Comparative Analyses of the Teaching Methods and Evaluation Practices in English Subject at Secondary School Certificate (SSC) and General Certificate of Education (GCE O-Level) in Pakistan

Behlol, Malik Ghulam; Anwar, Mohammad

doi:10.5539/ies.v4n1p202

Cited by 10 publications

(10 citation statements)

References 1 publication

(1 reference statement)

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“…The findings of the study indicate that most (97%) of the teachers faced the challenge of non-availability of suitable libraries. These findings are in line with the findings of Behlol & Anwar (2011) who indicated the lack of libraries in the institutions at SSC level. It has been noted in the current study that most (91%) of the teachers faced the challenge of students with disparate competencies in their classroom as it is quite difficult to deliver an effective lesson for the class of different levels of students.…”

Section: Results and Findingssupporting

confidence: 92%

“…Apart from that, Teevno (2011) found that lack of proper training of teaching English, non-availability of proper facilities and incompatibility of the curriculum to the needs of the students were the reasons that hindered the teaching and learning process. Behlol, & Anwar (2011) revealed that the results of GCE O-level are better due to the availability of competent teachers who practiced Direct, Audio Lingual and activity-based methods. They also revealed that Grammar Translation and Lecture methods were frequently used by the teachers at SSC level system.…”

Section: Introductionmentioning

confidence: 99%

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Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan

Jadoon¹,

Chishti²,

Afzaal³

et al. 2020

ELT

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In the modern world of today, English language is frequently used as a medium of communication at the international level and among the multilingual speakers. The grand significance of the English language in the global village stresses all the stakeholders and policymakers in Pakistan to initiate and execute appropriate teaching methods for successful learning of English language. In view of the demands of the modern world, the provincial government of Khyber Pakhtunkhwa (KPK), Pakistan implemented the revised English curriculum and inducted new teachers with better qualification to ensure its desired outcomes. Revised English curriculum, handed over to the newly inducted teachers to implement was supposed to pose a variety of challenges. The current study investigated those challenges faced by these newly inducted teachers implementing revised English curriculum. The study was limited to the newly inducted teachers teaching English at secondary level in district Abbottabad (KPK), Pakistan. Employing a mixed-method research based on purposeful sampling, the data was initially collected through semi structured interviews of the focussed group of the research participants and further validated by means of survey questionnaire filled by the entire research population. The findings of the study revealed that inappropriate classrooms with deficient resources posed major challenges for the teachers to effectively communicate the revised curriculum. Moreover, lack of students’ involvement in the lessons and teachers’ insufficient awareness to curriculum impeded the curriculum implementation as desired. The current study stressed on the remedial measures to be taken on part of the government officials and the school administration to ensure the availability of resources required for English language learning and encouragement of learners’ involvement in the lessons. Moreover, teachers should be provided with appropriate training to meticulously implement the revised English curriculum.

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Section: Results and Findingssupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan

Jadoon¹,

Chishti²,

Afzaal³

et al. 2020

ELT

View full text Add to dashboard Cite

show abstract

“…This affects the learning pattern of learners in higher education. Behlol and Anwar (2011) studied the difference between English language teaching methods in local and British education systems in schools of Punjab, Pakistan. Their study revealed that the British system fosters active learner participation, critical thinking, versatility of learning activities and use of audio-visual equipment.…”

Section: Discussionmentioning

confidence: 99%

Learning styles of medical students

Daud¹,

Kashif²,

Chaudhry

2014

SE Asian Jnl Med Educ

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Introduction: Knowledge of learning styles of the students helps educators to address various needs of learners. Study objective was to determine learning styles of undergraduate medical students. Methods: A cross sectional survey was conducted at Lahore Medical & Dental College (LMDC), Lahore, between January and March 2011 among students from first to fourth year MBBS classes using an online VARK inventory. Additional information was obtained using a structured questionnaire. Data was analysed using SPSS version 16 computer package. Chi square test was applied for association and statistical significance was determined with p ≤0.05 as the cutoff point. Results: Among the 338 study participants, 61% were females, 63% were between the age groups 20-23 years and 78% had done FSc. Each class representation was 1st year (26%), 2nd year (25%), 3rd year (29%) and 4 th year (20%). Most students depicted multimodal learning style (69%). The preferred unimodal styles were aural (14%) and kinesthetic (12%). In different combinations, the favoured learning modes were kinesthetic (70%), read/write (60%), aural (57%) and visual (55%). Around 89% of-A‖ level students, compared with 66% of those who had done FSc were multimodal (p=0.002). The preference for multiple learning modes increased with the transition from pre-clinical first and second years to the clinical third and fourth years (p= 0.006). Conclusion: Medical students prefer multiple variety of information transfer. For a better impact, learning style diversity can be converted into appropriate teaching and learning methods that enable more students to attain success.

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“…The head-teachers were also acutely aware of the vast range of demands placed on them and the budgetary implications of these. In this, they faced a lack of overall resources, and central support to enable them to address all the issues (Behlol, 2011). Similar to the findings of the study by Ngidi and Sibaya (2003) in a different context, head-teachers were faced with many practical demands relating to basic school structure and furniture as well as the resources for maintaining and developing quality educational experiences.…”

Section: Discussionmentioning

confidence: 68%

“…Some schools present their students for the English 'A' and 'O' level system, those that prepare their students for the Secondary and Higher Secondary certificates, and well as a few that follow the International Baccalaureate system. In the public mind, there is a hierarchy of schools and there is a great need for the selection of the teachers on merit and not being questioned by the others (Behlol, 2011).…”

Section: Review Of the Related Literaturementioning

confidence: 99%

Efficient Management of Financial Resource and Constraints in Implementation of Budget at Secondary Schools

Akhter

Khan

Rehman

2018

GSSR

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Financial resources and allocations play a pivotal role in improving the learning and teaching system in any country. In that context, this study aims to explore the perceptions of secondary head-teachers relating to Budgetary Allocations and Financial Constraints in the context of Effective Management. A qualitative research method was employed in which semi-structured interviews were conducted with 40 head-teachers working in secondary schools. The result from the interview data shows that the majority of the head-teachers were not satisfied with the budgets and funds provided to the schools, and found aspects of the procedures employed to be unhelpful. There was a tendency to expect more of schools on diminishing budgets and difficulties in being able to spend allocations efficiently and effectively for the maximum benefit of learners. The keys issues are identified and some positive ways forward suggested.

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Comparative Analyses of the Teaching Methods and Evaluation Practices in English Subject at Secondary School Certificate (SSC) and General Certificate of Education (GCE O-Level) in Pakistan

Cited by 10 publications

References 1 publication

Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan

Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan

Learning styles of medical students

Efficient Management of Financial Resource and Constraints in Implementation of Budget at Secondary Schools

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