In the recent past various researches have been conducted regarding the concept of matching/mismatching of teaching and learning styles; and its role in teaching learning process. Some of these researches emphasize that matching of teaching and learning styles in institutional academic programs help in improving students‘ academic performance and developing their interest and motivation towards learning. However some researchers oppose any such role and argue that there is no solid empirical evidence to conform to this idea of teaching learning styles.The researcher, therefore, decided to examine the relation of teaching learning styles with students‘ academic performance by conducting this causal-comparative research to put forth some further evidences across Pakistani culture. The overall purpose of the study was to explore the effect of matching/mismatching of teaching and learning styles on students‘ academic achievement in higher education. The study was causal- comparative in nature to study the cause and effect relationship between matching/mismatching of teaching learning styles and students‘ academic achievement. The sample for this study consisted of 120 teachers and 240 students of BS-4 year program in four disciplines (Physics, Chemistry, Botany and Mathematics) from six public sector universities of Khyber Pakhtunkhwa. Felder-Solomon Index of Learning Style (FSILS) was used for the identification of learning styles of students while Teaching Style Instrument developed by Letele et al. (2011) was used to identify teachers‘ teaching styles. These styles of students and teachers were then analyzed to see if they matched or mismatched. In order to see the effect of matching/mismatching on students‘ academic achievement, the final score of the students in the subjects taught by the teachers participating in the study was considered. The collected data was then tabulated and organized across various tables. Data analysis was made with the help of SPSS (Statistical Package for Social sciences). For comparing means, t-test for independent samples was used. The results showed that Visual learning style was the most favorite learning style followed by Balanced and Sensing learning style. Teaching style analysis showed that Visual teaching style was the most favorite style followed by Abstract and Sequential teaching styles. Group statistics indicated 42.75% matched cases and 57.25% mismatched cases. T-test for independent samples revealed a significant difference (p=.000) between the mean scores of matched group and mismatched group of students; and it was concluded that the students with matched learning styles performed significantly better than students with mismatched learning styles. In light of the findings, recommendations were advanced for teachers, students, educationists, researchers and policy makers.
مولاناعبدالماجد دریابادی افسوس ہے بہت دنوں سے جس کا کھٹکا لگاہوا تھا آخر وہ دن بھی آگیا یعنی مولانا عبدالماجد صاحب دریابادی نے کم وبیش ۸۵برس کی عمر میں ایک طویل علالت کے بعد۶/جنوری ۱۹۷۷ء کواپنے وطن دریا باد میں وفات پائی۔ اناﷲ واناالیہ راجعون۔ مولانا اپنی خصوصیات اورکمالات واوصاف کے باعث ایک خاص اور نمایاں شخصیت کے مالک تھے۔ برصغیر ہندوپاک کے علمی اورادبی اوراسلامی حلقے اُن کو اپنا بزرگ مانتے اوراس لیے ان کا بڑا ادب واحترام کرتے تھے۔مولانا کی اصل تعلیم انگریزی کی تھی، فلسفہ اورنفسیات اُن کے خاص مضمون تھے۔لکھنؤ سے بی۔اے کیا تھا اس کے بعد کچھ دنوں علی گڑھ میں بھی رہے، لیکن ایم۔اے نہ کرسکے۔ یہ وہ زمانہ تھا جب کہ بی۔اے کی قدر آج کل کے پی ایچ۔ ڈی سے بھی زیادہ ہوتی تھی اوروہ درحقیقت ان سے زیادہ قابل اور لائق بھی ہوتا۔مولانا نے باقاعدہ کبھی اورکہیں ملازمت نہیں کی۔ تعلیم سے فراغت کے بعد کچھ دنوں دار الترجمہ حیدرآباد دکن سے منسلک رہے اورمنطق و فلسفہ کی بعض کتابوں کو انگریزی سے اردو میں منتقل کیا، مگر وہاں جی نہ لگااوروطن چلے آئے، یہاں آکر ایسے جمے کہ بڑے بڑے انقلابات آئے، زمین اورآسمان زیروزبر ہوگئے مگر مولانا اپنے قصباتی کنج عافیت سے نہ نکلے اورساری عمر وہیں گزار دی۔ مولانا کی تصنیفی زندگی کاآغازایک فلسفی اوراردو شعر وادب کے ایک نقاد کی حیثیت سے ہوا۔ مطالعہ کے دھنی اوررسیا،نظر میں وسعت اورذہانت وفطانت خداداد، اس زمانہ کے باکمال ارباب قلم کی معیت وصحبت، پھر سب سے بڑی بات یہ کہ انشاوتحریر کاایک منفرد اسلوب، ان سب چیزوں نے مل جل کر عنفوان شباب میں ہی اردو زبان کاایک ممتاز ادیب اورمصنف بنادیا۔مولانا نے تذکرۂ و سوانح،شعر وادب،تاریخ وفلسفہ اوراجتماعی مسائل، ان سب پربہت کچھ لکھا اور اچھے سے اچھا لکھا، لیکن آپ کاسب سے بڑا کارنامہ...
Islam is a complete and perfect code of life. We find guidance from Islam on any aspect of life. This study aims to explore the evaluation of existing audit system in Islamic perspective. The study indicates the gaps and challenges in audit system keeping in view Islamic laws and principles. The study is qualitative in nature. Relevant documents have been analyzed keeping in view objectives of the study. Thematic content analysis has been used for the analysis of collected data. The study is significant for the researchers, policy makers and audit experts. Recommendation of the study are beneficial particularly for the Audit Department to overcome the existing gaps and challenges.
This study was conducted to examine the perceptions and practices about enquiry based teaching held by Social Studies teachers in private English Medium schools in Karachi (Pakistan). 257 teachers participated in the survey. They were asked to share their perceptions and practices about enquiry-based teaching. The results of the study showed that the Social Studies teachers in private English medium schools have a poor understanding about the nature of enquiry-based teaching. They also lack the appropriate pedagogical skills and competencies which are probably due to the low quality of training that they received. However, it is important to note that Pakistani teachers do make efforts to use enquiry in their Social Studies classrooms. While implementing an enquiry approach, the teachers recognize that enquiry has a positive impact on students' learning in terms of knowledge, skills, and attitudes. The teachers identify some challenges of implementing enquiry based teaching as well. As a solution, professional development of the teachers has been proposed as a solution. In addition, calls for enquiry materials and efficient support from all school stakeholders have been raised.