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 main aim of this study was to see the perceptions of female teachers of secondary schools about the relationship between class size and students learning outcomes. Variable Learning outcome (LO) was selected for comparing teaching in overcrowded classes versus small-sized classrooms. Primary data were collected from the same teachers who had the experience of teaching both overcrowded classes and small-sized classes. For overcrowded classes, it was hypothesized that teachers could very effectively achieve the targeted learning outcomes in small classes, whereas it is quite challenging for the overcrowded class teachers to achieve the targets. Reliability tests were carried out to check the consistency of the answers from respondents. The test Cronbach's alphas yielded acceptable to very good range. Learning outcomes (LOO) 4.04, Learning outcomes (LOS) 4.72. These results were further checked and reinforced through the use of One-sample t-tests. The majority of the same teachers, on the basis of the same statistical tests, have expressed that smallsized classrooms are relatively more appropriate for teaching.

The COVID-19 pandemic has brought significant improvements in the world's educational practices and has become a realization of the ideal of online education, whereas COVID-19 is a global problem that affects institutions of higher education (HEIs). The present study is based on the research question: what are the challenges and benefits of ICTs for hauling out university students' effective learning in the context of the COVID-19 pandemic? The study employed a qualitative research design, and a cross-sectional analysis approach was adopted to resolve the key research question. The research sample included 20 BS and MA level students, and during a session, an interview was conducted in the form of open-ended questions. The research concluded university students need internet access 24/7 within the premises and outside the university; in fact, they require free internet access. The study may suggest that the university may provide needy students with university data bundles and laptops.

This study explores the learning experiences of postgraduate students pursuing master's degree in higher education. The assessment students enrolled in the course "Application of Computer in Research" observed through semi-structured observations. These observations contained 16 weeks (4 days a week). The observation tool was validated through five experts' opinions, and a mock observation was conducted in order to ensure the reliability of the tool. The researcher deeply observed the students' learning experiences daily by tasks, activities and discussions in which they were involved by the teacher—the analysis procedures controlled through coding, memos and themes generation. The study findings revealed that experiential learning provided students with some important skills that enhance their learning in a better way. The study contributed to the field of education at a higher level than postgraduates might be handled through active learning because active learning may indulge new visions, ideas for creative work and transferring those ideas through reflection by involving students in the activities in which they do the tasks by themselves.

The aim of this study was to empirically validate the impact of ability-enhancing HR bundles on organizational ambidexterity through mediation of employees cognitive factors and employees exploration and exploitation. The multi-level data was collected from 600 employees of the software companies and analyzed through MEDTHREE analysis and SEM using AMOS software. Data was collected in two-time waves and results revealed positive relationship between ability-enhancing HR bundles and organizational ambidexterity. This study contributes to literature by providing new insights and by investigating links of ability-enhancing HR bundles with organizational ambidexterity directly and indirectly.

This was proposed to investigate the effect of self-regulated learning strategies on students’ motivation for learning English. This was an experimental research. Intact group pretest and posttest of design was utilized for data collection. Intact groups (experimental and control) of student studying in eighth class were selected voluntarily. Experimental group was taught with SRL strategies and control group was taught with traditional strategy. In order to measure students’ motivation to learn English, data was collected at start and end of the study. Independent sample t-test and paired sample t-test was applied to compare the mean scores of control group and experimental group. It was found that SRL strategies had no significant effect on students’ motivation. In the light of above findings, it was recommended for the further research to examine the effect of SRL strategies on students’ motivation to learn on larger experimental population of various grades.

The study aimed at finding out the association between selected learning styles (LS) and academic achievement (CGPA) of postgraduate learners in the faculty of social sciences. The study was quantitative. The population of the study was postgraduate learners enrolled in the fourth semester of the social sciences faculty at the University of Sargodha. The sample was drawn using random sampling technique from five social sciences departments. The sample size was three hundred. The questionnaire was comprised of 60 items on a five-point Likert scale Cronbach alpha calculated for reliability of the questionnaire and it was.84. Academic achievement was measured while accessing the CGPA of learners. It was found that mostly learners use auditory learning style (ALS) in the social sciences and there is a strong association of auditory style of learning and CGPA. The study has ultimate, implications for classroom planning, organizing and teaching at postgraduate level.

This research aimed at analysing the Grade VIII English textbook of Punjab Textbook Board against one of the five competencies, the Reading and Thinking skills and identifying the satisfaction level of Grade 8 students with their textbook for the fulfilment of this competency. The main parameters of the content analysis were Competency (C), Standards (S), Benchmarks (B) and SLOs. The data was collected through content analysis (of the textbook) and survey questionnaire. The student satisfaction level was measured with the help of an instrument comprising 10 statements on a 5-point Likert scale. The questionnaire respondents were 1440 students of Grade VIII studying in public schools of Lahore. The results of content analysis and student survey showed that the textbook partly meets the requirements related to the selected competency. It is therefore recommended that the English textbook of grade VIII should be updated in congruence with the SLOs of the selected competency.

This study is designed to find the effectiveness of Learning Cycle Model (LCM) on students learning in physics at the secondary school level. To achieve this objective, null hypotheses were tested. All physics students of Haripur district Khyber Pukhtunkhwah Pakistan at secondary level were included as the population. Eighty (80) physics learners of grade 9th of Hazara Public School and College (HPSC) were chosen as sample of the study. True experimental research design was employed. The pupils were divided uniformly into experimental and control groups such that 40 students included in each group. Physics Academic Achievement Test (PAAT) of reliability coefficient 0.82 was utilized. Experimental and control groups were instructed through LCM and Traditional Teaching Method (TTM) for twelve (12) workweeks. Statistical outcomes showed that pupils instructed via LCM were found more effective learners in Physics than the pupils instructed via TTM.

This study discovers the effect of cooperative learning (CL) on students’ achievement and motivation toward computer science at secondary level. Nonequivalent control group design of Quasi-Experimental Research method was used. Two intact groups i.e. thirty students each, were selected as the sample of the study. Students Team Achievement Division (STAD) method of CL was applied on the experimental group while traditional method (lecture) of teaching was used for control group. Pre-test and post-test were conducted respectively by using teacher made test in computer science. Students’ Motivation toward Computer Science Learning (SMTSL) scale was adapted to explore student’s motivation toward computer science. This study significantly indicates that the posttest motivation and achievement scores of students were better than the pretest motivation and achievement scores toward computer science learning. The study promotes CL approach for computer science learning, and intervention should be given for a long time period to observe its effectiveness.