A Case Study on Quality of Education in the Trust School, Lahore

Abstract

Over the last few decades quality of education has been given special attention in the academic world. After many reforms and efforts, Pakistan still lags in providing quality education. However, some private school systems are making good efforts in providing quality education and that too at affordable fees. The Trust School is one of this kind and in a short span of time it has achieved a significant position among quality driven schools. The purpose of this research was to study the quality of education provided by The Trust School in detail. For that, the researchers took case study design to take into account all the aspects of the "Trust school". Using exploratory case study design, the researchers used triangulation of the data sources including principals/heads, teachers and class teachers, students of class 9th and 10th, and previous board examination results of "Trust School" students to understand the phenomenon of quality of education.Semi-structured interviews, close ended questionnaires, and observation checklists were developed by the researchers after a comprehensive review of the literature; all these were validated through expert opinion evidence. thematic description approach analysis on qualitative data and descriptive statistical techniques on quantitative data revealed different factors that played a role providing quality of education. The results of this research have implications for understanding why and how to provide quality education and the dissemination of this case study can serve as a model for other schools to replicate it for providing and maintaining quality of education.

A Comparative Study of EFL Classroom Management Strategies employed by Public and Private School English Teachers

“…Given that all students are equal in learning abilities and other capabilities, the teacher would still require to maintain discipline. There are issues such as student absenteeism (Chaudhry, Abdullah, & Khatoon, 2017), lack of teacher training (Abdullah & Ikram, 2019), personal factors such as family problems, domestic reasons, feelings of inadequacy and financial factors (Matus, 1999) and other factors such as time management, demographics of the students, lack of student motivation and large classroom size that create classroom management quite difficult (Sasidher, Vanaja & Parimalavenu, 2012). There are specific studies that have discussed the role of CM in English language (Davies & Pearse, 2000) and especially when English is taught as a second language (Lewis & Lovergrove, 1987;Marzano, 2003;Nunan, 1995;Nunan, 1987;Parsonson, 2012).…”