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Item Exploring teacher perspectives on the integration of artificial intelligence in teaching and learning(UMT Lahore, 2024-10-11) Muhammad Asdaq HanifThis research explores the perspectives of teachers regarding the integration of Artificial Intelligence (AI) in education, focusing on their awareness, usage, and challenges. As AI gains prominence in educational settings, it has the potential to transform teaching by personalizing learning experiences, automating tasks, and providing real-time feedback. The study used a qualitative analysis of interviews with teachers of a private university who possess varying levels of familiarity with AI, uncovering their perceptions, experiences, and expectations of AI's role in education. The findings reveal that while teachers acknowledge the benefits of AI—particularly its ability to improve efficiency and cater to individual student needs—several barriers hinder full adoption. These include a lack of institutional support, inadequate resources, insufficient training, and ethical concerns related to data privacy and student surveillance. The study also found that teachers with greater familiarity with AI are more likely to adopt it in their teaching, in line with the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). Teachers highlighted the potential for AI to automate routine tasks like grading and personalize feedback, particularly in technical fields such as Computer Science and Engineering. However, those with limited experience in AI noted that without structured training and institutional backing, its full potential remains untapped. Ethical concerns, especially regarding data privacy, were also emphasized. This research underscores the need for proper infrastructure, professional development, and ethical guidelines to ensure AI's widespread and responsible use in education. It provides valuable insights into educators' perspectives on AI and contributes to the broader discourse on its evolving role in modern education, offering pathways to enhance support for teachers and promote the responsible integration of AI in classrooms.Item The role of philanthropic initiatives in school rehabilitations post 2005 earthquake(UMT Lahore, 2024-10-11) Hamad Bin KhalidThis research explores the role of philanthropic initiatives in the rehabilitation of schools in Bagh, Azad Kashmir, following the 2005 earthquake. The purpose of the study is to assess how these initiatives have contributed to restoring educational infrastructure and enhancing educational quality in the region. Despite substantial efforts, there is a notable research gap concerning the specific challenges faced and strategies employed by philanthropic organizations in this context. Conducted as a qualitative study, the research employed semi-structured interviews with a purposive sample of NGOs, school representatives, community members, and other stakeholders. A self-constructed questionnaire was used to gather detailed insights, and thematic analysis was applied to identify key themes and patterns from the data. The findings reveal significant improvements in school facilities, including modern amenities that have enriched the learning environment. However, challenges such as logistical difficulties, bureaucratic delays, financial constraints, and quality control issues were prominent. Community engagement emerged as a critical success factor, yet the study also highlighted unintended economic impacts and the need for more effective coordination among philanthropic organizations. These outcomes provide a comprehensive understanding of the impact of philanthropic efforts on post-disaster school rehabilitation and offer practical recommendations for future initiatives.Item Effect of sustainable leadership practices on organizational commitmnet, self- efficacy and burn out of faculty in higher education institutions(UMT Lahore, 2024-10-09) Sidra BanoThe objective of this study is to investigate the effect of sustainable leadership practices on organizational commitment, self-efficacy, and burn out of faculty in higher education institutions. The study also tries to find the most commonly emphasized leadership practices under the framework of sustainable leadership. The study participants include faculty members of both public and private sector universities in the Lahore district. The data was collected quantitatively from 281 faculty members using four questionnaires based on well-known models, such as the burnout inventory developed by Maslach, Meyer and Allen, Bandura's self-efficacy theory, and Hargreaves & Fink's seven principles of sustainable leadership. The findings revealed that sustainable leadership practices significantly lower burnout while raising faculty commitment and self-efficacy. The study additionally examined how these sustainable leadership practices varied among various demographic groups, emphasizing how crucial context is when putting sustainable leadership into reality. Notably, when presented with sustainable leadership practices, faculty members from private universities expressed higher levels of self-efficacy. Further, the study determined which precise practices—like mentorship and group decision-making—were most successful in raising faculty participation. The findings of this study show a strong correlation between organizational outcomes, in terms of faculty opinion, and sustainable leadership practices, especially