PUNJAB EDUCATION FOUNDATION SCHOOLS' EFFECTIVE TEACHING-LEARNING AND ASSESSMENT: AN ANALYTICAL STUDY

Authors

  • Dr Fahd Naveed Kausar Assistant Professor, School of Education, Minhaj University Lahore, Punjab, Pakistan.
  • Muhammad Ijaz Sadiq MPhil Scholar, School of Education, Minhaj University Lahore, Punjab, Pakistan.

Keywords:

Punjab Education Foundation, Schools, Teaching, Learning, Assessment

Abstract

Education is the most crucial sector for a nation's identification and solution of issues recognition and utilization of resources, analysis of past flaws, and preparation for future ideals. The process through which one person instructs or educates another is known as teaching. It is the process of giving guidance to the students in the classroom environment. Teaching is the process of paying attention to people with respect to present needs. The teacher should involve the pupils in this cooperative activity by providing leadership, direction, and a range of classroom activities. The primary goal of this study is to identify the obstacles PEF Schools have in implementing effective teaching, learning, and assessment, as well as to provide solutions that could help them overcome those obstacles. Qualitative data analysis there were different coordinators of PEFs. Data were collected using closed-ended questionnaires and semi-structured interview schedules and analysis procedures descriptive statistics was employed for quantitative data, and thematic data analysis was performed for qualitative data. SPSS software was used for analyzing percentage and frequency calculations. The main challenges which are confronted in PEF schools were “An appropriate budget is not provided to the administration of PEF” with a mean value, “There is a lack of basic facilities at PEF” with a mean value 2.81, "Students negative perception on assessment” with a mean value 2.44, “Shortage of Teaching staff for assessment” with a mean value 2.40, "Quality assurance test (QAT) is a good decision by Govt." with mean value 2.30, "Quality assurance test (QAT) is effective in PEF schools" with a mean value 2.30.

References

Ahmad, S. Z., & Hussain, M. (2017). An investigation of the factors determining student destination choice for higher education in the United Arab Emirates. Studies in Higher Education, 42(7), 1324-1343.

Arshad, M., Ahmed, G., & Tayyab, M. (2019). Assessing the effects of school support facilities on academic achievement at Punjab Education Foundation Partner Schools. European Online Journal of Natural and Social Sciences: Proceedings, 8(2 (s)), pp-214.

Asadullah, M. N. (2009). Returns to private and public education in Bangladesh and Pakistan: A comparative analysis. Journal of Asian economics, 20(1), 77-86.

Asadullah, M. N., Perera, L. D. H., & Xiao, S. (2020). Vietnam’s extraordinary performance in the PISA assessment: A cultural explanation of an education paradox. Journal of Policy Modeling, 42(5), 913-932.

Ashraf, M. A., & Ismat, H. I. (2016). Education and development of Pakistan: A study of current situation of education and literacy in Pakistan. US-China Education Review B, 6(11), 647-654.

Bhola, H. S. (2000). Developing discourses on evaluation. In Evaluation models: Viewpoints on educational and human services evaluation (pp. 383-394). Dordrecht: Springer Netherlands.

Bilquees, F., & Saqib, N. (2004). Drop-out rates and inter-school movements: Evidence from panel data. Islamabad: Pakistan Institute of Development Economics.

Habib, S., Haider, A., Suleman, S. S. M., Akmal, S., & Khan, M. A. (2022). Mobile assisted language learning: Evaluation of accessibility, adoption, and perceived outcome among students of higher education. Electronics, 11(7), 1113.

Hassan, S. A., & Rafaz, N. (2017). The role of female education in economic growth of Pakistan: A time series analysis from 1990-2016. International journal of innovation and economic development, 3(5), 83-93.

Hussain, S., Ahmad, M., Altaf, H. S., & Ahmad, M. F. (2022). Quality of Education in Public and Punjab Education Foundation Funded Schools at Secondary Level. Journal of Research & Reflections in Education (JRRE), 16(2).

