2021

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    Effect of the flipped classroom on academic achievement of grade seven students
    (UMT.Lahore, 2021) Hameed ur Rehman
    Educational institutions across the world are investigating the innovative ways of purposefully teaching exponentially growing young minds. This urge is dragging the reckoning intellect towards digital literacy in classrooms. Digital Pedagogy is becoming essential for today's education system and generating the demand for understanding the role of digital citizenship. This is why the flipped classroom model is getting more and more attention as 21st-century classroom techniques. In Pakistan, no such method is being used, especially at the school education level. A pilot study was carried out in a local secondary school to measure the effectiveness of digital literacy in terms of flipped classroom teaching. A grade seven science class was purposefully flipped and compared with a traditional teaching classroom arrangement to evaluate the student's academic achievement. The population of the study comprises all male and female 259 students of class seven, the first term of session 2019-20. This study sample was further divided into two groups: two sections of boys (61 male students) and two sections of girls (66 female students) were randomly selected as the experimental group, the flipped classroom. The remaining four sections (132 students) performed as a control group, the traditional classroom. Instructional strategies were the independent variable. Student's achievement grades in pretest, ongoing posttest assessments and term exam were dependent variables. Scores of pretest were compared with posttest ongoing assessments and school term exams. The analysis was made through t-test and ANCOVA. At the end of the thirteenth week, a Likert scale survey was conducted to evaluate the student's perception regarding the learning environment in a flipped class. The results indicated that” (i) there is a statistically significant difference between achievement scores of the flipped class compare to traditional class students. Flipped class students achieved better results than conventional class learners. (ii) Analysis indicated that there is no significant difference in achievement scores among male and female students of the experimental and control group. (iii) Likert scale survey results showed students increased involvement, mutual interaction and in-depth learning in a flipped classroom environment. This study is a contribution to a positive change in the prevailing education system of Pakistan by transferring a deeper understanding of the importance of student-centred learning. The technological tools motivate student of this age to collaborate academically and socially to become self-standing, curious and creative learner.
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    Examine the effect of quality assurance on the internal efficiency of primary public school teachers in lahore, pakistan
    (UMT.Lahore, 2021) SABA PERVAIZ
    This study investigates the relationship between the effects of quality assurance and internal efficiency of primary public school teachers in Lahore Pakistan. It was hypothesized that there is likely to be a positive relationship between the effect of quality assurance and the internal effect of primary public school teacher. Moreover, quality assurances is likely to predict internal efficiency among primacy schoolteachers in public sector. The study population comprised all the 610 primary schools in Lahore, while a sample of 156 teachers were selected through stratified random sampling techniques. Only public and primary school teachers were the population of the study. The study was delimited to few departments /institutions of education and research of public sector schools in Lahore, Pakistan.. The Cronbach alpha shows reliability of instrument is α .892. The questionnaires on consisted of 53 statements on five point Likert scale. It was cross-sectional (correlational) research design. Correlation analysis and regression analysis were carried out to find the relationship between quality assurance and internal efficiency of primary public school teachers. The finding of this study revealed that the perceptions of primary teachers towards the implementation of quality assurance system. Based on the results of the report, Quality Assurance was found to be a significant variable in internal efficiency of primary school teachers. It has therefore been recommended that primary education supervisory agencies track the activities of teacher’s closely especially public schools to improve internal performance. Keywords: Quality, Quality Educator, Professional Development, Teaching and Learning, quality Assurance, Primary School