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Constructivist Approach to Development of Criteria for Selection of Contents for Teaching English in Secondary School Class Ix-X

Thesis Info

Access Option

External Link

Author

Hussain Shah, S. Tajammal

Program

PhD

Institute

National University of Modern Languages

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2007

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/handle/123456789/623

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724572358

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The study was conducted to investigate the opinion of the parents (Class IX & X students), English teachers, students of secondary classes and experts in curriculum field about the purpose of studying English and selection of contents accordingly. In addition the experts in curriculum field were also consulted on the procedures and processes used at present for selection of content. The focus was on four major areas i.e. social forces in society /community values and purposes, knowledge and its treatment, the nature of learning and the learner and human growth and development that are fundamental to any curriculum. Content and construct reliability and validity of the questionnaires were ensured through pre-testing as well as by obtaining experts opinion. For data collection a sample of 1000 English teachers, 2000 students, 2000 parents and 50 curriculum experts from all the four provinces and the federal capital was selected by adopting multi-stage random sampling procedure. It was ensured that the sample represents the population from rural and urban areas, Urdu and English mediums and public and private schools for both male and female in the right proportion. The key conclusions based on the descriptive and statistical evidences indicated that the people of Pakistan attach great importance to values and purposes related to religious teachings and want to promote these through schooling. It also revealed that the people are very keen to learn English as it is the language of knowledge and higher learning in all fields. The findings of the study indicated that in the present textbooks of English speaking is least emphasized as compared to other skills. The findings of the study also gave a fairly good idea of themes and sub-themes that the majority of population wants to include as content of English for classes IX–X. Based on statistical analysis of the data, criteria for selection of contents for teaching English in Secondary Schools has been developed and weightage suggested for each which have been validated by the Textbook Boards and Curriculum Bureaus in the country.
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عبداﷲ کنون

اُستاد عبداﷲ کنون
معاصر مراکشی عالم ، مورخ اور ادیب
( شیخ نذیر حسین )
عصر حاضر کے ممتاز مراکشی مصلح، عالم، ادیب اور مورخ استاد عبداﷲ کنون نے ۹؍ جولائی ۱۹۸۹؁ء کو بیاسی برس کی عمر میں انتقال کیا۔ ان کی ساری زندگی تعلیم و تدریس، تصنیف و تالیف اور دعوت و تجدید میں گزری۔ وہ ۱۳۲۶؁ھ؍ ۱۹۰۸؁ء میں فاس میں پیدا ہوئے، انھوں نے دینی اور روحانی ماحول میں پرورش پائی۔جب مراکش پر فرانسیسی سیادت قائم ہوگئی تو ان کے والد عبدالصمد طنجہ (Tangier) کے بین الاقوامی شہر میں چلے آئے۔ اس کے بعد وہ ہجرت کرکے مدینہ منورہ جانا چاہتے تھے، لیکن پہلی جنگ عظیم کے باعث وہ اپنے خاندان سمیت طنجہ ہی میں ہمیشہ کے لیے مقیم ہوگئے۔
استاد عبداﷲ کنون نے ابتدائی تعلیم اپنے والد ماجد اور اعلیٰ تعلیم مراکش کے مشاہیر علماء سے پائی۔ بیس برس کی عمر میں وہ تعلیم و تدریس کے علاوہ اخباروں اور رسالوں میں مضامین لکھنے لگے۔ اس وقت سرکاری مدارس میں فرانسیسی زبان کا چلن تھا اور عربی زبان خارج ازنصاب تعلیم تھی، اس لیے استاد عبداﷲ کنون نے مسلمان بچوں اور بچیوں کی تعلیم کے لیے طنجہ اور تطوان میں آزاد مدارس کھولے، جہاں ذریعہ تعلیم عربی زبان تھی۔
۱۹۵۳؁ء میں فرانسیسیوں نے سلطان محمد خامس کو معزول کرکے ایک غیر مقبول شخصیت کو مراکش کے تخت پر بٹھادیا تو سارا ملک سراپا احتجاج بن گیا۔ سلطان کی بحالی کی تحریک میں استاد عبداﷲ کنون نے قائدانہ کردار ادا کیا۔ جب سلطان محمد خامس مراکش کے تاج و تخت پر دوبارہ متمکن ہوئے تو انھوں نے عبداﷲ کنون کو طنجہ کا حاکم اعلیٰ مقرر کیا۔ اس کے بعد جب طنجہ کے بین الاقوامی علاقے کا مراکش میں انضمام ہوا تو وہ سیاسی اور مالی معاملات طے کرنے کے لیے دول یورپ اور حکومت...

Work Fatigue Determination of Nurses in Hospital of Hasanuddin University

This study aims to determine the effect of body mass index (BMI), sleep patterns, working years, physical workload, mental workload, and work time on work fatigue on nurses at Hasanuddin University Hospital Makassar. This research is a quantitative study with a cross-sectional design with a sample size of 56 people. Sampling using a simple random sampling method. Data collection was carried out by means of a questionnaire. Bodyweight is measured by weight scales, body temperature is measured by microtoice, and physical workload is measured by a pulse oximeter, which is by looking at the pulse of the nurse before and after work. Data analysis in this study used the SPSS program. The results of this study indicate that there is an influence between Body Mass Index (BMI) on work fatigue (p = 0.001), there is an effect of sleep patterns on work fatigue (p = 0.019), there is an effect of tenure on work fatigue (p = 0.017), the relationship between physical workload and work fatigue (p = 0.000), there is an effect of mental workload on work fatigue (p = 0.000) and there is an effect of length of work on work fatigue (p = 0.017). The physical workload is the variable with the greatest influence on work fatigue on nurses at Hasanuddin University Hospital Makassar with Exp. (B) = 14,526. The results of this study concluded that there was a significant influence between the Body Mass Index (BMI), sleep patterns, years of work, physical workload, mental workload, and length of work for nurses at Hasanuddin University Hospital Makassar.

Impact of Formative Evaluation and Fixed Interval Schedule Reinforcement on Academic Achievements of Secondary School Students

Title “Impact of formative evaluation and fixed interval schedule reinforcement on academic achievements of secondary school students” The study was designed to find out the impact of formative evaluation and fixed interval schedule reinforcement on academic achievements of secondary schools students. It was experimental design and completed in two phases with the duration of 120 days, 60 days for each phase. In first phase experimental group was evaluated by formative evaluation and in second phase experimental group was evaluated formatively and also was given fixed interval schedule reinforcement. In first phase 60 students were randomly selected from 9 th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test during session. After completion of 60 days teaching, a post test was conducted in Math and English. In second phase 60 students were randomly selected from 10 th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test and reinforcement was given with a fixed interval schedule, after every six days, during session. After completion of 60 days teaching, a post test was conducted in Math and English. It was found that formative evaluation and fixed interval schedule reinforcement has significant relationship with learning and academic achievements in the subjects of Math and English at secondary school level. It is recommended that educational institutional management may arrange capacity building programs for teachers to familiarize them with evaluation, its importance and its process. The iimanagers of educational institutions may monitor teaching learning process with a view to implementing formative evaluations policy. Curriculum designers and developers may design and develop formative evaluation tools within curriculum documents for each subject keeping in view the requirements of fixed interval schedule reinforcement in the manuals for textbook instruction.