This study focused on to examine prevalence of nomophobia among university students; and the relationship among nomophobia, self-esteem, loneliness and selfhappiness with respect to gender and year of study of the university students in Pakistan and Turkey. The study subjects consisted of 729 students 368 (50.5%) of which were from Turkey and 361 (49.5%) from Pakistan. The data were collected by using Nomophobia Scale (NMP-Q), UCLA Loneliness Scale (ULS-8), Self-Happiness Scale, and Rosenberg' Self-Esteem Scale by the researchers from Pakistan and Turkey respectively. The relationship and the effect of each psychological structure on nomophobia were examined with multiple linear regression model. The difference across the categories of independent variables on each of the dependent variables (loneliness, selfhappiness, self-esteem and nomophobia) and on linear combination of dependent variables for each country was examined by multivariate MANOVA. According to multivariate effects results, the main effect of gender on self-esteem and nomophobia was statistically significant which indicates that differences between male and female students with respect to self-esteem and nomophobia were significant. The study demonstrated differences between Turkish and Pakistani students' score on nomophobia, loneliness and self-happiness were significant, while difference on selfesteem across countries was not statistically significant.

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The study aimed at exploring the significance of constructivist approach at higher education level. It also examined its effects on social learning of students. The researcher adopted observational method of descriptive research. The participants of the study consisted of students of Master of Arts in Education (M. A. Education) of the Islamia University of Bahawalpur. The researcher taught a course titled, "Qualitative research methods" for three years to three (different M. A. Education) classes. The researcher used constructivist approach and designed activities to involve students in the process of learning. The activities were offered to homogeneous (male-male and female-female) as well as heterogeneous (male-female) groups of students. On the basis of observation, the researcher concluded that students enjoyed working on collaborative and cooperative projects and tasks. They were keen on constructing knowledge by involving themselves in activities and showing their readiness to embrace constructivist approach. Constructivist approach played a significant role in the process of learning to constructing knowledge. Similarly, collaborative and cooperative work developed contribution spirit among students overcoming their shyness and introversion. They became independent and capable of taking initiatives in conducting research projects. They also learnt ethics, social skills and etiquettes in groups. However, some culture related problems like working of female students with their counterparts and shyness of rural students were noted.

The present study was conducted with the main purpose of identifying reading preferences of secondary school students and their related issues. The study was conducted on a total of 387 secondary school students of academic session 2010-12 in District Bahawalpur of Pakistan. Qualitative and quantitative data were collected through questionnaire and interview schedule respectively by adopting survey method. The study concluded that secondary school students preferred to read books, magazines, poetry and other reading materials to get pleasure through edutainment, kill their leisure time during holidays and/or at weekends and for their emotional gratification. The respondents preferred to read books on religion, literature, novels, magazines and story & romantic books. They were keen on reading newspaper, traveling story and scientific books, autobiographies and literature poetry and drama. They faced problems in reading and setting their reading preferences like high costs of the books, context and circumstances, availability of books, time and their time management ability, examinations & academic workload, lack of guidance, personal interest, and their study circles or groups.

This paper demonstrates the role of social media as a learning technology for university students and highlights their problems associated with its use. The population of the study consisted of Masters' and Bachelor Studies students studying in their final semesters in the departments of Social Sciences at The Islamia University of Bahawalpur, Pakistan; and using social media for more than three years. The data was collected from 450 students taken convenient cum purposively according to the nature of study. A questionnaire on five point rating (Likert) scale was developed and used as a research tool. The tool was finalized after its pilot testing and it was administered to elicit opinions of the respondents. The study demonstrated that social media plays a significant role as a learning technology. Its careful use promotes opportunities of virtual interactions among university students, instant access to multiple, latest, reliable and students' preferred sources of learning. It facilitates in nurturing critical thinking, problem solving approach and argumentation among university students by illustrating application of theories and/ or techniques through examples, visuals and illustrations and videos, and assists them with mastery learning and futuristic approach through task oriented activities.

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