Home > A Comparative Study of Parent-Child Relationship, Communication, Self-Easteem and Academic Achievements Between Female Students of Public and Private Schools
A Comparative Study of Parent-Child Relationship, Communication, Self-Easteem and Academic Achievements Between Female Students of Public and Private Schools
The purpose of present study was to identify dynamics of parenting in parent-child relationship, communication, self-esteem and academic achievements of female students. The core theme of current research addressed parent-child relationship by focusing on mother- daughter dyad. The main objective of research was to measure and compare parent-child relationship, parent-child communication, self-esteem and academic achievements between female students of public and private schools. From logical theoretical framework and rigorous synthesis of extensive review of relevant literature, all research variables & indicators were extracted, selected and identified for quantitative measurement. Four theoretical perspectives were analyzed to build theoretical framework, in which bio-ecological theory explained macro and micro environmental influences on child through coordination of different layers of family relations & systems of schools. Family system theory of communication explained family communication patterns& skill used by parent to enhance parent-child relationship in the family. Social capital theory addressed parent-child relationship as social capital for children to get academic achievement in their schools. Symbolic interactionism helped to explain the process of development of concept of self-esteem in adolescent girls. This theoretical framework provides philosophic reasoning and logic by connecting all facts together in a coherent whole. Quantitative survey design was used to get information through self- administrated questionnaire. It was a structured questionnaire that consisted on four parts including structured questions with probable key options given below. The participants of present study were female students of age ranged between 13 to 16 years from different public and private schools of Lahore, who were attending 8th and 9th classes respectively. The sample was consisting of 864 female students, in which 511 students were from public and 353 from private schools. Convenient sampling technique was used due to unequal distribution of population in the schools of public and private sectors. Data was statistically analyzed by applying Chi-square test to compare the frequencies between public and private schools. Results showed significant difference in almost all sets of variables of parent-child relationship and parent-child communication. However, the level of academic achievement was significantly higher in students of private schools as compared to public schools. Whereas, the level of self- esteem was significantly higher in both groups of female students from public & private school showing substantial self-worth of girls about themselves.
محدث العصر مولانا حبیب الرحمن الاعظمی محدث العصر مولانا حبیب الرحمن الاعظمی عرصہ سے موت و حیات کی کشمکش میں گرفتار تھے، راقم ۲۳؍ فروری کو مرکزی جمعیۃ اہل حدیث ہند کے امیر مولانا مختار احمد ندوی حفظ اﷲ کی دعوت پر کلیۃ فاطمۃ الزہرا کے سالانہ جلسہ میں شرکت کے لیے مؤ گیا تو مولانا الاعظمی کی عیادت کے لئے بھی حاضر ہوا لیکن ڈاکٹروں نے ملنے جلنے پر سخت پابندی لگا رکھی تھی، میری خواہش پر صاحب زادہ محترم مولانا رشید احمد صاحب نے دید و زیارت کا موقع مہیا کردیا لیکن اس وقت محدث کبیر نہ بات چیت کرتے تھے اور نہ آنکھیں کھولتے تھے، چند روز بعد مولانا رشید احمد صاحب نے خط سے اطلاع دی کہ اب بھی وہی کیفیت ہے بلکہ صحت مزید خراب ہوتی جارہی ہے، میں پھر عیادت کے لیے جانا چاہتا تھا کہ ۱۱؍ رمضان المبارک کو حادثہ جانکاہ کی اطلاع آگئی، اِناﷲ وَ اِنا اِلَیہ رَاجِعُون۔ محدث العصر نے طویل عمر پائی اور مصروف علمی زندگی گزاری، وہ ۱۳۱۹ھ میں پیدا ہوئے، اختر حسن تاریخی نام تھا۔ گھریلو تعلیم کے بعد انھوں نے مؤ سے ملحق قصبہ بہادر گنج کے مدرسہ میں داخلہ لیا جہاں مولانا عبدالغفار عراقی کے بھائی مولانا ابوالحسن عراقی سے کسب فیض کرنے کے بعد مظہرالعلوم بنارس میں داخلہ لیا، حصول تعلیم کے لیے دارالعلوم دیوبند کا سفر دوبارہ کیا مگر دونوں بار طبیعت خراب ہوجانے کی وجہ سے واپس چلے آئے اور دارالعلوم مؤ ہی میں مولانا کریم بخش سنبھلی کی خدمت میں رہ کر دورہ حدیث مکمل کیا، فراغت کے بعد یہیں درس و تدریس کی خدمت پر مامور ہوگئے، پھر مؤ کے دوسرے بڑے مدرسہ جامعہ مفتاح العلوم سے وابستہ ہوئے اور اس کے صدر مدرس بھی رہے، یہاں سے علیحدہ ہوئے تو خود المعمہد العالی مرقاۃ العلوم کی...
A Comparative Review of Divorce in Islam and Judaism The theme of exchange among religions and similar investigation of religions has turned out to be significant in the current time. Many religious scholars have presented a comparative overview of the subject of many commandments and beliefs in religions, but the issue of divorce in Jews and Islam as a regular subject is almost never discussed. Although it is mentioned as an ancillary subject, such books were written on the topics of marriage and divorce in world religions. But question is, why is divorce comparative review important in Judaism and Islam? Because most of the believers in Islam and Judaism are based on their religious teachings and worried about the problem of rising numbers of divorces. According to the principles of comparative study the researchers have tried to do work on this topic in an objective manner. Finally, it has been concluded that the teachings of these two religions are in principle quite alike. While there is some disagreement on the side issues that open the door to mutual dialogue, it is possible that through comparative research on other topics between these two religions is conducted it will provide further avenues of dialogue and mutual understanding between two major revealed religious traditions.
Teaching and learning mathematics is still considered a difficult task. It is believed that mathematics is based on universal and absolute foundations and the learning of mathematics should involve rules, facts and principles. Moreover, a one-way teaching strategy is being used in the mathematics classroom. Innovative teaching strategies such as, cooperative learning, activity-based learning and investigation are not used often in the mathematics classroom. Similarly, teacher-student interactions highly influence the teaching and learning process but these have not been given much importance while teaching and learning mathematics. Very few studies have been done in the Western countries in this regard but no such study has been conducted in the context of Pakistan. Thus, this study focused on teacher perceptions of teacher-student interactions in the mathematics classroom using inquiry-based teaching. The purpose of the study was to explore the perceptions of lower-secondary level teachers about student-teacher interactions in an inquiry-based mathematics classroom in Karachi, Pakistan. Two teachers - one from a public and the other from a private school - were selected for the study. The differences and similarities of both teachers' perceptions about teacher-student interactions and their teaching and learning practices in the real classroom situation were identified using a comparative case study method. Audio-taped semi-structured interviews, non-participant observations, checklists, pre and post-lesson conferences and held notes were used to collect the data. In addition, the students' manner of interaction with the teacher in the classroom during teaching and learning mathematics was closely examined. The data was analyzed as two separate case studies, which presented detailed biographical data about the two teachers, their theoretical frameworks and actual practices, with interpretations and analysis. The synthesis of this study uncovers a number of issues emerging from the analysis of the findings. For instance, the teachers’ attitudes towards teaching and learning mathematics, the impact of professional development opportunities and the nature of self-reflection might play a key role in reshaping the teachers' perceptions which may interest other mathematics teachers, teacher educators, teacher education programmes and research in education in general.