Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
Motivation is regarded as the alpha and omega of learning .It is the heart of teaching learning process. Motivation is defined as an internal state that arouses, directs, and maintains the behavior over time. Thus motivation is the pivotal component of learning and locus of control which is one of the important factors it stems from. Locus of control is a belief about the primary source of a person's behavior- either internal (within a person) or external (with in a person's physical and social environment). The main aim of this research was to measure the locus of control of students in order to determine the degree of their externality or internality of locus of control. And to find out the gender difference in locus of control orientation at College and University levels to relate the locus of control with academic achievement. Sample of study consisted of 466 students, out of which 205 were boys and 261 were girls. This sample was chosen from two female college and one male college located in Rawalpindi city and one Co-education University Institute located in Islamabad city. The college students were mostly of 16 and 17 years age group, where as University students were in the 20 and 21 year age group. For the purpose of measuring locus of control questionnaire was used with a few modifications. Academic achievement was measured by the marks obtained by the sample in their recently held examination at their institutions. The obtained data were analyzed and interpreted using statistical tools such as: Mean Standard Deviation, t-test and correlation coefficient. The results show that the majority of students were found to be more internal than external in their locus of control. This result is enlightened with others studies that, locus of control and academic achievement were related positively to each other. Boys were found to be more internal than girls at college level however, no gender differences in locus of control were found at the University level.
The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male & 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age range was between 12-14 years old. Teaching Competence Scale (Passi & Lalita, 2009) and Class Environment Scales (Kelly, 2010) were used to measure the perceived teachers' competence and perceived class environment, respectively. For the purpose of the present research, scales were translated into Urdu through back translation method. Results indicated that perceived teachers' competence predicted the students' performance, but did not predict the perceived class environment. Further results indicated that there is no mediation and moderation effect of class environment on the relationship between teachers' competence and students' performance.
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed disorders among children today. Stimulants are commonly prescribed to children with ADHD to improve attention span and decrease distractibility, hyperactivity, and impulsivity. Given the increased use of stimulant medication, school personnel need to be aware of the implications and limitations of the stimulant medications on a child's academic and behavioral performance. In this study, pre-service school personnel's awareness of the symptoms and causes of ADHD and the effects of stimulant medication was examined using a13 item questionnaire developed by Snider, Busch, and Arrowood (2003). Further, the differences in knowledge levels between the Graduate and Undergraduate students were examined. The sample consisted of 76 Undergraduate and Graduate students majoring in Special education, General education speech and Language pathology, and School psychology. The findings indicated that pre-service school personnel (a) had higher knowledge scores than reported in previous literature and (b) were less aware of the lack of long-term efficacy data and the side effects of medication. Independent Samples ‘t’ test indicated that there were no differences between the graduate and undergraduate student groups on the overall knowledge scores. Based on the results, it is recommended that the side-effects of stimulant medication should be incorporated within the teacher education curriculum.
The study aims to examine the faculty members' perspective (age Wise, Gender Wise and Work Experience wise) of parameters affecting the quality of education in an affiliated Undergraduate Engineering Institution in Haryana. It is a descriptive type of research. The data has been collected with the help of ‘Questionnaire Based Survey’. The sample size for the study is 110 comprising the faculty respondents. The sample has been taken on the Random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) chosen on a the random basis from an affiliated Undergraduate Engineering Institution in Haryana. For data analysis and conclusion of the results of the survey, statistical tool like t test was performed with the help of high quality software;’SPSS (Statistical Package for Social Science)’. To conclude, for “Selection Process”, “Academic Excellence”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, the two samples (Age & Work-experience wise) have same perceptions with respect to the parameters. For “Selection Process”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, the two samples (gender wise) have same perceptions with respect to the parameters. While for “Academic Excellence”, the two samples (gender wise) have different perceptions with respect to the parameter.
Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district. A Multidimensional Personality Inventory constructed by Manju Rani Agarwall was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and 't' tests were used for analyzing the data. The results showed that there is significant difference in personality of Government Aided and Self Finance College student teachers.
Early adolescence is a period of transition between childhood and late adolescence, is where one experience dramatic changes physically, and psychologically. These transitions cause cognitive, emotional, and social changes. The developmental changes that occur during this period cause varying degrees of disturbance in them. The period of transition leaves its mark on the individual's behaviour, as they feel unsure of themselves and insecure in their status. This intrudes them to be aggressive, self conscious and withdrawn. When an individual's behaviour is unusual for a particular age, this leads to poor adjustment, and is termed as behavioural problems. Schools play a significant role in the early adolescents' development because of the environment they provide. Though researches have been carried out focusing school environment of early adolescents, the investigators were interested to find if institutional variables can be significant contributors to the behavioral disorders exhibited by early adolescents. The study was designed to investigate the impact of institutional variables on behavioral disorders in early adolescents, studying in Standard IX. Random Sampling Technique was done on the basis of nature of the school, locality of school, type of school and medium of instruction to draw the sample size of 1275. Self constructed tool on Behavioral Disorders was used. Collected data were analyzed using statistical techniques such as t-test, ANOVA (Analysis of Varience). The statistical results revealed that institutional variables significantly contributed to the behaviourial problems in early adolescents. There should be some guidance service in each school, in order to provide some strategies for managing the behavioral problems among early teens as well as reducing the problem at this stage.