The current study was conducted for the examination of the effect of the teachers' behavior on students' academic achievement while opting for the Positivist paradigm. It was quantitative research. A total of 600 students(50 percent including males and females) were selected using Cluster sampling out of 1200 students. "Teachers' Behavior Assessment Scale" adopted from (Hadie,Hassan, Bahri, And Yusoff, 2018) has been used for the measurement of teachers' behavior. It comprised of the five-point Likert's rating scale which ranges from "Almost Never" to "Almost Always" comprising 60 items. These 60 items have been categorized under eight categories/ indicators. On the other hand,the students' GPA has been taken and used for measuring their academic achievement. The data underwent the Mean, SD, Pearson's r and Linear regression outcome which showed that the students' achievement has been positively and moderate affected by the teachers' achievement.

The experimental study was designed to determine the effectiveness of Kumon method in comparison with traditional lecture method in the teaching of Mathematics to grade-6. The objective of the study was to determine the effectiveness of Kumon method for academic achievement of children in Mathematics. All students of grade-6 of Fazaia Inter colleges of Rawalpindi and Islamabad was the population.Cluster sampling technique randomly was used. One of the three Fazaia colleges (Grade-6) was selected randomly. All grade-6 students of theselected cluster formed the sample of the study. Data was collected and analyzed by applying t-test and recommendations were given on the basis of findings of the study. This study shows that Kumon method is more effective for teaching mathematics to Grade 6 students in comparison with traditional lecture method and equally helpful in teaching mathematics effectively to boys and girls.

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 study aimed to compare teacher effectiveness in English and Mathematics by using students' ratings on quality factors such as learning environment, instructional planning and strategies, subject matter knowledge, assessment, and effective communication. Through using a multistage sampling technique, the data was obtained from the students of 10th grade (N=2009), who evaluated their teachers' performance on STEQ developed by Akram (2018). The five factors of STEQ exhibited a high level of reliability (α=.88) with factor-wise reliability ranging from 0.74 to 0.86. T-test for independent samples was used to compare boys' and girls', and urban and rural students' perceptions of teacher effectiveness in English and Mathematics. Female teachers were perceived as more effective than male teachers by their students in Mathematics and English, while urban teachers were perceived as more effective as compared to rural teachers by their students in Mathematics and English. Student achievement in English and Mathematics also statistically significantly differed based on the gender of students and school location. The study also gave recommendations.

This study examines the correlation between distributed leadership practices of principals, the academic performance of students, and the school climate in government secondary schools in Kohat, Pakistan. It investigates the relationship between the distributed leadership approach of principals and the school atmosphere, as well as its impact on academic achievement. The research involves 30 principals and 198 teachers who completed surveys on distributed leadership practices and school climate. Descriptive statistics, Pearson correlation coefficient, and regression models were used for data analysis. The study found a significant correlation between the adoption of distributed leadership by principals and the overall school climate. Furthermore, a moderate correlation was observed between students' academic achievements and the distributed leadership approach of the principal. The research suggests that a principal's distributed leadership positively affects school climate and leads to improved student achievement, although it also indicates a negative impact on students'
academic performance.

This research was done to explore the head teachers’ transformational leadership style, to see its impact on students’ achievement. The descriptive quantitative and survey approach was applied to conduct this research. The data were attained from secondary school teachers about the transformational leadership style of their heads through a five-point questionnaire. The matriculation results of students from sampled schools were also taken to see the effect of the head's leadership style on students' achievements. The purposive sampling method was used to collect data. Eight representative schools were selected from the district Lahore cantonment area and fifteen teachers were selected from each school to collect data and analyse SPSS. The data is presented in frequency distribution tables. Descriptive and influential statistics were applied to infer from data. It revealed that school heads with transformational leadership styles and strict rules regulations clear goals and values had a high effect on students’ achievements.

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.

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.

This is a qualitative research study on the influence of cultural capital on the experience of students and their education results in higher education. Through the Bourdieu theory of cultural capital, habitus, and field, the study examines the way students with varying socioeconomic statuses act to mobilize embodied, objectified and institutionalized forms of capital in universities. The semi-structured interviews were conducted with 12 undergraduate students, with different socioeconomic and first-generation backgrounds. Thematic analysis showed that cultural capital has significant impacts on academic confidence, classroom involvement, institutional orientation, and sense of belonging. Students with high socioeconomic status exhibited a greater adherence to the mainstream academic standards, and the first-generation and low-SES students indicated that they experienced difficulties in the beginning but had developed coping strategies throughout their lives. The results bring out the reproductive character of higher education as well as its reorganizational possibilities. The research paper highlights the importance of having inclusive institutional practices in order to minimize the inequalities in academic achievement and persistence.