when it comes to organizational commitment and self-efficacy within the educational settings of universities. University policymakers can use the findings to understand better how to support long-term sustainable leadership in order to maintain organizational stability and raise faculty performance.Item Anxiety and stress coping strategies among grade 5 students with dyslexia(UMT Lahore, 2024-08-12) RAIHA RAFIQUEA quantitative study was conducted to investigate the strategies to cope with anxiety and stress in students of grade 5 with dyslexia in private schools focusing on their demographic variables and academic performance. The study aimed to examine the difficulties encountered by students and teachers, as well as to explore the methods employed to manage stress and anxiety associated with dyslexia. The objectives included assessing the students' experiences and identifying effective coping strategies diagnosed with dyslexia in private schools of Lahore to investigate the coping skills adopted by students of grade 5 to manage anxiety and stress, to pin down the psychological effect on mental well-being, and to minimize the stress and anxiety level by using coping strategies while reading loudly. The researcher used a self-designed questionnaire to collect data from grade 5 students with dyslexia. The tool was personally constructed with the help of literature and field experience. The research took place in Lahore. A sample of 35 students in grade 5 and 10 teachers teaching grade 5 were selected through purposive sampling, from private academic institutes. The data was analyzed by SPSS software. In SPSS the frequency, percentage, t-test, and ANOVA were run and interpreted in findings. The findings were based on a sample of participants from academic institutions, including male and female students from different age groups in grade 5. The study also considers demographic factors such as history, academic performance, impairment level of reading and writing, and age of onset. The key findings highlighted substantial difficulties associated with reading and writing. Female students performed better than male students in reading and writing. Teachers with less experience have minimum knowledge regarding coping strategies to cope with anxiety and stress related to dyslexia. These findings underscore the need for targeted interventions, individualized support, and ongoing professional development for both students and teachers. Addressing these difficulties allows educational institutions to foster inclusive environments that improve the reading and writing skills of students with dyslexia.Item Effect of student-teacher relationship on undergraduate students’ classroom engagement, self-esteem and academic achivement(UMT Lahore, 2024-08-20) RABIA FAROOQThis study investigates the effect of student-teacher relationships on undergraduate students' classroom engagement, self-esteem, and academic achievement from public and private universities of Lahore. By using a quantitative approach, the researcher samples 500 students from public and private sector institutions and analyzes the data through inferential statistics. Three instruments were used to collect data. The result of the study revealed that a significant number of students show a greater level of self-esteem with notable confidence. However, the student-teacher relationship does not have a significant effect on students’ engagement across affective, behavioral, and cognitive domains of engagement. The findings of this study reveal that in the public sector student, student-teacher relationships have a significant effect on self-esteem and engagement while in the private sector there is minimal effect on student-teacher relationships is predicted. This study suggests the need for more faculty training programs to improve student-teacher interactions, gender-sensitive approaches, target interventions, and develop a supportive educational environment. The recommendation of this study involves a gender-sensitive approach and context specific interventions for both public and private sectors and needs changes in policies to promote smaller teacher-student ratios. Despite the limitations, such as sampling bias and cross-sectional design must be used for valuable insights to optimize the educational practice by promoting the holistic development of students and their academic achievement.Item Relationship among teachers’ instructional strategies, students’ self esteem and their academic performance at undergraduate level(UMT Lahore, 2024-08-20) NIMRA AWANThis quantitative study explored the relationship between teacher’s instructional strategy, student’s self-esteem and their academic performance at undergraduate level. The purpose of this study was to identify the instructional strategies employed by teachers, assess the self-esteem levels of students, and evaluate their academic performance in both private and public universities of Lahore. This is quantitative research and cross sectional survey research design was used for this study. Convenience sampling and simple random methods were used to select the participants. Sample of study were 500 students and were enrolled in various academic programs at universities of Lahore. Two scales; The Rosenberg Self Esteem Scale and self-developed Instructional Strategy Scale were used. Pilot testing on 200 students was used for reliability of instrument. Experts’ opinion was sought for the validation of the