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.

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

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.

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.

The current study aims to examine the influence of bundles of development and maintenance HR practices on employee's behavior of work engagement through learning goal orientation. The sample size of the study was 370. Data were collected from different Pakistan oil refineries through a self-administered questionnaire and were analyzed through covariance-based SEM by using AMOS. Findings of the study confirmed the proposed study associations and revealed that both development and maintenance HR practices are positively and significantly associated with employee's behavior of work engagement and learning goal orientation partially mediates between the association of bundles of HR practices (development and maintenance) and work engagement. The authors contribute to the stream of knowledge by explicating the overall additive impact of segregated bundles of the development and maintenance of HR practices on work engagement through mediating effect of learning goal orientation between HR bundles and work engagement. Present study forwards implications for both theory and practice

The dominance of technology is a universal phenomenon, and like every other aspect of life, education could not spare itself from its influence. The opportunities being offered by the modern technologies incorporated in physical education can produce remarkable outcomes. This study offers an exploration into the potential use of technology as an aid in physical education. It reflects the practical prospects that new technology offers and the ways it can be applied to improve the learning process in physical education classrooms. Teachers can take help from digital technologies for better engagement of the students. For this purpose, teachers can first adapt to the technology by different formal and informal learning sources like seminar, conferences, training program, self-education and peer group discussions. To avoid technology being a source of distraction, a well-designed and practically controlled system of technology needs to be introduced into the classroom. The overall understanding of the students can be improved by using technological aids.

The idea of digital competence has emerged in recent years around the globe. It entails a wide range of abilities and knowledge in every field. The current research paper is to investigate the digital competence and mysteries of learning: use of technology in classrooms by the teachers. University teachers were used as population and sixty teachers were randomly selected as a sam-ple from different campuses of education university Lahore. Self-constructed instrument, Teach-ers' Digital Competencies Survey [TDCS] instrument, was adapted and used for data collection. The results revealed a statistically apparent difference in gender of teachers about different indi-cators of digital competencies and learning with technology. It was concluded that male teachers had used more digital technology with more confidence than that female teachers. There search-ers recommended that digital competence may be promoted among teachers for the better teaching and learning environment. The universities should provide better technological facilities for better learning.

Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning