IntroductionReading is an attempt to comprehend the writer’s message for personal growth and success in the relevant fields. Thus, psychologists consider it a multifaceted cognitive process of constructing meanings from texts. The present study was conducted to determine the relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level in Punjab, Pakistan.MethodsThe (n = 1614) students enrolled in the science section for the academic year 2019–2020 participated in this descriptive correlational survey, selected from 40 high schools in Lahore, Punjab, Pakistan, through a non-proportionate stratified random sampling technique. The Reading Habits Questionnaire (RHQ) and the Study Skills Scale (SSS) were used to collect data about students’ reading habits and study skills. At the same time, academic achievement was the students’ grades obtained in the ninth class in the subject of English that were determined by the Board of Intermediate and Secondary Education (BISE) Lahore in 2019. Students’ responses were analyzed through descriptive and inferential statistics.ResultsThe results indicated that students have competent reading habits and study skills. The correlational findings showed a strong positive relationship among reading habits, study skills, and academic achievement in English, while moderate positive relationships between reading habits and academic achievement in English. However, regression analysis results were significant, while reading habits and study skills moderately predicted academic achievement.DiscussionIt is implicated that teachers should plan such assignments and tasks based on reflective thinking by considering the role of study skills in academic achievement. Moreover, teachers and school administrators could mutually create timetables for library lessons to build reading habits and study skills among learners.
The study purposes were to explore the level of students' academic enablers and gender‐based difference towards academic enablers scales (AES) among 3200 students that were selected randomly from 80 high schools of Punjab province of Pakistan. The descriptive design of the positivism research paradigm was used to accomplish the study. Academic enablers scale for students (AES‐students) was adapted to collect data about four academic enabling behaviors (motivation, engagement, interpersonal skills, and study skills). Hence, the psychometric properties of adapted AES‐students exhibited that it is a valid and reliable instrument to measure academic enablers. Results indicated that the majority of students had a competent level in all academic enabling behaviors while they are more motivated as compared to their study skills, interpersonal skills, and engagement. However, engagement is the least contributive enabler. Moreover, results also demonstrated a significant difference in girls' and boys' student perceptions towards AES. It is also determined that gender had a small effect size on students' academic enablers as Cohen's d values among 0.1 to 0.4. Academic enabling behaviors may be enhanced among boy students through the use of different teaching strategies in the classroom, such as enthusiastic demonstration style, group activities, and classroom symposiums.
The participants were the pupil teachers' enrolled in Master Degree Programme of session (2015-2017). 225 pupil teachers were selected by non-proportional stratified random sampling method. Adapted questionnaire was used in this study which was developed by Dr. Ismail Aydogan (2008) in Turkey. Instrument contained of 28 statements which further divided into its four subscales: nature of preference, violation of rules, students' assessment and terms of communication. Descriptive and Inferential statistical techniques were applied to analyze to data. Results exhibited that majority of pupil teachers agreed that educators give favor to female pupil teachers throughout the educational career. The "nature of preference" is the dominant factor of teachers' favoritism at Institute of Education and Research which shows that teachers give performance to socially well-placed, beautiful\handsome, relative and ideologically closed learners. It was concluded that there was insignificant difference in the opinions of pupil teachers about favouritism with respect to gender and program (morning and self-support). It is recommended that for accountability determination the management need to develop casual contacts with the learners.
This study was designed to explore secondary school students’ academic engagement and its relationship with their achievement. The (n=3200) students participated in this correlational study that were randomly selected from 80 schools of Punjab. Data were collected through the Academic Engagement Scale (AES) that consisted of 26 Likert-type statements. Validity was made sure by three educational experts while the reliability was confirmed through Cronbach’s alpha = 0.821. Descriptive and Inferential statistics were applied to analyze and interpret the results. Descriptive statistics’ results revealed that students have a competent level in academic engagement while results of inferential statistics (Pearson r test) indicated a positive moderate relationship between students’ engagement and achievement. Moreover, a significant gender-wise and administrative division-wise difference was found in students’ academic engagement. It is recommended that teachers could foster students’ academic engagement by considering the role of gender and locale. Furthermore, school administration may focus on improving students’ involvement in the classroom activities by providing flexible learning environment.
The authors investigate what factors impact employee attitude and how employee attitude shapes their behavior. They admit that pro-social behavior (PSB) is a consequence of internal market and learning orientation since it affects the attitude of front-line employees. Therefore, the article focuses on the internal market and learning orientation, enabling an organization's culture via employee attitudes. A survey was conducted to collect the data from managers and front-line employees at higher educational institutes in Pakistan. The findings of the study are that (1) the internal market orientation (IMO) has a positive influence on the pro-social behavior of front-line employees (FLE); (2) employee attitude mediates the effect of IMO on PSB, and (3) employee attitude mediates the effect of learning orientation (LO) on PSB. Implications of the obtained results and further research directions are also mentioned.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.