Contribution of the StudyThis study is one of very few studies which have investigated the relationship of the variability of stock prices and exchange rate in Pakistan. In this study, we use conditional standard deviation of each variable as a measure of volatility and then use causality analysis.

Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers' pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher's pedagogical beliefs. The study recommends that the teachers' cognitions i.e., teachers' pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.

The students’ socioeconomic status has acquired importance for elaborating differences in their educational outcomes. Various personal and contextual factors that affect students’ academic performance correlate with students' socioeconomic backgrounds. Likewise, rural and urban environments also impact academic achievements and academic behaviours. Language learning starts from home; therefore, students’ socioeconomic classes and residential environment can play a conspicuous role in their language learning. However, speaking skills are complex and can induce speaking anxiety in students. The English language is the medium of instruction in most countries in higher education. Therefore, researchers’ interest has increased in English-speaking anxieties at the international level. The lower socioeconomic class students are expected to have negative academic behaviours and anxieties. Therefore, this study examined the impact of lower socioeconomic class students’ rural and urban environments on their English speaking anxieties and academic performance. The conveniently available 705 university students filled out an online questionnaire about their socioeconomic class, English speaking anxieties, and academic performance. The study results revealed an insignificant direct impact of students’ lower socioeconomic class on their academic grades. The students’ perception of poor performance in speaking English mediated the effect of lower socioeconomic class on their academic grades. The impacts of English speaking anxieties on academic performance were significant in urban students and insignificant in rural students. The study's findings have implications for reducing the adverse effects of lower socioeconomic class on students' academic performance and English language learning.

Studies have shown that the students’ regulation of learning is associated to their learning outcomes, cognitive processing strategies and understanding of the content. In Pakistan, it was suggested that science students at secondary school possesses inadequate learning behaviours which diminished regulation of learning behaviours. This study was conducted with the intention to explore the issue of regulation of learning among secondary school science students in Pakistan. Twenty-four male students were selected purposefully to participate in the study. The data was collected through focus group interviews to understand their view of self-regulation of learning behaviour. The Applied Thematic Analysis was executed to analyse the student’s comments. It was found that the external regulation of learning in Pakistani secondary school science students were presence. Three common factors such as gender, teaching methods, and field of study were highlighted by the participants as a vital role in the development of external regulation of learning. The findings promote changes in teaching and learning approaches at the Pakistani secondary school level in science teaching.