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زمیں سے عرش کی جانب سفر وہؐ کرتے گئے
غبارِ راہ کو رشکِ قمر وہؐ کرتے گئے
مری خطائوں سے صرفِ نظر وہؐ کرتے گئے
کرم کے کب تھا میں قابل مگر وہؐ کرتے گئے
جواب دیتے گئے چارہ گر زمانے کے
علاج و چارئہ زخمِ جگر وہؐ کرتے گئے
وہ جنؐ کی نسبتِ عالی پہ ناز ہے مجھ کو
مری کتابِ عمل معتبر وہؐ کرتے گئے
ورا زمان و مکاں سے ہے رحمتِ کونینؐ
کرم کی بارشیں آٹھوں پہر وہؐ کرتے گئے
لبوں پہ نورِ مجسمؐ کی نعت رکھتا ہوں
شبِ سیاہ کو نورِ سحر وہؐ کرتے گئے
کہاں کہاں ہے قدم رکھ کے چلنا دنیا میں
قدم قدم پہ جہاں کو خبر وہؐ کرتے گئے
شعاعِ مہرِ رسالت پڑی ہے جس جس پر
اُسی اُسی کو مثالِ گہر وہؐ کرتے گئے
یہ معجزئہ حبیبِ خداؐ ہے اے عرفانؔ!
ہوا ہے ِقبلہ اُدھر رُخ جدھر وہؐ کرتے گئے
کی عرض ؛ حرفِ ثنا کیجئے عطا آقاؐ!
نزول نعت کا عرفانؔ پر وہؐ کرتے گئے
Parental factors impact students’ self-concept and academic performance during the pandemic. Thus, this study determined the students’ self-concept and academic performance and the parental factors related to it. The research design was descriptive-correlational, and 500 nonrandom college students in West Philippines participated in the study. Researcher-made instruments were used, which were subjected to reliability and validity evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation). Results revealed a positive self-concept and satisfactory academic performance among the students. Besides, parental factors such as educational attainment and school/classroom involvement are significantly related to self-concept and academic performance. Further, self-concept is significantly associated with academic performance. This shows that some parental factors are vital in developing the student’s self-beliefs and supporting their studies and academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors related to academic achievement and self-concept. Other researchers may find the mediation or moderation effect of self-concept between parental factors and students’ scholastic achievement.
KEYWORDS: academic performance, COVID-19 pandemic, distance learning, higher education, parental factors, self-concept
Head teachers in secondary schools are responsible for instructional supervision of science subjects while most of the head teachers have never worked as science teachers or even science students in their educational career. People who have no knowledge of the subject matter and teaching techniques of the relevant area can not provide sufficient help to teachers as instructional supervisors. This study was conducted to design an instructional supervision model for effective science teaching at secondary level in the context of Pakistani culture and provisions. The main objectives of the study were about the professional and academic competencies of the head teachers responsible for instructional supervision in secondary schools, supervisory practices to supervise teaching of science at secondary level and the problems of teaching of science in secondary schools. The study was conducted in two phases. Three types of instruments (a competency check list, a rating scale for supervisory practices and an interview schedule for respondents) were developed by the researcher. Instruments were validated through expert opinion and the reliability was established through pilot testing. Reliability of the instrument for competencies was ensured .9423 while for supervisory practices and the problems it was ensured at .9534 and .7362 respectively. For first phase, data was collected from 332 science teachers, 327 head teachers, and 73 executives i.e. Execuitive District Officers (EDOs) (Education) & District Education Officers (DEOs). The second phase was experimental and designed model was implemented in selected schools to determine its validity and feasibility. Data of first phase was analyzed using descriptive statistics and Analysis of Variance (ANOVA). The findings revealed that most of the head teachers rarely plan teaching learning activities for science classes; rarely observe how teachers teach and redirect their teaching; rarely help teachers to plan and teach lessons in classrooms in science subjects; and head teachers rarely provide any guidance to teachers and students regarding their teaching and learning problems. Paired sample t-test was applied to the data collected in phase two. Analysis of experimental data revealed that designed model may be useful if followed as it improved the achievement scores of the students who were taught by the teachers supervised through designed model.