Head Teachers’, Teachers’ and Parents’ Perceptions of Failing Primary Rural Schools in Sheikhupura

Akram, Muhammad

doi:10.35484/pssr.2021(5-ii)30

Cited by 5 publications

(5 citation statements)

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“…Memon (2007) criticized the low teaching quality and poor content knowledge as two wide-ranging problems of declining student performance. In Pakistan, Akram and Butt (2021) found that the several of reasons of failure for primary education system include memory-based assessment rather than testing analytical ability, poor content knowledge, and low teacher quality. Moreover, lack of financial resources, insufficient teaching staff and ineffective teachers' content knowledge are the important indicators of low-quality teaching in Pakistan at primary level (Ahmad et al, 2013).…”

Section: Professional Development Training and Content-based Competen...mentioning

confidence: 99%

Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

2024

AHSS

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The study examined the effect of content-based professional development training in science subject on teachers' achievement in science at primary school level. Professional development trainings develop and improve the required abilities and skills essential to impart quality teaching. The study has been conceptualized on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. The study employed one group pre-test post-test experimental design. 140 primary school teachers from 5 clusters in Sheikhupura district were selected as a sample of the study. The teachers received 40 hours training during the span of one week. They were pre-tested and post-tested using researcher made test based on the content taken from grade 5 science textbook. Descriptive statistics and paired samples t-test were used to analyze the data. The study found a significant difference in achievement scores of teachers' pre-test and post-test i.e. posttest scores were better as compared to pre-test. The study concluded that the content-based professional development training of teachers in science subject at primary school level is significantly important. The researcher recommends improving subject matter knowledge of science teachers to achieve the targets about the provision of quality education.

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Section: Professional Development Training and Content-based Competen...mentioning

confidence: 99%

Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

2024

AHSS

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“…The previous literature further tells that the teachers generally use outdated teaching methods, the assessment takes place is sporadic and subjective, policy implementation is not successful and it provides little feedback to children for improvement (Ministry of Education, 2009;Muhammad & Iqbal, 2015). In Pakistan, Akram and Butt (2021) found that the reasons of failure of primary education system include memory-based assessment rather than testing analytical ability, endemic administrative issues in the conduct of examinations, and low teacher quality. Another study found lack of financial resources, insufficient teaching staff and ineffective use of assessment techniques as indicators of lower quality teaching.…”

Section: Quality Education and Primary Schools: National Perspectivesmentioning

confidence: 99%

Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

2024

PSSR

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This study was conducted to find out the effect of pedagogical content knowledge training on primary school teachers' achievement in pedagogy. Pedagogical skills involve different methods of teaching which can be used effectively according to the need of the learners. The researchers used one group pre-test post-test experimental design to conduct pedagogical content knowledge related training of 40 hours for 140 teachers, clustered into 5 groups, and measure achievement scores of the subject in the area of pedagogy before and after the training. Pedagogical training related module was developed by an independent expert of the pedagogy. The study used descriptive as well as inferential statistics to analyze the data. Findings of the study revealed significant mean difference in achievement scores on the pretest and posttests of these teachers. The study recommends to conduct pedagogy related professional development trainings for primary school teachers to enhance their capabilities and pedagogical skills.

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“…Further, Memon (2007) was also concerned about the low teaching quality and poor content knowledge of declining student performance. Akram and Butt (2021) also identified the multiple of reasons of failure for primary education system in Pakistan which includes memory-based assessment, poor content knowledge, and low teacher quality. Furthermore, insufficient teaching staff, ineffective teachers' content knowledge and lack of financial resources are also the important problems of low quality teaching in Pakistan at primary school level (Ahmad et al, 2013;Kouser et al, 2011).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Maximizing Content-Based Knowledge of the Novice Teachers in Mathematics: An Experimental Study

2024

JDSS

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This study used an experimental approach to find out the effect of content-based professional development training in mathematics on novice primary school teachers' achievement in mathematics. Professional development training to in-service teachers provides need-based support to maximize their knowledge in the areas they need support. The study has its theoretical bases on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. 140 primary school teachers from rural areas of Sheikhupura district were clustered into 5 places for intervention. The intervention included hands on activities related to mathematics lasted 40 hours to mathematics teachers during the span of one week. The study employed one group pre-test post-test experimental design. The teachers were pretested and post-tested on a researcher-made test related to Mathematics content knowledge taken from grade 5 textbook of mathematics. Descriptive and inferential statistics were used to analyze the data. The study revealed that achievement scores in posttest of the teachers were better as compared to pre-test for the mathematics subject. The researcher recommended that continuous professional development programs should be in practice to provide in-service teachers especially the novice teachers to support them.

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Head Teachers’, Teachers’ and Parents’ Perceptions of Failing Primary Rural Schools in Sheikhupura

Cited by 5 publications

References 1 publication

Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

Maximizing Subject Matter Knowledge of Science Teachers through Professional Development Plan and Training

Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

Maximizing Content-Based Knowledge of the Novice Teachers in Mathematics: An Experimental Study

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