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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.

Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.

Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills.

Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.

Background: Colorectal cancer (CRC) and its therapy have an enormous impact on the health related quality of life (QoL) of cancer patients. The emotional distress like anxiety & depression also negatively affect wellbeing of such patients. This study aims to evaluate the QoL, anxiety & depression in CRC patients and their association with clinic-pathological features at a tertiary care hospital in Karachi Pakistan, a low middle income country (LMIC). Methods: An analytical cross sectional study was conducted on adult patients with CRC presenting to Aga Khan University Hospital, Karachi, Pakistan. The European Organization for Research and Treatment of Cancer, QoL questionnaire C30 and CR29 were used to assess the QoL; while Hospital Anxiety & Depression Score (HADS) was utilized to evaluate the anxiety and depression. Data were analyzed using STATA version 12. Multivariable linear and MANOVA were performed to analyze the correlation between independent factors and the global QoL as well as the item specific QoL scores, respectively. A p value of <0.05 was considered as significant. Results: A total of 127 CRC patients were included in this study with a mean age of 53±15 years. Majority were male (70%), married (83.5%), and living in combined family system (52.7%). Mean Global QoL score in our patients was 69.08±1.78. Among symptoms scales, stoma care problem, dry mouth and urinary frequency were 3 worst symptoms respectively. Among functional scales, sexual interest (women > men) was the most significantly affected aspect. Anxiety and Depression were seen in 26 (20.9%) and 24 (18.9%) patients, respectively. On multivariable linear regression adjusted for covariates, lower global QoL was significantly associated with depression (Adjusted Beta Coefficient: -25.33 [95% Confidence Interval: −34.4, −16.23]), patients on adjuvant treatment (−15.14 [−21.84, −8.44]), and those who received neo adjuvant treatment (-11.75 [-19.84, -3.65]). Conclusions: This is the first study to assess the QoL in CRC patients in Pakistan. Depression was found to be significantly associated with poor quality of life. Numerous factors were identified which correlated with QoL indicating the need to develop local guidelines to help our patients cope with the psychological distress.

Effectiveness can be assessed in terms of achievability of objectives. Teaching process at higher education level aims at students' cognitive, psychomotor and effective development so that university graduates could become effective members of society after completion of their studies. Purpose of education can never be achieved without teachers. It can safely be said that effectiveness of education system largely depends on effectiveness of its teachers. Accountability or teacher evaluation helps ensure teaching effectiveness. Therefore, this study aimed at construction of such a scale which could be used to assess university teachers' teaching effectiveness. For preparing Teaching Effectiveness Scale (TES), primarily, 65 statements were prepared as an item pool after literature review related to capabilities of efficient and effective teacher. Items were extracted from literature review (i.e., contemporary scales for teacher evaluation), informal interviews with ten university teachers and focus group discussions with three intact groups of graduates were held. Later on, 16 Subject Matter Experts (SMEs) judged the content validity. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated to retain 43 content valid items. Finally, these 43 items were administered to 698 university students. Confirmatory Factor Analysis (CFA) was performed on LISREL 8.8. to ensure construct validity. Finally, there remained 32 items whose factor loadings were more than 0.40. Reliability Coefficient Value (RCV) was high (r= 0.87). In this way, TES comprised four sub scales i.e. (a) Classroom Management (CM), (b) content and pedagogical skills, (c) Facilitative Classroom Environment (FCE) and (d) Student Teacher Relationship (STR). The scale possesses high psychometric properties and is available for use.