instrument. The Pearson correlation coefficient (r) was used to see the relationship among variables. Results indicated that there were significant relationships among Instructional Strategies, Self Esteem, and CGPA. Result also showed a significant and positive relationship between Instructional Strategies and Self-Esteem, whereas a very strong and noteworthy relationship was found between Self Esteem and CGPA. It is recommended that educators must incorporate a variety of instructional strategies into their teaching to effectively support students’ self-esteem and their academic performance.Item Relationship between peers’ support and students’ achievement at university level(UMT Lahore, 2024-04-27) SADIA TARIQThe core objectives of the research were to find out the relationship between peer’s support and students achievement at university level. The current research is quantitative in nature. The population of the study was university students at graduate and undergraduate level of government and private sectors in Lahore. The research sample was 380 students selected through random sampling. The instrument used to collect data is questionnaire that was self-developed. The data analysis through mean, standard deviation, frequency, percentage responses and correlation. The results indicated that the peers’ support has no significant effect on the students’ academic achievement. This study proposes that peer support should extend beyond mere acknowledgment within the university setting. Furthermore, the study's results advise that adjustments are required in peer support to effectively adapt to a new educational environment.Item Examining the mediation role of self-esteem in the relationship between psychological well-being and social support of postgraduate students(UMT Lahore, 2024-11-15) Aroosa LiaqatThis thesis explores the associations between social support, self-esteem and psychological health among postgraduate students with reference to the mediating role of self-esteem. Based on 285 postgraduate students, this study examines the interaction between mental health, self-esteem, social support and overall psychological wellbeing and self-esteem. Quantitative results combined with statistical mediation analysis show that social support and psychological well-being are significantly related but there are moderating effects of self-esteem that are affected by cultural and personality factors and resilience. The current study emphasizes the role of a particular form of support that includes enhancing social support structures also and recommend that specific ones like mentoring and peer support could improve the quality of life, as well as academic performance for, postgraduate students. However, the study suggests that there is the need for the use of multiple dimensions to evaluate the postgraduate students psychological state since they are faced with a lot of challenges emotionally, socially and academically. These results highlight the promise of institutional and digital support strategies for creating a positive academic climate for students in the University and improving academic performance as well as mental health.Item The impact of parental involvement on student cognitive and social skills in early childhood education(UMT Lahore, 2024) SafaaParental involvement in education has long been recognized as a crucial factor influencing children's academic success and overall development, in particular, in early childhood education. The active engagement of parents in their children's schooling not only supports educational outcomes but also contributes significantly to social well-being especially in early childhood education. The study is designed to meet the following objectives 1) To investigate the impact of parental involvement on the cognitive skills of children in Early Childhood Education (ECE) 2) To identify the impact of parental involvement on the social skills of children in Early Childhood Education (ECE) 3) To determine the factors influencing parental involvement in Early Childhood Education (ECE) 4) To find out the significance differences in the selected demographics on the variables of the study. The study was quantitative in nature. The research design was descriptive. 200 ECE teachers of 50 schools of Lahore city were selected as sample for data collection through a random sampling technique. An adapted questionnaire was used in the study after undergoing validity and reliability procedures. Descriptive and inferential statistics were employed for data analysis. Findings reported that parental involvement has a strong impact on cognitive and social skills of ECE students. The parental involvement has a greater impact on cognitive skills as compared to the social skills. The most influencing factor affecting parental involvement is the positive relationship between parents and teachers, which greatly enhances parental involvement in their child's education, while the least influencing factor is the impact of parents' socio-economic background on their ability to participate. No significant difference has been found at the base of qualification, teaching experience and age on the variables of the study however, a significant difference has been found out at the base of sector and gender on the variables of the study. It has been recommended that parents and teachers maintain regular communication, create supportive environments, and schools may include activities in the curriculum