Constructivism means the realization of knowledge in mind and believes that students should construct knowledge rather than gaining it. Students should allow observing, manipulating, hypothesizing, experiencing to generate result knowledge rather than feeding. Impact of instructions based on 7E's instructional model upon student's attitude towards Physical Education and its comparison between the experimental and controlled group at both pre and post-test phase was checked by using statistical package for social sciences version (24.0). It was yielded that an instructional method using 7E's instructional model has a significant positive impact on a student's attitude towards physical education subject. The experimental group show a more positive response as compared to the controlled group.

Recent studies, however, have shown that MT serves a symbolic tool and can be way more effective in L2 learning than the exclusive use of TL. While many studies have examined the extent and functions of MT, only a few have explored the sociocognitive functions using Vygotsky's sociocultural (SCT) framework. The present study, therefore, adopted SCT to examine the amount and sociocognitive functions of MT. Classroom observations and stimulated recalls interviews were used to collect data from MBA students (n=6). Results showed that, learners MT use made up only 14% of the total amount of speech in L2 classroom. Most importantly, MT performed important functions, such as scaffolding, intersubjectivity and cognitive regulation. MT facilitated vocabulary learning in L2 through scaffolded help; created intersubjectivity by increasing motivation, reducing anxiety, and helped internalize L2 through cognitive self-regulation. A number of implications for classroom pedagogy and language policy have also been discussed.

The present study aimed to develop and validate an instrument by employing quantitative measures for the assessment of prospective teachers’ professional ‘Dispositions of Instructional Planning and Strategies’ (DIPS) in line with National Professional Standard for Teachers in Pakistan (NPST) developed by Ministry of Education (MoE) as policy guideline in the context of Pakistan. The instrument was employed to 424 prospective teachers in the Institute of Education and Research University of Punjab using stratified sampling with the representation of prospective teachers form all programs, semesters, and gender. Five dimensions of DIPS Scale namely, Critical Thinking and Multiple-ways of Problem Solving, Team Work and Cooperative Learning, Collaboration and Cooperation, Enabling Students for Independent Learning, Attainment of Curriculum Goals were identified. The Cronbach Alpha reliability of the instrument was found 0.8. The finding provides preliminary evidence of a valid and reliable tool for the pre-service teachers in Pakistan.

Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.

The present study would lead to know the effects of British Council training program on the primary school teachers in Khyber Pukhtunkhawa. The objective of the study was to know the effects of the training program on the primary school teachers. The primary school teachers, who successfully completed grade III training English as Medium of Instruction in Khyber Pukhtunkhawa, were the population of the study. The study was delimited to male primary school teachers of the three districts namely Mardan, Peshawar and Swabi. The target population was 1947 male primary school teachers, of whom 330 was selected. The data was collected through questionnaire and analyzed through percentage and chi-square. The results of the study that the primary school teachers were able to use English as Medium of Instruction. The study recommended that such trainings should be arranged for teachers to improve their skills of using English as Medium of Instruction.

Mathematics is considered as an important subject which is taught up to the secondary level as a compulsory subject. Students’ achievements are influenced by the attitude they have for Mathematics subject and the attitude towards Mathematics is affected by teachers and the teaching methods adopted by the teachers. The aim of the study was to find out the effectiveness of the inquiry-based method for Mathematics instruction at the secondary level. The research sample was 30 students studying at secondary level in district Attock. Pretest posttest control group design was used for this research study. Experimental and control group were formed equally on the basis of pretest achievements. Both groups were taught for two weeks. The experimental group was treated with an inquiry-based method using the 5-E model while the control group was treated by the traditional method. After treatment posttest was held and results were compared. Results revealed that the inquiry-based method was better than the traditional method.

This research explores the difference in self-efficacy beliefs by gender and language of instruction of teachers. This descriptive study uses survey. The multistage stratified random sampling is employed to choose the sample for the study. The sample comprises 1761 teachers: 880 male and 881 female teachers from 419 primary, middle and high school. Out of 1761 teachers 923 are from English medium and 838 are from Urdu medium schools. The schools are selected from nine districts of the Punjab. The data are collected by using Teachers’ Sense of Efficacy Scale. The t-test and ANOVA are run to find mean self-efficacy. The study finds self-efficacy level of teachers from Urdu medium schools being higher than teachers from English medium schools. No difference in self-efficacy by gender is reported. It is further concluded that effect of medium of instruction on self-efficacy does not depend upon gender.

The study explores the effectiveness of integrated and traditional instruction method in developing reading and writing skills in Urdu language at primary level. As an experimental study it used Pretest, post-test and control group design in finding these effects. The researcher developed integrated instruction model for Urdu language by combining contents of Urdu and Islamic Studies by adopting multidisciplinary approach. Lesson plans were prepared by the researcher according to the integrated instruction model to teach the primary level students. In order to measure the performance of the students, teacher made achievement test was prepared by the researcher. The validity of the developed instrument was checked through expert opinion and reliability was checked through pilot testing. This experimental work was carried out for sixteen weeks in a public sector primary level school in Islamabad. Population of experiment was grade IV students. Seventy-six students were selected from class IV for experiment through the draw method. Students were assigned to experimental and control group after their performance in Pre-Test. Experimental group was taught through integrated instruction method while control group was taught through traditional instruction method. After the completion of the experimental period post-test was administered. The data were collected through teacher made achievement test. Data were then analyzed applying independent t-test. The results of study revealed that integrated learning was more effective in developing basic skills of reading and writing of Urdu language in students at primary level as compared to the traditional instruction method.

The purpose of the study was to explore the relationship between teachers' classroom management practices and academic motivation. An information questionnaire was used to observe the relationship between teachers' classroom management practices and academic motivation. The sample of the study consisted of 300 (public and private sector) elementary students. In order to analyze the relationship between the teacher's classroom management practices and academic motivation at elementary level school combined instrument was developed by the researcher for this study. Data was collected personally by the researcher. Percentage and frequencies were calculated. Major findings of the study contain that there is a high level of association between the teacher's classroom management practices and academic motivation at elementary level schools.

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.