This was an experimental study that has been conducted while taking BS Physics students from a Public sector university based in Lahore. The independent variable for the study was the Metacognitive skills development strategy (Thinking Aloud) enhanced with Cooperative Learning whereas the students' Metacognitive skills were the dependent variable. The sample (two groups, comprising 35 students in each) for the study has been selected with the help of Convenient Sampling. One of them was the experimental whereas the other was a controlled group. The Quasi-Experimental nonequivalent pretest-posttest control group design was used for the conduction of this research. The researcher used a performance test named "Metacognitive Skills Assessment Tool" (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) for the data collection. The results show that the intervention has a
considerable impact on the development of university students' metacognitive abilities.

This research was done to explore the head teachers’ transformational leadership style, to see its impact on students’ achievement. The descriptive quantitative and survey approach was applied to conduct this research. The data were attained from secondary school teachers about the transformational leadership style of their heads through a five-point questionnaire. The matriculation results of students from sampled schools were also taken to see the effect of the head's leadership style on students' achievements. The purposive sampling method was used to collect data. Eight representative schools were selected from the district Lahore cantonment area and fifteen teachers were selected from each school to collect data and analyse SPSS. The data is presented in frequency distribution tables. Descriptive and influential statistics were applied to infer from data. It revealed that school heads with transformational leadership styles and strict rules regulations clear goals and values had a high effect on students’ achievements.

The purpose of this study was to analyze the relationship of emotional intelligence with academic resilience. A sample of 400 students were taken from 10 different departments of the university of Malakand. These 10 departments were further accumulated into 3 faculties i.e. 1. Faculty of Physical Sciences, 2. Faculty of Social Sciences, 3. Faculty of Arts and Humanities.  Among these, 4 of the departments were taken from physical sciences, 3 from social sciences and 3 from arts and humanities. The data was collected through simple random sampling technique. The first instrument was an emotional intelligence scale which was self-report consisting of 45 items of Likert scale, second instrument was academic resilience scale of 27 items, self-report, Likert scale was used. Data was analyzed through SPSS by applying descriptive statistics and correlation between variable i.e. emotional intelligence and academic resilience. The study found positive correlation between emotional intelligence and academic resilience.  

"How does our minds connect to dissatisfaction in relationship with others and the mindset that arises at a result hereof a connection?" is a question that needs an answer. The researchers aimed to survey university students. Examining the interplay between anxiety, mental wellness, and happiness, this research used an overall correlational methodology. Three hundred individuals, comprising both undergraduates and graduates, were selected from a variety of schools using a purposive sampling approach. The collected data was sorted and evaluated using SPSS (26). There was a negative link between interacting anxiety and both cognitive health and life happiness, according to the findings of the correlational analysis. On the other side, living a fulfilled life was positively correlated with psychological well-being. Anxiety about social interactions and overall pleasure are both influenced by an individual's mental health, according to model-wise regression with lines analysis.

The study focused on investigating the role of teachers' professionalism in mitigating aggressive behavior among university-level resilient students. The quantitative survey design was followed to conduct this study. The study sample consisted of 237 students with MPhil and PhD degrees (Edu). Three tools (The Brief Resilience Scale, the Aggression Questionnaire, and the Teachers Professionalism Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for data collection. Data were analyzed by utilizing descriptive (percentage, mean, standard deviation) and inferential statistics (Pearson correlation, and Hays Process macro mediation analysis model-4). Results revealed that university students were normally resilient and, there was a significant moderating role of the resilience of students on the relationship between teachers' professionalism and the aggressive behavior of students. The study indicates that university teachers necessitate more interventions to enhance the resilience of graduate students and decrease the level of aggression.

This study investigates subject-verb agreement errors in academic writing by BS English students, aiming to enhance their writing proficiency. Despite learning grammatical rules like subject-verb agreement, students frequently struggle to apply these rules correctly. Using a mixed-method approach, data was collected both quantitatively and qualitatively. The findings revealed four types of errors: subject-verb agreement of person (SV1), number (SV2), subject (SV3), and coordinated subject (SV4). No errors were observed for notional agreement and proximity (SV5). Errors in SV1, representing a person's simple subject-verb agreement, were the most frequent. The dominant source of these errors was identified as intralingual factors. The study concludes by offering practical solutions to help students and educators address these challenges effectively, contributing to improved academic writing skills for BS English learners.