to engage parents leading towards enhancement of children’s cognitive and social skills.Item Perceptions and assessment practices of higher education faculty regarding AI generated assignments by students(UMT Lahore, 2024-12-04) Mehrab KhanThis study investigates the perceptions and assessment practices of higher education faculty in Lahore, Punjab, regarding AI-generated assignments. The integration of AI technologies, such as generative models, into education has transformed learning and teaching processes, offering significant benefits, including improved productivity, enhanced academic writing, and personalized learning feedback. However, it raises challenges regarding academic integrity, plagiarism, and over-reliance on technology, which can hinder critical thinking and originality. A descriptive, survey-based quantitative research design was employed for this study. The target population consisted of faculty members from public and private universities in Lahore. A sample of 400 participants was selected using stratified random sampling to ensure representation across disciplines, gender, and institutional types. Data were collected through a structured questionnaire, validated through a pilot study (Cronbach‘s alpha = 0.85) to ensure reliability. The questionnaire included demographic data and specific items on faculty perceptions and assessment practices regarding AI-generated assignments. Data analysis was conducted using SPSS, employing statistical techniques such as correlation, regression, and t-tests. The results highlight the need for standardized policies, training programs for educators, and ethical guidelines to ensure the responsible and effective use of AI in academia. This study provides actionable insights for policymakers, educators, and administrators to address challenges and maximize the benefits of AI in higher education.Item Relationship between perceived professional identity and restorative practices at the primary school level(UMT Lahore, 2024-11-15) Nimra NazirThis study investigates the relationship between perceived professional identity and restorative practices among primary school teachers in Lahore. The primary objective is to explore how teachers' professional identities influence their implementation of restorative practices in educational settings. The population for this research comprises all teachers from public and private schools in Lahore, ensuring a diverse representation across different educational contexts. A total sample of 140 teachers was selected, with 70 from public schools and 70 from private schools, utilizing a convenient sampling technique to enhance the representativeness and validity of the findings. Data was collected through two structured questionnaires: one assessing perceived professional identity and the other evaluating restorative practices, both adapted from established studies. The data analysis was conducted using SPSS software, employing descriptive and inferential statistical methods, including Pearson Product Moment Correlation Coefficient and T-tests, to examine relationships and differences among variables. The findings reveal a significant correlation between teachers' perceived professional identity and their engagement in restorative practices, indicating that a strong professional identity positively influences the adoption of restorative approaches in the classroom. Additionally, the study highlights differences in practices between male and female teachers, as well as between public and private school educators. These insights contribute to the understanding of how teacher identity shapes educational practices and underscore the importance of fostering a positive professional identity to enhance restorative practices in primary education.Item Students learning style and academic achievement(UMT Lahore, 2024) Hina SajidThe present study aims to ascertain whether teacher commitment plays a moderating role between learning style of students and their academic achievements. This study used a cross-sectional survey research design based on a deductive approach collects data from 150 teachers and 300 high school students from Lahore, Pakistan, by using VAK learning style model standardized instruments adopted from the original UK version. Descriptive analyses, correlation, mediation, and inferential tests were conducted with the use of the IBM SPSS Statistics version 26. Overall analysis highlighted learning styles have positive correlation with academic achievement of science students and among these, students with kinesthetic learning perform best. We also found that teacher commitment moderates the relationships for visual and kinesthetic learning styles but not for the auditory preferred students. Thus, the present study’s results emphasize the importance of commitment to the students’ success and stress the need for the development of targeted professional activity frameworks that will help teachers learn how to support a wide range of learners’ requirements. Deans for future studies include extension of the conceptual frame to external relations, increase of time spans by employing longitudinal approaches, and expansion of the research field with respect to learning style theories.Item Relationship among university student’s statistical anxiety, attitude towards learning statistics and academic achievement(UMT Lahore, 2024) Feroza TariqThis study investigates the relationship among statistical anxiety, attitudes toward