Introducing science experiments to rote-learning classes in Pakistani middle schools

Pell, Anthony; Iqbal, Hafiz Muhammad; Sohail, Shahida

doi:10.1080/09500790.2010.489151

Cited by 17 publications

(13 citation statements)

References 35 publications

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“…Pakistan is a proponent of collectivism culture (Hofstede et al, 2010), discourage individualism, and currently suffers terrorism and extremism. Most students memorize the content in secondary schools (Aijaz, 2001;Akhtar, 2007;Malik, 2012;Shaheen, 2010) and there are teacher centered teaching methods (Khan, 2011;Malik, 2012;Pell et al, 2010) that have potential to promote intake of knowledge conceptions of learning in students (Vermunt, 2005). Male students in schools appear less successful than female students do (Ho, 2012;Khan et al, 2014;Khilji & Bhutta, 2012;Shah, 2011) in this teacher centred and knowledge testing assessment system (Bibi, 2012;Hasan, 2011;Malik, 2012) specifically in science discipline (Punjab Development Statistics, 2014).…”

Section: Collectivism Culture Teaching and Learning Behaviours In Pamentioning

confidence: 99%

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

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Section: Collectivism Culture Teaching and Learning Behaviours In Pamentioning

confidence: 99%

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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“…Elementary school teachers have a stronger sense of self-efficacy about their capabilities in all three factors: implementing instructional strategies, managing student behavior and student engagement. Many researchers assumed that it is easier for elementary students to engage in the learning process, implement instructional strategies and spend time to manage an elementary classroom discipline (Pell et al, 2010;Shaukat and Iqba, 2012). Last but not least, findings illustrated that teachers with longer teaching experience may be more capable of handling classroom discipline and engaging students to the learning process, since their teaching experience may facilitate to manage students behavior and students' engagement.…”

mentioning

confidence: 99%

Background characteristics as predictors of Greek teachers’ self-efficacy

Gkolia

Belias

Κουστέλιος

2016

International Journal of Educational Management

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Purpose – The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the Teachers’ Sense of Efficacy Scale – TSES, during a difficult economic period for Greece and other European countries. Design/methodology/approach – Equation modeling techniques were used to examine the construct validity of Greek version of TSES and second to examine teachers’ self-efficacy profile in primary and secondary schools during a difficult economic period for Greece and other European countries. Findings – The findings of the study, using the equation modeling techniques, revealed that a multidimensional first-order three-factor model fits well to the data using multiple-group analysis, the results of the study indicate that background characteristics, such as teachers’ gender, teaching experience, educational level (elementary and secondary level) and age affect their self-efficacy factors (efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management). Research limitations/implications – The data of the specific analysis is based on centralized education systems during a difficult economic period. For improvement, future research using longitudinal approaches may give further important factors across different academic years and across the same individuals. Further research is also required in order to investigate the relationship between self-efficacy and students’ achievement. Originality/value – The originality and value of the current manuscript highlights the confirmation and the interpretation of latent factors measuring elementary and secondary school teachers’ self-efficacy (TSES) based on a centralized educational system.

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“…In our baseline data collection, 51 percent of school principals cited lack of teacher qualifications as a constraint on student learning. The most common middle-school science teaching methods in Pakistan have remained stagnant since independence, with a focus on rote learning and memorization over conceptual understanding (Pell, Iqbal, and Sohail 2010). This focus on lecture-based instruction and memorization of the items in the textbook is common in developing countries (Glewwe and Muralidharan 2016).…”

Section: Background On Schooling In Pakistanmentioning

confidence: 99%

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

Beg

Lucas

Halim

et al. 2022

American Economic Journal: Economic Policy

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Using two RCTs in middle schools in Pakistan, we show that brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness: student test scores in math and science increased by 0.3 standard deviations, 60 percent more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the high-stakes government exams. By contrast, providing similar content to students on personal tablets decreased student scores by 0.4 SD. The contrast between the two effects shows the importance of engaging teachers and the potential for technology to do so. (JEL I21, I28, J45, O15, O30)

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Introducing science experiments to rote-learning classes in Pakistani middle schools

Cited by 17 publications

References 35 publications

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Background characteristics as predictors of Greek teachers’ self-efficacy

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

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