he use of mobile phones, in this era of technology, is considered to be an innovative (Quick learning resource) learning method in the field of education. The way technological advancement is playing its role to boost up the effectiveness of different education-based activities around the globe is also worth considering. This study, therefore, aims to explore the impact of different Discussion Groups over academic performance of the students. The fundamental objectives of the study are to examine the trends of using WhatsApp discussion groups among students, and to analyze the impact of its usage on their academic performance. Population of the study is comprised of the students enrolled in different universities of Lahore. These universities are further divided into two strata i.e. Private-sector universities and Public-sector universities (1-public and 1-private). Students from these universities are then selected using convenience sampling on second level. Similarly, survey method has been used to collect the data from sample of 200 students i.e. 100students from each university both male and female i.e. 50/50 male and female from each university.

Students and teachers can use different ways tolearn when their motivation is high, moderate, or low. The main objective of this descriptive study was to find out how high levels of motivation affect the performance of the prospective teacher. A survey method was used to gather data. Prospective teachers of the University of Punjab Lahore were included in the sample population .sample size was 560 prospective teachers. We used a questionnaire to find out about different ways to get people interested in learning. SPSS was used to look at the data. The results showed that a high level of motivation among future teachers was positively and significantly linked to all academic achievements and self-esteem, while a moderate level of motivation was also positively and significantly linked to other academic achievements. The results of this study may also persuade policymakers to take into account new motivational factors when hiring new teachers.

The role of Discourse Analysis (DA), which is important in teaching and learning language, is discussed in this paper. DA allows researchers to analyze speech and writing, shedding light on the social structures, power dynamics, and cultural contexts through which classroom lives are enacted. The presentation introduces DA and its theoretical bases and then discusses its educational use. Research has found that DA improves teaching through critical thinking and differentiated instruction. For example, it shows how specific classroom communication patterns and student engagement can stack up to improve outcomes. Through case studies, the paper presents practical insights into how DA shapes curriculum and pedagogy that includes students’ linguistic backgrounds. Finally, it concludes by asserting that incorporating DA into language classrooms fosters effective communication and cultivates the critical thinking skills necessary to navigate global interactions in a diverse society.

This study aimed at the development and validation of a research instrument for students learning experiences (SLE) at the higher education level in the public sector universities of Punjab, Pakistan. Data were collected on three constructs as students learning experiences inside the classroom,outside the classroom and on-campus. The factors in students learning experiences inside the classroom factors like teacher interaction, assessment and feedback, and peer group discussion were measured. The factors of outside classroom learning experiences as cultural diversity, library and learning resources and conferences, seminars and webinars were measured. The simple random sampling technique was applied in the department of education,psychology and sociology in six public universities in Punjab to collect data.The tryout of the instrument was conducted on 200 students' samples to measure the content validity and reliability. The expert opinion was sought from the University of Sargodha and the University of Punjab Lahore. The Cronbach alpha reliability was .95, which showed the instrument is reliable.Having pilot tested the instrument. Data were collected from 1024 male and female students. The questionnaire comprised 42 items. Structure Equation Model (SEM) was used to validate the instrument using Confirmatory Factor Analysis (CFA). The Cronbach alpha and SEM results indicated that students learning experiences resulted in fit indices as an acceptable model.

The study examined the effect of instructional leadership on schoolperformance.Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by headteacherseffectively.Schoolperformanceisdefinedasthe attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.

Math problem-solving is difficult for students and instructors. Metacognition abilities may help tackle these problems. Math problem-solving success depends on metacognitive abilities and methods. These abilities and tactics benefit students and instructors. Metacognitive abilities and methods are examined in mathematics problem-solving for instructors and students. A qualitative case-study design was utilised. to describe things deeply and broadly. Metacognitive abilities and methods such as task analysis, planning, monitoring, checking, and reflection, as well as self- and group-monitoring, reading and writing, self-regulation (SR), and self-assessment (SA), helped students solve arithmetic problems. Group talks and self-reflection help pupils tackle challenges, too. Meta-cognition for problem-solving is recommended for students and instructors.

Social media provide a platform for discussion on various issues that often gets ignored in ourday-to-day life. In order to keep ourselves connected with the entire world and remain updated about what all is taking place or happening around us, youth is mostly inclined towards using social media for information. It has been seen utilization of social media is becoming more and more effective to mold opinion and in changing their mind-set of the youth. The usage of social media among youth in Punjab, Pakistan offers ample opportunity for evaluation. To investigate the impact of social media usage on educational learning, social behavior, and political awareness among the youth in Punjab, a research study was carried out. The study employed a survey research design, and data was collected through the use of questionnaires.

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 perceivedas 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 aimed to investigate the effectiveness and student satisfaction of online learning platforms in comparison to traditional classroom settings. A sample of 500 university students was surveyed to gather data on their experiences and perceptions of both learning modes. The study employed a quantitative data collection method. The questionnaires utilized Likert-scale items to measure satisfaction levels and effectiveness ratings. The statistics showed how online learning platforms compare to traditional classrooms in effectiveness and student satisfaction. Students were largely satisfied with both learning styles, with online learning platforms somewhat higher in satisfaction. The study also found that online learning platform accessibility, schedule flexibility, and multimedia resources affect student happiness. Regarding effectiveness, both online learning platforms and traditional classroom settings were perceived as effective by the majority of students. The findings can inform educational institutions and policymakers in their decision-making processes and help improve the design and implementation of online learning platforms.