learning statistics, and academic achievement in university students, with a focus on the Pakistani higher education context. A correlational research design, data were gathered from 350 students from various disciplines using the Statistics Anxiety Rating Scale (STARS) Cruise et al., (1985) and the Survey of Attitudes towards Statistics (SATS-36©) Candace et at (1995). A range of statistical analyses, including descriptive statistics, independent samples t-tests, ANOVA, and Pearson correlation, were performed to explore relationships and demographic influences. The results indicate significant correlations between statistical anxiety and academic performance, as well as student’s attitudes toward statistics. Furthermore, factors such as gender, age, and educational background were found to affect anxiety levels and attitudes. The study highlights the importance of promoting positive attitudes to alleviate anxiety and improve academic success in statistics courses. These findings contribute to the creation of targeted educational strategies designed to enhance student learning outcomes in data driven fields and enrich the overall higher education experience.Item Predicting the future role of artificial intelligence in redefining the landscape of secondary school STEM education(UMT Lahore, 2024-11-11) Tehreem FatimaArtificial Intelligence (AI) is permeating various sectors and is actively changing the educational landscape. STEM education is a significant feature of the twenty-first century. The role of AI in STEM is crucial as AI can improve teaching and learning with its personalized responses. The effective implementation of AI in STEM classrooms can be realized only by considering the perspective of educators as educators play a pivotal role in realizing the proper ways of implementation. A qualitative research approach and phenomenological research design were employed in the study. The sample of the study was secondary school STEM teachers, from Lahore, Pakistan. Data were gathered by using a semi-structured interview protocol and a criterion sampling technique was employed to select the potential participants for the study and a sample size of 25 participants was selected. Validation of the instrument was ensured through face validation and content validation. The initial draft underwent validation by three experts and changes were made as per the suggestions. A pilot study was conducted with the same criteria as for the major study to ensure the reliability of the instrument. Data Analysis was performed Interpretative Phenomenological Analysis (IPA) and themes were identified. The analysis revealed that most interviewees understand AI as a technology that imitates human intelligence. The findings highlight that AI can serve as the best tool for teaching and learning due to its transformative abilities such as personalized responses, real-time feedback, adaptive learning, and automated assessment. It further showed that different interviewees had varying levels of expertise in AI. The study also highlighted that AI can provide various benefits for STEM education as it can augment creative and problem-solving abilities, make the classroom more engaging, and prepare students for the technology-oriented future that demands proficiency in practical skills. Findings also highlighted some challenges in the implementation of AI including a lack of teacher training, lack of resources and infrastructure, and a traditional mindset of teachers and parents. The study highlighted that almost all participants appreciated the role AI can play in STEM education; however, concerns related to data privacy, AI bias, job security, and ethical considerations prevailed. While AI holds transformative potential for educational practices, ensuring effective integration, addressing ethical concerns, and preparing students for future technological challenges is crucial for maximizing its benefits. Understanding educators’ perspectives is essential for policymakers and educational stakeholders to develop informed strategies for harnessing AI’s power to enhance STEM education. This research contributes to the growing body of knowledge on the role of AI in education and provides recommendations for future research and practice in the Pakistani context. Recommendations suggest that AI must be made part of the curriculum in alignment with national standards of education. Teacher training programs must be conducted and resources must be allocated to support the incorporation of AI in STEM. The curriculum should be updated with more interdisciplinary approaches should be adopted and assessment practices must be updated to focus on project-based learning. Ethical considerations must be blended into AI and STEM labs should be established and an ethical framework must be developed for AI use in STEM education.Item The role of ICT in collaborative learning among university students(UMT Lahore, 2024-11-18) Ayesha AkramInvestigating the role of Information and Communication Technology (ICT) in collaborative learning among university students is essential as ICT has rapidly emerged as one of the most effective tools in the pedagogy of higher education. The study is designed to meet the following objectives 1) To identify ICT role in collaborative learning on university students‘ engagement 2) To find out ICT role in collaborative learning on the cognitive skills of university students 3) To investigate challenges of using ICT in collaborative