The main objective of this study was to evaluate the curriculum for BS degree program in Human Nutrition & Dietetics in Pakistan. For this purpose, a working group comprising of experts in the field from NEAT (a Pakistan based registered organization: www.neat.org.pk ) was assigned the responsibility to evaluate the curriculum. As suggested by the working group, a modified Delphi technique was used and a group of expert panelists (n=46) was identified. Three main 'areas of enquiry' '(AE)' were proposed, where the responses from the panels were requested: AE(1) evaluated the curriculum against a set of 15 characteristics reported in the literature; AE(2) evaluated the curriculum against 32-item 'knowledge areas' based on findings of a recent investigation. AE(3): scored the course contents of individual courses against a 'perceived standards' in light of a 14-item Battery. For AE(1) and (2) and (3), the panelists responded, respectively, on scoring scale (0 -4) and ticked any one from 1 -3. The data were analyzed for mean and median scores for each individual item. Findings of AE(1) suggest that majority of the panelists agreed that the curriculum 'adequately'/'excellently' highlighted the fifteen criteria set-forth. Findings of AE(2) suggest 8 out of 32 'knowledge areas' being 'poorly' reflected in the curriculum. Findings of AE(3) suggest majority (28/43: 65%) of courses fulfill the perceived standards except 2 courses ("Nutrition through Life Cycle"; and "Research Methods in Nutrition") fulfilling <50% of the required standards. In all, the findings are of suggestive that the curriculum is 'good' except certain shortfalls. It was recommended that the deficiencies may be addressed in the coming revision.
Effective science teaching methods can increase the learning process of learners. It facilitates both teachers and learners in creating an environment of learning. Therefore, the researchers tried to find the effect of a cooperative learning approach on student's achievement in the subject of chemistry. The main objectives of the study were: a) to study the difference between cooperative learning and traditional methodologies in terms of achievement in chemistry teaching at grade-IX and b) to analyze the difference between both methodologies in terms of achievement while comparing students of diverse intelligence of both groups. To accomplish these targets null hypotheses were tested. The nature of this study was experimental (Pre-test, Post-test equivalent group design). Forty-Two students were selected as a sample from Government Boys High School No 1 Nowshera Kalan on basis of pre-test score. Then two equal groups were formed i.e. experimental and control having an equal number of students 21 each. Both groups were taught the same three lessons, selected from of 9th-grade chemistry book (Khyber Pakhtunkhwa, Text-Book board). The Control group was taught these three selected lessons through the traditional method of science teaching. On the other hand, some chapters were taught to the experimental group through Slavin's student's team achievement division (STAD). This treatment lasts for six weeks and in the end, a teacher-made post-test was administered to both groups. The collected data were analyzed by applying an independent sample t-test. It was concluded from the analysis of data that chemistry learning through STAD was more effective than the traditional method of science. The same was also noticed for low achievers and high achievers of both groups. Based on the conclusion, it is recommended that science teachers should implement this method in their classrooms. Furthermore, curriculum developers should design such a curriculum which will be in favor of teaching this method.
Effect of corrective feedback on the development of vocabulary in the acquisition of second language at secondary level was the main purpose of this study. The study utilized an experimental design, specifically a (pre-test post-test equivalent group design). Sample consisted of 30 students in each group, selected on their pre-test scores. Experimental group received corrective feedback during an eight-week period, while the control group followed the same lessons but with the conventional teaching. Results also indicated that application of corrective feedback strategy was beneficial for the vocabulary development of experimental group contrarily to control group. These findings implied that integrating ‘‘corrective feedback’’ a type of feedback in language teaching practices can effectively enhance students' language proficiency in public sector schools in Khyber Pakhtunkhwa. Therefore, the study recommends that language teachers in public sector schools in Khyber Pakhtunkhwa should adopt corrective feedback strategies into their teaching practices to improve their students' overall language proficiency, including vocabulary development.
This paper reports on a study that investigates the effect of activity-based learning on the listening skills of male and female students’ achievement. It also considers the differences in the achievement of male and female students of grade VI. The study had a pre-test and post-test equivalent group design. A sample of 120 students was selected randomly from boys’ and girls’ schools of district Nowshera. In both gender schools, control and experimental groups were made. Each group consisted of 30 students. The experimental groups were instructed through activity-based learning, whereas the control groups were taught with the traditional method of language teaching. A total of four teachers, two from each gender school, were selected for teaching the assigned groups. A post-test was conducted at the end of the experiment in both groups. The results of the study showed that the experimental groups performed better than control groups in the listening test. Moreover, no significant difference was found between the achievements of boys and girls in experimental groups. The study recommends that professional teacher training courses should introduce and promote activity-based learning.
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