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

Abstract

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.

Pakistani High Performing and Low Performing Secondary School Science Students’ Beliefs About Ability to Learn Science

“…Likewise, the sample of the study were from low socioeconomic class. Consequently, the results of this study rationally explain the presence of naive conceptions of learning, memorization and rehearsal in Pakistani low socioeconomic class students (Ali & Abou, 2019;Ali et al, 2018). Likewise, the sample comprised only male students in this study, and the male students are more likely to have naive beliefs of ability to learn (Paulsen & Wells, 1998).…”

“…Moreover, conceptions of learning and beliefs of learning are interrelated. Hence, the naive, less developed and less advanced conceptions of learning of Pakistani students (Ali et al, 2018) can be best understood through exploring their epistemological beliefs. Additionally, there is no suitable questionnaire of epistemological beliefs in Urdu language.…”

Do you want to retain your relevant knowledge? The role of contextual factors in the banking sector

“…and, in that case, if they are critical and management wants to retain them, it becomes a challenge for management. This aspect relates to the collectivist culture of Pakistan as depicted in existing studies (Ali et al , 2018). This is the reason that at top positions, the ratio of female employees is less because as employees move to the top, their responsibilities increase and, thus, it becomes difficult to manage and balance the personal and professional responsibilities.…”

Understanding Pakistani Science Students’ Memorization Cognitive Processing Strategies in the Context of Their Culture, Socio-Economic Class and Education System

“…In a nutshell, Pakistani public schools become centers of reproduction of knowledge rather than creation of knowledge (Ali et al, 2018). Teachers, school activities and assessment practices appear a tool to promote reproduction of knowledge behaviour among students.…”