This study sought to determine the effect of socialization with specific reference to the academic achievement of secondary schools students in District Layyah. Moreover this has been interpreted as the socialization effect at secondary level of education: the school is considered to be the most important socializing agent transmitting social values and providing best opportunity for the transmission of academic activities through socialization. The issue is primarily a concern of policymakers, who are concerned about the type of teacher-student contact that leads to behavior problems among students. So that the training of instructors can be planned and organized. The main objectives of the study to address the most burning questions like What was the current situation of socialization level and academic achievement among secondary school students?, What were the difference between male and female students' levels of socialization? And is there any relationship present between a student's level of socialization and their academic achievement at the secondary level? Similarly, a descriptive correlational design of study was used to examine these research questions through survey design. In this study, a questionnaire with a five-point Likert scale was conducted 763 students by using simple stratified sampling technique The students’ socialization level is measured in the second section (B), which has 32 items. As a research tool, the third (C) component includes kids' families, teachers, classmates, and friends. There are twenty items in all and academic achievement measured through the grade 9th marks of the students .The results showed that socialization level have a great value for academic related purposes, particularly as teaching and learning and most of the respondents agreed that socialization build their confidence and they have a good communication with others.
Educational Administration is one of the mechanisms that governments use to ensure accountability to the public in terms of the value for money invested in the education systems, and to raise educational standards and quality of teaching in schools. The major purpose of this study was to investigate the “Role of AEO’S Educational Administration in Teachers’ Performance at Primary Level”. The study focused on determining the relationship between AEO’S supervision and teachers’ performance in Primary schools in Vehari. Researcher used co-relational design and questionnaire was developed and five-point Likert scale was used to find results on the basis of findings and conclusion. A total of 50% samples was taken from target population which include 28 AEO’S (Male), 22 AEO’S (Female) of district Vehari were taken as a sample of the study. After analysis of data, it was found that there is a significant role of AEO’s educational administration in teacher's performance in developing vision about teaching, Administrative Supervision and Helping the Teachers in their Performance. It was recommended that institutions concentrate on turning pleasant things into helpful things, such as educational leadership styles that promote them as a tool for not just communication and enjoyment but also learning.
The main aim of this research was to analyze the effects of the blended learning on students’ achievement in English at elementary level. Furthermore, the others’ objectives of the study were to find out the effect of blended leaning on the academic achievement of students in the subject of English with respect to pretest and posttest and to analyze the difference in the performance of students taught using blended learning and conventional instructional strategies in English. This study was experimental in nature and quasi experimental pre-test post-test was used as a design study, therefore, All female students enrolled in elementary class of 7th grade in school of Tehsil Multan were selected or taken as population. But, two intact / preexisting sections of grade 7th into Govt. Girls Comprehensive High School Multan having 140 students were selected as sample of study. One section with 70 students (Experimental group) was taught using blended learning model .While the other section with 70 students (Control group) received instructions with conventional methods. The data was obtained on the basis of pretest and posttest method. The data was analyzed by SPSS and by applying descriptive analysis techniques of independent t-test and paired sampling test. It was concluded that significant differences occurred in experimental group students’ academic achievement level who received instructions with blended learning method. More ever, findings of the study suggest that the use of blended learning has a positive effect on English learner. Finally, this study provides the valuable implications for teachers, school administrators and policy makers to improve academic performance of English learners.
Despite a bulk of research in international context investigating the relationship of cognitive test anxiety with students’ academic performance, little work has yet been done in this area on samples of students in Pakistan. This correlational design study was, therefore, conducted to examine the relationship between secondary school students’ cognitive test anxiety and their examination performance in educational context of Pakistan and to ascertain how the direction and/or strength of this relationship may be moderated by students’ gender and their school sector. Data were collected on students’ cognitive test anxiety, total obtained marks in SSC examination and obtained marks in English along with students’ gender and school sector from 1712 mixed ability students enrolled in year 11 in 91 public and private institutions. Both the descriptive and inferential statistical techniques (i.e., Mean, SD and Independent samples t-test) along with Pearson’s R correlations and hierarchical multiple regression were performed to analyze the data. Results depicted that female sample students reported higher level of cognitive test anxiety in comparison to their male counterparts. Results also suggested a small but significant negative effect of cognitive test anxiety on students’ examination performance and that student cognitive test anxiety component accounted for 10% of variance in their examination performance. Results further revealed that the magnitude of relationship between students’ cognitive test anxiety and examination total point scores do not change much for the moderating variables and these variables accounted only for 3% of variance. The magnitude of moderating effect, however, found to be somewhat stronger in the school sector in comparison to students’ gender.
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