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Browsing BS by Author "ABDUL MATTEEN ALI"

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    EMPIRICAL VERSUS ROTE LEARNING IN RURAL SCHOOLS A QUANTITATIVE STUDY FROM JALAL PUR PIR WALA
    (UMT, Lahore, 2025) ABDUL MATTEEN ALI
    This study explores the effectiveness of empirical learning methods in improving educational quality in non-government rural schools in Pakistan, with a particular focus on Grade 9 classrooms in Jalalpur Pir Wala. Challenging the deeply rooted culture of rote learning, which prioritizes exam scores over conceptual understanding, the research assesses how hands-on, student-centered teaching influences engagement, academic outcomes, and the feasibility of broader pedagogical reform. Using a quantitative comparative design, the study collected data from 70 students and 20teachers across two schools one affiliated with the Punjab Education Foundation (PEF) implementing empirical learning strategies, and the other a private institution continuing traditional rote-based methods. Structured questionnaires measured student engagement, conceptual clarity, and perceived instructional effectiveness. Data analysis, conducted through SPSS, included descriptive statistics, Cronbach’s Alpha reliability tests, and regression modeling to determine the impact of instructional methods on educational outcomes. Empirical learning, which means that the learner is an active part of the learning process. Although these systems are rooted in vastly different socio-cultural contexts, their principles like decentralization, classroom autonomy, and a shift from test-driven instruction hold valuable lessons for countries like Pakistan. The results show that students in empirical classrooms reported significantly higher levels of engagement, participation, and conceptual clarity. Teachers also strongly favored empirical methods for fostering critical thinking and motivation. Regression analysis confirmed a robust relationship between the teaching method and perceived learning quality (β = 0.654, p < 0.001). However, the research also uncovered systemic contradictions: despite increased engagement, empirical learners scored lower on standardized, memory-based tests such as the Quality Assurance Test (QAT), raising concerns among parents and school management. These findings highlight the conflict between deep learning and Pakistan’s exam-centric educational culture. Many stakeholders fearing lost academic opportunities continued to prefer rote methods that align with high-stakes testing frameworks. This study thus not only confirms the benefits of empirical learning but also underscores the structural barriers to its implementation in rural, low-cost settings. The research advocates for systemic alignment between pedagogy, assessment, and policy, and recommends the development of context-sensitive teacher training, empirical teaching kits, and inclusive examination reforms. By offering evidence-based insights rooted in field realities, the study contributes meaningfully to educational reform discourse in Pakistan and supports the broader shift toward Sustainable Development Goal 4: ensuring inclusive and quality education for all