. The majority of the special educationists reported that during teaching, they must execute various intervention strategies by incorporating different tools provided by the school. Their one major issue was time management because they have to handle every kind of issues arouse by the child and environment, alone during teaching. It was reported that the general education curriculum is also difficult to teach alone because they have not received any kind of specialized curriculum for such kids.
This study aim was to assess Elementary School Teachers' (ESTs) competence level in Effective Communication and Proficient Use of Information Communication Technologies (ECPUICT). It is significantly important for educational authorities to know the competence level of ESTs regarding communication skills and skills to use information communication technologies. Cross-sectional survey method of descriptive research was used to collect data. Population was consisted of all the ESTs (398 female and 355 male=753) working in public sector elementary schools of district, Lahore. 80 female and 71 male ESTs were selected by using proportionate cluster stratified random sampling technique of probability sampling. Researchers developed observational rating scale which was comprised of three sub-scales (i.e. Knowledge & understanding, dispositions, and performance & skills). Percentage, mean score, standard deviation and t-test was applied. Results indicate that most of the ESTs have moderate competence level in ECPUICT. Furthermore, there was insignificance difference female and male teachers' competence level in two subscales (knowledge and understanding, and performance & skills) while statistically significant difference was exist in female and male ESTs' dispositions. Overall, results showed that there was insignificant difference between female and male ESTs competence level in ECPUICT. It is recommended that Government should take steps to improve teacher communication skills as well as skills to use Information Communication Technologies by preservice and in-service training programs.
In Pakistan, the teacher education program has undergone a number of changes in terms of a new curriculum, quality measures and certification policies. The present study has attempted to assess the effectiveness of the program from student-teachers' perspectives. A closed-ended questionnaire was used to collect data from 200 student-teachers from four public sector universities. An initial descriptive analysis showed that teaching quality has slightly improved. An institution with a better learning environment was better at meeting student-teachers expectation. Only 12% of the participants reported that 100% of their expectations were met, while 40% of the participants reported that 80% of their expectations were met by the program. There was no association between Strengths of the Program and Sex' as, ?2 (2, n = 165) = .588, p >.05, phi = .06. The association between Program Level (ADE, B. Ed) and Perceived Strengths of the Program was statistically significant as ?2 (3, n = 165) = 24.725, p >.0005, phi = .380. Institution Type and Perceived Strengths of the Program were also statistically significantly associated as ?2 (9, n= 165) = 80.060, p<.05.
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