The current study was conducted for the examination of the effect of the teachers' behavior on students' academic achievement while opting for the Positivist paradigm. It was quantitative research. A total of 600 students(50 percent including males and females) were selected using Cluster sampling out of 1200 students. "Teachers' Behavior Assessment Scale" adopted from (Hadie,Hassan, Bahri, And Yusoff, 2018) has been used for the measurement of teachers' behavior. It comprised of the five-point Likert's rating scale which ranges from "Almost Never" to "Almost Always" comprising 60 items. These 60 items have been categorized under eight categories/ indicators. On the other hand,the students' GPA has been taken and used for measuring their academic achievement. The data underwent the Mean, SD, Pearson's r and Linear regression outcome which showed that the students' achievement has been positively and moderate affected by the teachers' achievement.

English has a paramount role in this digital world of internet and mobile technology. Digital technology has facilitated language learning. This study focused on identifying English language problems of novice engineering students in this modern age of scientific advancement.Convenience sampling method was used since the principal researcher taught the subject of Functional English to participants. Eighty engineering students were surveyed. Research instruments were document analysis and classroom observation. Data were analyzed through an interpretative approach to drawing study outcomes. Results exhibited engineering students faced English language problems in the English language classroom context. Multiple English language problems surfaced, such as poor vocabulary, spelling errors,grammatical errors, writing problems, comprehension problems, and accepting teacher dictation. Additionally, psychological problems were shyness, low self-confidence, nervousness, fear of peer criticism and stage fright.

The Cooperative Integrated Reading and Composition (CIRC) English teaching approach was compared to the traditional English teaching method in this study. The research was carried out in Punjab secondary schools. The goal of this research was to see how the CIRC technique compared to traditional English teaching methods. Because teaching pedagogies primarily rely on teacher-centered methods, the absence of critical pedagogies during the teaching process results in an unproductive system. In nature, the current study used a per-test-post-test nonequivalent control group design.The study included experimental and control groups. The study's participants were chosen using a convenient sampling approach. The experimental group was given the treatment(the CIRC technique was used), whereas the control group was given traditional instruction. A pilot study was conducted to establish the test's content validity and item analysis. To test the hypotheses, descriptive (Mean, percentage) and inferential(independent and paired samples t-tests) statistics were used to evaluate the data. The study's findings were useful for instructors in establishing new teaching techniques to address the challenges in developing English reading and writing abilities, as well as the obstacles experienced by secondary school students in learning English.

This paper was to study the relationship between socio economic status and test anxiety of undergraduate students. All the undergraduate students of all the departments of Sargodha University were the population. A sample pertaining 550 students were selected through multistage random including 181 male and 369 female students, selecting 50 students from 11 departments. Instruments were adapted socioeconomic status survey for students and Test Anxiety Scale (WTAS). After pilot testing both the instruments on 100 students, Cronbach Alpha value for WTAS was 0.79, and SACQ was 0.90. The study was descriptive and survey. Analysis of data was done through frequencies, means, percentages t-test, one-way ANOVA, and Pearson r. The majority of students showed a moderate level of SES as well text anxiety, female undergraduate students are of higher SES level and text anxiety than males, and no relationship between SES and test anxiety of the undergraduate students was found. A recommendation is that students may be exposed to group projects, seminars and guidance, and counseling sessions regarding test anxiety.

This research was undertaken to investigate the problems teachers experience in ECE assessment. A qualitative research design with semi-structured interviewing was undertaken. The study's intent was to identify the assessment techniques used by ECE teachers to assess their students' learning during class. All primary level private schools in urban areas of Lahore were considered as the population of the study. Ten ECE teachers were selected by using a purposive sampling technique from the private school sector of Lahore.The data was analyzed through thematic analysis by using open and axial coding techniques. The major findings were that teachers used different assessments such as small class tasks, question answer techniques and observational techniques. The study revealed that the major issues teachers in ECE assessment were facing were students' individual differences, their level of understanding, their family background and lack of resources.

