This correlational study has been conducted to establish association among students’ personality traits; extraversion, agreeableness and their preferred learning styles at Higher Education. From province Punjab, all public university students were the population of the study. Total one thousand participants were engaged randomly for administering ‘NEO-BFI’ developed by Costa and McCrae (2010) and LSI inventory by Kolb and Kolb, (2005) simultaneously. Both instruments are standardized having 44-items, for measuring personality traits and the other having 10 factors, for measuring learning styles respectively. Pearson correlation coefficient was applied to analyze data for finding out the relationship between traits of personality and styles of learning. The results brought to light the fact that assimilating is the most preferred learning style of extraverts. Whereas assimilating, accommodating and diverging learning styles are preferred by students having agreeableness personality trait. The study has implications for designing instructional strategies satiating the most preferred styles of students having different personality traits.
This research was undertaken to investigate the problems teachers experience in ECE assessment. A qualitative research design with semi-structured interviewing was undertaken. The study's intent was to identify the assessment techniques used by ECE teachers to assess their students' learning during class. All primary level private schools in urban areas of Lahore were considered as the population of the study. Ten ECE teachers were selected by using a purposive sampling technique from the private school sector of Lahore.The data was analyzed through thematic analysis by using open and axial coding techniques. The major findings were that teachers used different assessments such as small class tasks, question answer techniques and observational techniques. The study revealed that the major issues teachers in ECE assessment were facing were students' individual differences, their level of understanding, their family background and lack of resources.
ABSTRACT
The present study was designed to intensify student vocabulary building through circle time in Early Childhood Education. All Government students district Lahore kindergarten school were the population of the study. Multistage sampling technique was used to select 25 students from the target population. Researcher designed activities measured vocabulary through circle time with the participants. The fundamental research question that guided the present research study was the intent to identify the highly effective kindergarten activities that facilitate student learning from circle time building vocabulary. Vocabulary was measured with pre-test and post-test results. The data was analyzed by One Sample T-test with use of activities as treatment to diagnose student vocabulary errors. The results of the study revealed that circle time is a great technique to build vocabulary of students. Significant results support circle time use in communicative activities.
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