Teachers personality plays a significant role in accomplishing students educational achievement. Teaching and learning have a major part in creating a friendly and encouraging learning environment for students. In this context, the current research was conducted to explore the influence of tutors character on pupils learning and accomplishment. It was a descriptive correlative research approach. The sample comprised of 1,152 teachers and 2,304 students of 10th grade of public and private secondary schools who were chosen through a cluster sampling technique. The respondents were taken from 12 districts of Punjab, Pakistan. Two questionnaires; one for teachers and one for students were used to collect data. Teachers questionnaires were based on an adapted personality measure scale of John and Srivastavas Big Five Inventory (1999). The statistical analysis displayed no significant rapport among teachers personality and pupils academic success. The regression analysis and correlation coefficient showed that the dimension of agreeableness, extroversion, neuroticism, and conscientiousness has no correlation with students performance. However, openness has a significant correlation between students performance.
The Learning Management System (LMS) has attained great significance in the innovative teaching-learning process at the university level during pandemics. The 21st century saw innovation in technology use and incorporation of LMS in the teaching-learning process. The major objective of the present study was to determine the teacher-learner perception towards the adaptation of the Learning Management System and to examine the adoption baseline for LMS by incorporating critical external factors in the technology acceptance model. A mixed-method research approach was used. Data was collected from 400 learners and 20 teachers. It was found that teacher’s perception of LMS is affected by a number of factors related to social influence, perceived ease of use and usefulness. In addition, factors such as actual use of the system and content qualities are also important to whether teachers embrace a system or not. The study provides some useful insights on LMS adoption and highlights how innovative tools can transform the conventional learning landscape.
A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.
Short stories are becoming very popular around the globe. Learning vocabulary, a crucial component of learning a foreign language, is at the heart of teaching a language and is important for language learners. The researchers believe that vocabulary plays a crucial part in learning any language. Therefore, it is crucial to look at the best strategies for enhancing vocabulary learning. With the aim of effectively utilizing short stories to improve vocabulary at the primary level, the current study was created to raise awareness among elementary-level teachers about how they might develop the English vocabulary of their students. The study was experimental with a pretest-posttest design. Sixty students were randomly selected from an elementary school in Bahawalpur, Pakistan. Twenty-five close-ended questions (MCQs) type questions for pre-test and post-test and the English reading assessment survey (ERAS) questionnaire were used to collect data, and the data were analyzed by using SPSS. The results show that most students spoke about three things: the value of short stories in vocabulary learning, their interest in reading short stories, and their approval of using short stories. The study implies that primary school English teachers should use short stories to increase their students' vocabulary.
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