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This research work addresses the important issue of teaching learning and assessment practices in higher education institutions in the city of Bahawalpur. This study specifically focuses on the Bachelor of Science (B.S hereafter) level of study in selected institutions. Teaching learning in higher education is currently undergoing an important phase. They are facing challenges that are never faced before. This study is important to provide useful information for teaching learning and assessment, help the student to solve the problems faced by the student during learning and the purpose of the study is to investigate the effectiveness of teaching learning. The report was on an analysis of teaching learning and assessment practices among BS students in Bahawalpur. However, due to limited time and resources, it was difficult to access all the population of different regions of Bahawalpur city for a student at a masters level of 3 Government institutes: The Islamia University of Bahawalpur (IUB), Govt. Sadiq College Women University, Bahawalpur (GCWU) and SadiqEgerton (S. E) College, Bahawalpur. The majority of the respondent agreed with the statement that they are satisfied with the existing teaching practices.

This article presents a conceptual modelfor assessing trainer interventions. Among the interventions made by trainers in two self-study groups, those judged as having contributed most to what group members learned were analyzed, yielding an 18-cluster system for categorizing trainers' teaching acts. These clusters were grouped into several conceptual dimensions: Authority, Responsibility, and Power; Anxiety and Resistance; Personal and Interpersonal Issues; and Trainer as Teacher. All trainer interventions made in these two groups were recoded according to the 18-cluster system, and subsequent analyses examined trainer-member agreement, contributions to learning by cluster and dimension, and the impact of the intervention's level of complexity. The results show that group members learn best when provided with a theoretical framework and concepts to make meaning of their experiences in the group and when they are taught how to use their inner lives to provide information about that experience.

Quantitative literacy is increasingly essential for both informed citizenship and a variety of careers. Though regression is one of the most common methods in quantitative sociology, it is rarely taught until late in students' college careers. In this article, the author describes a classroom-based activity introducing students to regression analysis in an introductory sociology course. Using a data set that draws on the students' quiz and exam scores, students learn the basics of interpreting regression analyses in a manner that is relevant to their own lives. The activity also encourages students to think critically about potential predictors of exam performance and how they could be measured.

Teaching research methods in psychology involves communicating a number of methods stemming from diverse philosophical traditions. The process of searching for themes is a central part of various qualitative methods of analysis and involves the transformation of coded raw data into a thematic structure. This process has often been briefly described which can create a problem for students who encounter qualitative analysis for the first time. The aim of the present paper is to explore how the process of transforming codes into a thematic structure can be described and communicated through higher education teaching. Literature on research methods and related teaching methods was explored and subsequently related to experiences of teaching and using qualitative methods in research. The essay-writing process was used to develop a language and pedagogical methods for teaching of thematic analysis. The reflective journey started off with concepts such as sorting and using visual tools found in the literature review, and continued with more active concepts such as abstracting and re-organising. I found the illumination of dominating epistemologies in psychological research to be a key element for understanding a more fundamental problem impeding students' learning processes. The reflective journey ended in a proposition of teaching exercises aimed at encouraging students' research creativity.