Hussain, A., Saadi, A. M., Salfi, N. A., Rashid, K., Mahmood, N., & Ayub, M. (2011). Leadership Qualities of Head Teachers at Secondary Level as Viewed by the Teachers in Private Sector in Pakistan. International Journal of Learning, 17(11).

Javid, C. Z., Farooq, U., & Gulzar, M. A. (2012). Saudi English-major undergraduates and English Teachers' perceptions regarding effective ELT in the KSA: A Comparative Study. European Journal of Scientific Research, 85(1), 55-70.

Kazmi, A. B., Kamran, M., & Siddiqui, S. (2023, April). The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners. In Frontiers in Education (Vol. 8, p. 1083963). Frontiers.

Khaira, A., Syamsuddin, S., Nursanjaya, N., & Mauludi, M. (2023). Dayah Education Curriculum Transformation: Building Targeted and Inclusive Education in the Modern Era. International Journal of Public Administration Studies, 3(1), 24-29.

Khan, B. (2012). Relationship between assessment and students’ learning. International Journal of Social Sciences and Education, 2(1), 576.

Khan, A., Hasana, M. K., Ghazal, T. M., Islam, S., Alzoubi, H. M., Asma'Mokhtar, U., ... & Ahmad, M. (2022, December). Collaborative learning assessment via information and communication technology. In 2022 RIVF International Conference on Computing and Communication Technologies (RIVF) (pp. 311-316). IEEE.

KOÇ, K., KOÇ, Y., & ALBAYRAK, S. B. (2023). EXPLORING EARLY CHILDHOOD TEACHERS'DIFFERENTIATION PRACTICES IN TEACHING MATHEMATICS WITH LEARNING TRAJECTORIES. Teaching for the Future in Early Childhood Education, 77.

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., ... & Whitelock, D. (2022). Innovating pedagogy 2022: exploring new forms of teaching, learning and assessment, to guide educators and policy makers.

Malik, A. B. (2010). Public-private partnerships in Education: Lessons learned from the Punjab Education Foundation (Vol. 309). Asian Development Bank.

Maria, M., Baber, S., & Alam, I. (2023). EFFECTIVENESS OF ASSESSMENTS THROUGH TABS AT PRIMARY LEVELS IN PEF SCHOOLS OF LAHORE. Journal of Social Research Development, 4(1), 124-132.

Muzaffar, M., & Qadeer, R. (2022). THE EFFECTS OF TECHNOLOGY-BASED TEACHING ON THE WRITING SKILLS OF EFL LEARNERS AT SSC LEVEL. Inception-Journal of Languages and Literature, 2(2), 54-75.

Shami, P. A., & Hussain, K. S. (2006). Development of education in Pakistan. Academy of Educational Planning and Management, Ministry of Education.

Saydalieva, D., & Khusenova, G. (2022). THE MAJOR PRINCIPLES OF ASSESSMENT AND THE WAYS IN WHICH THE EFFECTIVENESS OF TEACHING/LEARNING ACTIVITIES (TLAS) CAN BE EVALUATED. Sciences of Europe, (89-1), 36-38.

Sosale, S. (2022). National authority and public interest in Facebook’s free basics Indian encounter: a case of ‘slowbalisation’?. The Journal of International Communication, 28(2), 169-187.

Yan, Q., Zhang, L. J., & Dixon, H. R. (2022). Exploring classroom-based assessment for young EFL learners in the Chinese context: teachers’ beliefs and practices. Frontiers in Psychology, 13, 1051728.

35 Eng Final July Dec 2023 Vol 03 Issue 02 Citation Page

Downloads

Published

06-10-2023

How to Cite

Kausar, D. F. N., & Sadiq, M. I. (2023). PUNJAB EDUCATION FOUNDATION SCHOOLS’ EFFECTIVE TEACHING-LEARNING AND ASSESSMENT: AN ANALYTICAL STUDY. PAKISTAN ISLAMICUS (An International Journal of Islamic & Social Sciences), 3(2), 538–551. Retrieved from https://www.pakistanislamicus.com/index.php/home/article/view/83