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 study investigates the students’ perceptions regarding their voices towards improvement in learning at public and private sector universities in Pakistan. These voices are collected by the Quality Enhancement Cells of the varsities through either technological tools or other ways. To understand how this data is utilized, a self-constructed and validated tool was utilized to get information about four categories; understanding of the term student voices, inquiry of learning process; university facilitation for best learning and implementation of student voices. Using purposive sampling technique, a survey of 112 under graduate students from four fields of studies (social sciences, natural sciences, business administrations and languages) from a Public and Private Sector University each from District Lahore was conducted. Data was analyzed by using SPSS version 22, and t-test and chi-square was performed to measure the difference in institutional facilitation of public and private sector universities. One-way ANOVA was applied to check the effects of student’s status in the class on the inquiry of learning process. The study indicated statistically significant effect of public and private sector on students’ perceptions regarding institutional facilitations for learning improvement. The study also reported the significant effects of student’s status on the inquiry of learning process. It is suggested that further studies need to explore how and where the students’ voices are being used for planning, assessment and course development. Keywords: Institutional facilitation, students’ voice, Higher Education, Pakistan
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.
This study investigates the students’ perceptions regarding their voices towards improvement in learning at public and private sector universities in Pakistan. These voices are collected by the Quality Enhancement Cells of the varsities through either technological tools or other ways. To understand how this data is utilized, a self-constructed and validated tool was utilized to get information about four categories; understanding of the term student voices, inquiry of learning process; university facilitation for best learning and implementation of student voices. Using purposive sampling technique, a survey of 112 under graduate students from four fields of studies (social sciences, natural sciences, business administrations and languages) from a Public and Private Sector University each from District Lahore was conducted. Data was analyzed by using SPSS version 22, and t-test and chi-square was performed to measure the difference in institutional facilitation of public and private sector universities. One-way ANOVA was applied to check the effects of student’s status in the class on the inquiry of learning process. The study indicated statistically significant effect of public and private sector on students’ perceptions regarding institutional facilitations for learning improvement. The study also reported the significant effects of student’s status on the inquiry of learning process. It is suggested that further studies need to explore how and where the students’ voices are being used for planning, assessment and course development. Keywords: Institutional facilitation, students’ voice, Higher Education, Pakistan
The present study aims to determine the major differences in student’s opinions towards formative assessment across universities. The study also wanted to understand the university teacher’s perception and their role in implementing the formative assessment in their classroom and to see the university teacher’s perception towards the impact of usefulness of formative assessment. The study used quantitative research design. Data was collected from four hundred students and one hundred teachers from four different universities of Lahore by using simple random sampling technique. An adapted form of survey tools were used to collect information from the study participants. The data was analyzed by using Descriptive analysis, Frequencies, t-test and one-way analysis of variance (ANOVA). Frequencies were used to examine the high and medium perceived statements by the teachers and students. The results reported statistically significant difference in perceptions of students among four universities of Lahore. The Study also presented university teachers perceptions regarding formative assessment. It is suggested that seminars and trainings be held for students and teachers in order to make them aware of assessment and evaluation skills.
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