The aim of this study was to develop and validate a comprehensive instrument to measure the holistic academic performance of higher secondary school-level students in Pakistan. Data were collected from 1035 higher secondary school level students enrolled in public sector colleges and higher secondary schools. Content validity was determined by eight national and international experts' opinions. The reliability coefficient was found (α=.74) for the said scale. Initially, 52 statements were developed by integrating the students' academic characteristics, students' performance domains, and academic listening, speaking, reading, and writing tasks.Finally, 24 statements were retained after applying the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). It resulted in two distinct sub-factors of Students’ Individual Performance (SIP) and Students'
Group Performance (SGP). Findings of the research indicate that Students' Academic Performance may be used as a reliable and holistic measure by the educational stakeholders for higher secondary school level students.

The study looked at the connection between intermediate-level students' academic performance and emotional intelligence. Three hundred and fifty (350) intermediate-level students from public institutions of District Attock participated in the study. Surveys were used to gather information to assess emotional intelligence. Academic success was measured in terms of the percentage of students who had finished their first year of college. In order to arrange and statistically evaluate the acquired data, the Mean, SD, and Pearson's correlation were computed. The research revealed a strong connection in academic success and the emotional intelligence (EI) of college students.

The present study was an attempt to understand how emotions are related to academic stress. Emotions are an integral part of a human’s life. The nature of this study was correlational. Students from Education department at the undergraduate university level were selected as a population from both public and private sector universities in Lahore, Pakistan. Questionaries were used to collect data. To explore the relationship between emotional intelligence and academic stress multiple regression analysis was applied. For comparison between two groups like gender independent sample t-test was used and for comparison between more than two groups like different age groups, one-way ANOVA was applied. The results revealed that students with higher EI suffer less academic stress than others as they are more cognizant of their emotions.

This study emphasizes the common perceptions of students regarding discipline selection on their parents’ advice and its impact on academic attainment in tertiary education. The objective of this particular study was, to find out the effect on academic achievement of discipline selection on parental advice. A mixed-method approach was utilized. The target population of the study was comprised of senior students of BS-level programs. Samples for qualitative and quantitative were 15 and 382 respectively. Phenomenological design for the qualitative part while survey design was employed for the quantitative part. Word cloud and thematic analysis were used for the qualitative data, while Pearson (r) and linear regression were employed as inferential statistics for the quantitative data. The findings reveal a weak positive association between discipline selection based on parents' advice and academic performance. The study recommends that parents should recognize and respect their children's autonomy in making subject selections.

The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

This study investigates subject-verb agreement errors in academic writing by BS English students, aiming to enhance their writing proficiency. Despite learning grammatical rules like subject-verb agreement, students frequently struggle to apply these rules correctly. Using a mixed-method approach, data was collected both quantitatively and qualitatively. The findings revealed four types of errors: subject-verb agreement of person (SV1), number (SV2), subject (SV3), and coordinated subject (SV4). No errors were observed for notional agreement and proximity (SV5). Errors in SV1, representing a person's simple subject-verb agreement, were the most frequent. The dominant source of these errors was identified as intralingual factors. The study concludes by offering practical solutions to help students and educators address these challenges effectively, contributing to improved academic writing skills for BS English learners.

This study seeks to examine the characters, difficulties, and challenges encountered by professional students in writing academic essays by exploring the strategies employed by undergraduates in writing academic essays. The sample comprised twenty students selected from four professional colleges located in Abbottabad. The research instruments utilized in this study consisted of a questionnaire about critical thinking strategies and English essay prompts written by the same students. A descriptive survey design was utilized for data collection. The statistical analysis was followed by qualitative analysis under the framework of Toulmin's Model of Argumentation. The analysis revealed that students encountered numerous difficulties when attempting to compose an academic essay despite possessing a rudimentary understanding. The findings of the study highlighted the impact of language and writing proficiency challenges on cohesion in academic essays. The findings suggested that students often find it challenging to incorporate higher-order thinking skills into their writing.

This research examines the effects of e-learning on academic performance and student engagement in universities. Through a quantitative approach, data were gathered from a sample of 200 students drawn from a population of 1,050. Descriptive statistical procedures, i.e., mean, standard deviation, frequencies, and percentages, were used together with inferential tests like ANOVA and regression to test the association among variables. The results confirm that a reliable internet connection, access to digital devices, and technical support significantly improve students' experience through online learning.  It suggests the integration of mixed-method studies with long-term designs in terms of developing a more complete profile of online courses of study. It also recommends that the use of good teaching practices, strong student support services, and equitable institutional policies should be embraced to enhance motivation and attainment. All these conclusions are essential to teachers and policymakers who aspire to get the most out of online learning.