Aim of the study was to find out the relationship between anxiety with academic performance of undergraduate university students. The study was conducted for the objectives; (i) to find out the anxiety level of undergraduate university students. (ii) to identify the level of achievement scores (GPA) and co-curricular activities of undergraduate university students, and (iii) to find out the relationship between anxiety and academic performance of undergraduate university students. A sample of 408, including 195 male and 213 female 2nd-semester undergraduate BS students from 12 different departments out of 4 faculties of the University of the Sargodha, taking 34 students from each department, were selected through multistage random sampling techniques. Two instruments, anxiety scale and performance checklists, were developed to collect data from students. Research instruments were validated through experts' opinions, pilot testing was done, and the reliability coefficient Cronbach Alpha value for the anxiety scale was .832. Frequencies, mean, standard deviation, t-tests and Pearson correlation were used for data analysis. There was a weak and negative relationship between anxiety and achievement scores of undergraduate university students whereas. But there was a significant but weak and negative relationship between anxiety and achievement scores and co-curricular activities of undergraduate university students. So it is recommended that teachers of the university may integrate activities in their classroom teaching to keep students involved and reduce anxiety.

The current study aims to investigate students' perceptions of decision-making styles carried out in Punjab. All the students from the education department/institute of the government universities were the population of the study. For this purpose, seven universities which offer B.Ed. (Hons.) the program was selected randomly, and students (last semesters) were the study participants. The data was collected through a survey questionnaire. The instrument's reliability was 0.72. Results show that students have different perceptions regarding the styles carried by them. Most of the students are carried avoidant decision-making styles. At the same time, dependent decision-making styles were considered to be the least. Furthermore, a significant difference was not found between female and male students' perceptions of styles. It is recommended that universities offer courses to improve/develop effective skills because improved education assists students in making the right decisions at the right time in various realms of life and deciding on a better future.

Online learning has transformed higher education. Many empirical studies have been done on the challenges with online courses, but few have presented an overview. We reviewed the literature using Cooper's framework. Concerns were found to be common in three large groups: online students, teachers, and people who make materials. Online education had problems because students had different ideas about what was expected of them, their level of preparedness, and their level of engagement. Teachers had to deal with problems like getting used to their new roles in the classroom and having trouble with time management and how to teach. Considerations for content development, the role of instructors in content creation, the use of multimedia in content, the importance of instructional methods, and more came up during this research. Higher education institutions can help both teachers and students get past these problems by giving them opportunities.

This study scrutinizes the role of AI literacy and ChatGPT-3 in enhancing critical reasoning and journalistic writing competencies among 50 third-term journalism students at Tajik National University. Given the escalating relevance of AI across sectors, including journalism, we aim to highlight the potential advantages of incorporating AI utilities in journalism pedagogy. We utilized a mixed- methods approach, comprising both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.We gathered insights via surveys and interviews, revealing the impact of AI on learning outcomes. Our findings suggest a significant improvement in students' critical thinking and journalistic writing skills
with ChatGPT-3 usage. The integration of AI tools in the classroom encourages in-depth analysis and collaboration, thereby enhancing students' writing skills. The results underline the importance of AI literacy in journalism education, preparing students for the rapidly transforming, AI-centric journalism industry.

This study examines the correlation between distributed leadership practices of principals, the academic performance of students, and the school climate in government secondary schools in Kohat, Pakistan. It investigates the relationship between the distributed leadership approach of principals and the school atmosphere, as well as its impact on academic achievement. The research involves 30 principals and 198 teachers who completed surveys on distributed leadership practices and school climate. Descriptive statistics, Pearson correlation coefficient, and regression models were used for data analysis. The study found a significant correlation between the adoption of distributed leadership by principals and the overall school climate. Furthermore, a moderate correlation was observed between students' academic achievements and the distributed leadership approach of the principal. The research suggests that a principal's distributed leadership positively affects school climate and leads to improved student achievement, although it also indicates a negative impact on students'
academic performance.