This experimental study explored the effect of the 4WsHs active learning model on learning engagement in mathematics classes. The research design used for conducting this study was true experimental research design (pre-test post-test equivalent group design). A sample comprising 190 students selected from two public sector schools was divided into experimental and control groups using a matched random sampling technique. The newly developed active learning model was used as treatment for an experimental group while the same contents of mathematics were taught to the control group using a traditional method. After practice of three months, learning engagement of both groups was measured using a classroom observation checklist. The analyzed data revealed a significant superiority of students belonging to the experimental group over their counterparts in learning engagement. Hence, the newly developed active learning model proved to be effective for developing learning engagement among students.

In this paper the researcher observed about family size, learning achievement and dropout rate of the students at the primary level in Swat, Pakistan. A sample size of 170 respondents was interviewed from the total population of 700 (dropped students). To find out the effect of family size and learning achievement on dropout rate of the students. A logistic regression model was applied. The result indicates that majority of respondent’s family size was above ten members and monthly income (4,000-7,000) PKR. Similarly, large family size was found highly significant “P = 0.000” and Low Learning Achievement was significant as “P = 0.011” with dropout from school. The study concludes that out-of-school (large family size) and in-school (low learning achievement) are the major causes of high dropout rate from schools at primary level.

This is an exploratory research study that aimed at capturing students’ learning experience in a public sector university campus in a remote region in Pakistan. The sample included students in the last semester of their two years Master’s program in Education Data were generated through a questionnaire survey, in-depth interviews, and whole-class discussions with Master’s students of Education. Findings showed that the students saw their learning embedded inrelation to the interaction with the faculty members, availability of resources, and interactive teaching approaches. It surfaced that remoteness of the context and unavailability of the Internet, lack of relative skills, and English language deficiencies, were key challenges.

Higher education is considered to be the lifeline of the development of any nation. These institutions are not only engaged in disseminating knowledge but are also engaged in shaping human capital for todays knowledge-based economy. These higher learning institutions need to focus on their effectiveness if they want to be learning organizations. The present study focuses on organizational learning for attaining effectiveness. The sample of the study consists of 350 academic staff members of public sector HEIs belonging to Khyber Pakhtunkhawa province of Pakistan. Multiple regression analysis was performed on the data set. The overall results showed a significant direct effect of organizational learning upon organizational effectiveness. The results are significant for the top management.

This was proposed to investigate the effect of self-regulated learning strategies on 8th class students achievement for learning English. This was experimental research. Intact group (8th class students) pretest and posttest of design was utilized voluntarily for data collection. The experimental group was taught with SRL strategies and control group was taught with traditional strategy. The pre and post-administration results of group with intervention and control groups were compared to determine the use of SRL strategies had statistically significant effect on students achievement to learn English. Independent sample t-test and paired sample t-test and Repeated Measures Analysis were employed for data analysis. The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.

The study aimed to investigate the effects of the Mastery Learning Model (MLM) on students academic achievement in the subject of mathematics at secondary school level in the urban and rural areas of Mardan district, province Khyber Pakhtoonkhwa, Pakistan. It was a quasi-experimental study. The experimental design of the study was pre-test post-test non-equivalent group design. Two public schools from district Mardan were selected purposively. The students of grade 9th from these schools participated in this study. The number of participants was 214. Experimental groups were taught through MLM and control groups were exposed to the Conventional Method of Teaching (CMT). The instruments used for data collection were academic achievement tests. The data were analyzed through an independent sample t-test. The result declared that the performance of the students experimental groups was better than those of the control groups. It was concluded that MLM enhanced academic achievement of students in urban and rural areas of district Mardan

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.