Suchergebnisse

The education process is essential to human civilization's evolution. Several empirical studies acknowledged during the past two decades have shown that flipped learning significantly improves educational quality and student learning achievements in developing countries. The primary goal of flipped learning is to acquire knowledge and use research tools in the teaching-learning process. This research aims to examine activity-based performance in primary schools, the efficacy of flipped learning by teachers, the hurdles teachers have in adopting flipped learning, and strategies for overcoming those challenges. Because of this, schools must pay more attention to flipped learning. For this purpose, a survey was conducted with private primary school teachers in the city of Faisalabad. However, the area of Sargodha Road Faisalabad was selected conveniently due to time limitations and available resources. Ten private primary schools were selected from the area. In these ten schools, 174 teachers work, and these teachers are considered the population of the present study. The study's sample size was 120 respondents with a confidence level of 95% and a confidence interval of 5%. The sample size was determined using www.surveysystem.com. Simple random sampling was used to select the respondents. The data was collected through a questionnaire that kept the objectives of this study in view. Collected data was analyzed using the Statistical Package for Social Sciences (SPSS).

A national curriculum can also provide a basis for assessment and accountability by establishing standards for student achievement and providing a framework for evaluating students' progress and teacher effectiveness. Teachers can assess the efficacy of a single national curriculum based on its relevance to real-world contexts and future employability. The study aimed to determine the teachers' attitudes and perceptions about the single national curriculum at the school level. This study was conducted in the district of Sahiwal. After attaining the list, 25 primary schools were randomly selected for the data collection. In these selected schools, 128 teachers were working and were considered the sample of the present study. Well-structured questionnaires were used to collect data from teachers. Data were analyzed through Statistical Packages for Social Sciences (SPSS). The management is willing to implement the new curriculum, and 43% of the teachers agreed. 44% of teachers agreed that the new curriculum improves the students' critical thinking and problem-solving process. Results described that 37% of the teachers agree that for successful implementation of a Single national curriculum (SNC), the textbook should be provided to the staff to meet the standards followed by the teachers. It was recommended that collaboration among various stakeholders, such as government agencies, non-profit organizations, and local communities be encouraged.

Teacher training systematically develops attitudes and abilities needed to do the teaching job effectively. Training is extremely beneficial for newbie instructors in understanding the aims and expectations of institutions. The goal of this research is to investigate the role of teacher training in classroom management. The public primary schools of Tehsil Bhawana, district Chiniot, were taken as a study area. All the teachers at public primary schools of Tehsil Bhawana district Chiniot were considered as the population of the study. According to the School Information System (SIS), there are 266 teachers in public primary schools of Tehsil Bhawana. The sample size of 113 teachers was determined by using www.surveysystem.com with a 95% confidence level and a 7% confidence interval. A convenient sampling technique was used to select respondents and collect data. They considered the study objectives, and a well-structured, validated, reliable, and pre-tested questionnaire was used to collect data. Major findings are as follows: Teacher training is helpful in motivating students towards learning with a mean value of 4.50, which lies between agree and strongly agree but slightly inclined towards agree. Political interference reduces the efficiency of teacher training programs with a mean value of 4.48, which lies between agree and strongly agree but somewhat towards agree. Teacher training improves professional development.