Higher Education for Women in Peshawar: Barriers and Issues

Higher education for women is one of the major issues in Pakistan especially in Peshawar, Khyber Pakhtunkhwa. Most of the girls quit their education at higher secondary or intermediate level, which is a negative sign both for productivity and financial system of our society. Higher education not only increases critical and rational thinking, general knowledge, ways of living, financial status of a family but also common sense. The need of higher education is more for women as they are responsible for the bringing-up of a family; unfortunately, the ratio of the higher education among women in Peshawar is decreasing, which is the point of discussion in this study. This research made an attempt to consider the possible reasons behind the issues related to the women’s higher education in Peshawar. Data was collected through Questionnaire and further analyzed by employing ANOVA. The results revealed that there are different social and cultural issues due to which higher education of women in Peshawar is not promoted; however, the increase in the enrolment of the female students has witnessed an increase. Government may make extra efforts to promote the education of women as it directly affects families in particular and societies in general.

Use of Animated Videos to Enhance Grade V Students Conceptual Understanding of an Abstract Topic of Science

Teaching of science has become more impressionable with the integration of technology. A small-scale action research study was organized in one of the Government High schools of Gilgit Baltistan to explore the use of animated videos for teaching an abstract concept of ‘states of matter’. The study was conducted in a science classroom of Grade V. The research found how animated video worked in Grade V science teaching to enhance students’ conceptual understanding of states of matter. This action study was conducted over a period of five weeks comprising of three cycles. In the reconnaissance stage, three lessons of science teacher were observed, a pre-test, a focused group discussion with six purposively selected students and an interview of the science teacher was carried out. In cycle 1, 2 and 3, six lessons were planned and taught. Data was collected through observations, focused group discussions, interviews and pre and post-tests. The finding of the study showed that students gradually got familiar with animated videos, started sharing their ideas in a group, and resultantly these animated videos proved meaningful in supporting their understanding of states of matter. The findings also showed that students took an initial step towards conceptual understanding- a slight bent from teacher-centered to student-centered learning. The study also pointed out at both teacher’s and students’ misconceptions about states of matter. However, this study has implications for the school in terms of students’ better learning and effective teaching. Therefore, schools need to relook its method of teaching from rote memorizing to conceptual understanding, and teachers need to change their lectured based teaching to activity/animated video-based teaching.