learning among university students 4) To find out the significant differences in the demographic characteristics (gender, level of education) on the variables of the study. The study was quantitative in nature. Research design was descriptive. Population constituted students of private university of Lahore city. 250 students of five private sector universities of Lahore city were selected as a sample for data collection through a convenient sampling technique. An adapted questionnaire after undergoing validation and reliability procedures was employed to collect data. Descriptive and inferential statistics were used for data analysis by using SPSS. Findings reported that ICT role in collaborative learning is more effective for student engagement as compared to the students‘ cognitive skills. Limited access to ICT tools is the significant and biggest barrier in the usage of ICT in collaborative learning among university students. A group conflict in ICT supported collaborative learning is the least significant barrier. No significant difference has been found at the base of gender and educational level on the variables of the study. It has been recommended to ensure ICT access and training in educational institutions to enhance collaborative learning outcomes. Policymakers and universities may provide resources and support for effective ICT use in classrooms.Item Investigating usefulness of tiktok as a learning resources in higher education(UMT Lahore, 2024-11-15) Amna KhalidThe current study is about the use of TikTok as a learning tool in higher education institutions, increasing engagement, creativity, and collaborative learning. This fast-paced social media, especially TikTok, has transformed the education sector to such an extent that it becomes impossible for educators and researchers not to come up with innovative ways to implement such tools in the classroom setting. This research seeks to evaluate the perceptions of university students regarding whether TikTok is an effective pedagogical tool and which factors influence the adoption of TikTok in educational settings. The method used in this research is quantitative, using a descriptive survey research design. A structured questionnaire was framed for collecting data from a cosmopolitan population of students of any university in Lahore. So, the sample size here would be 300 student subjects divided equally between two government and two private universities as follows to get balanced variations between gender and academic stream:. Data collection was done by giving the questionnaires personally, whereby it would increase higher responses and provide a chance of interaction with the participants about the answers to the questions. Overall, this research indicated a good impression on learning tool, represented by TikTok for the students. Actually, the very point on engagement, creativity, and informal learning opportunities presented is brought out by the respondents. However, there were some drawbacks, which included distractions and the need for proper guiding on how to use the platform for educational purposes. Analyzing the data based on SPSS software reflected significant correlations between the demographic variables and their perceptions of the educational value of TikTok. Further recommendation by the study involves educational institutions integrating TikTok in the curricula as supplementary learning resources. Teacher training programs would be helpful in the effective implementation of this application for teaching and learning. There is scope for further research on whether TikTok impacts the long-term results of learning and whether the specific types of content help with knowledge storage and engagement. Innovative platforms like TikTok will help educators design richer, more interactive learning experiences which appeal to the current generation of digital natives.Item Exploring effectiveness of edutainment videos in early language development(UMT Lahore, 2024-11-15) Alveena AsadThis study explores the role of edutainment videos in promoting early language development among children aged 3 to 4 years, focusing on vocabulary acquisition, pronunciation accuracy, and interactive engagement. With the increasing accessibility of digital content, young children are increasingly exposed to educational videos, which could potentially aid in language learning when used appropriately. The study aimed to analyze ten widely viewed videos using a comprehensive checklist covering vocabulary development, pronunciation clarity, visual-audio support, interactivity, repetition, cultural relevance, and entertainment value. Employing a qualitative approach, each video was carefully assessed for its language-learning components and engagement techniques. The findings reveal that videos incorporating frequent word repetition, clear pronunciation, and interactive prompts with pauses enhance language retention and comprehension, while culturally relevant content contributes positively to children’s language engagement. Variations in the level of vocabulary introduction and clarity of pronunciation were observed across the videos. The study concludes that interactive edutainment content, especially those with targeted phonetic support and culturally appropriate visuals, can be valuable tools for early language learning. Future implications suggest that video creators focus on enhancing interactive elements and cultural inclusivity to better support language development in young children.Item Study of experiences of teachers serving in a school transforming from traditional to international baccalaureate (IB) in Lahore(UMT Lahore, 2024-10-11) Ayesha ZahoorThe shift from traditional rote learning education model (such as "Rote Learning" or "Memorization-Based Learning”) to International Baccalaureate (IB) programs is one of the most significant educational transformations that have been on the rise in Pakistani schools. The study explores the experiences of teachers, and the prospects experienced by them after the transition to the IB programs. It focuses on the changes that teachers in a school in Lahore undergo from a traditional system to an IB system. The study applied an interpretivist epistemology and an inductive reasoning, and it featured 20 interviews with teachers. This method sought to elicit the personal perceptions and observations of the teachers in as far as the implementation of the IB system (IB Primary Years Programme (PYP) was concerned. Semi-structured interviews were employed to get elaborate responses from the participants, and to identify patterns and themes in the data, thematic analysis was conducted. Ethical considerations were observed to the letter by ensuring that the participants signed a consent form, maintaining anonymity and avoiding causing the participants any discomfort. The study received an ethic clearance which is in compliance with research best practices. Sustained professional development and support offered to teachers in IB schools in Lahore were instrumental in the effective adoption of the IB-PYP framework. These initiatives not only improved teaching practices but also contributed to the holistic development of students by fostering an educational environment that prioritized critical thinking, creativity, and global awareness. The commitment to professional growth and collaboration among educators ensured that the IB-PYP was implemented successfully, ultimately raising the standard of education in IB schools across Lahore. It has been assessed in the research that such initiatives have likely resulted in prominent improvements in teaching practices, educational standards and student’s development in IB-PYP across the city.Item Primary school teachers’ practices in implementing assessment for learning in english language classroom(UMT Lahore, 2024-11-18) MISBAH KHALIDAssessment for learning (AfL) is a teaching strategy that makes use of continuous assessments to enhance student learning. The current study aimed to explore the beliefs of primary school teachers and the strategies being used by them in the AfL practices. A survey method was used and research was carried out by using a standardized questionnaire. A sample of 300 English language teachers were enlisted for research from private schools in Lahore. An adopted questionnaire was used to collect the data containing three sections; on demographic sheet, AfL implementation (practices and values) and on frequency of usage of AfL strategies. The reliability of the instrument was confirmed with Cronbach‘s alpha. The study evaluated the frequency, practices and perceived value of various AfL strategies. Peer- and Self-Assessment were found to be the most frequently employed AfL techniques. It was concluded that better professional training in AfL strategies led teachers to be more engaged with the implementation. However, several barriers such as time and conduct of a class limited the effective implementation of AfL strategies. Considering these deductions, some recommendations were made to inform future practice. There is a need to provide professional development in the form of AfL training to boost formative assessment and support the student learning outcomes in English language classrooms.Item Teachers’ attitudes and perceived practices towards formative assessment in primary schools(UMT Lahore, 2024-04-27) SEHRISH TAJAMMUL BUTTThis study aim to examine the attitudes and practices of primary school teachers towards formative assessment, with a focus on identifying demographic influences. A quantitative approach was used with the sample of 400 teachers’ from 16 public and private primary schools in Lahore, Pakistan. The research questions addressed the impact of demographic variables such as gender, qualification, institute type and teaching experience on teachers’ attitudes and practices towards formative assessment. Two instruments, namely “Teachers Attitudes towards Formative Assessment” and Teachers’ Perceived Practices towards Formative Assessment, were used to measure the constructs. The results showed generally positive attitude towards formative assessment among teachers, emphasizing their role in guiding student learning and improving teaching strategies. However, challenges such as insufficient training and time constraints for implementation were identified. Teachers’ perceived practices findings showed teachers applied some aspects consistently as compared to others. Gender and institution type findings showed significant impact of attitudes and practices, suggesting the importance of tailored support and professional development initiatives. These findings showed the need for comprehensive assessment policies and targeted interventions to promote effective formative assessment practices in primary education, ultimately enhancing student learning outcomes and fostering a culture of continuous improvement in teaching and learning process.