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Mathematics Teaching and Learning Practices at Secondary Level in Public and Private Schools of Pakistan

Thesis Info

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Author

Hameed, Gulnaz

Program

PhD

Institute

University of Education

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2019

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/12256/1/Gulnaz%20Hameed_Education_2019_UOE%20Lhr_PRR.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724856707

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The aim of the study was to investigate the mathematics teaching and learning practices of secondary school teachers and to identify the gap between current mathematics teaching practices in Pakistan and best teaching practices suggested by the literature. In order to attain this aim, the researcher selected a sample of 1000 secondary school students at secondary level and 100 teachers teaching. The sample was taken in two stages. In first stage 25 public male schools and 25 public female schools were selected. Similarly 25 private male schools and 25 female private schools were also selected. Ten students from each of the sample schools were selected by using systematic random sampling technique. The study was mixed-method in nature and followed a concurrent research design in which both qualitative and quantitative data collection and analysis went parallel and the findings complement each other. The data for qualitative part were collected through semi-structured interviews of teachers and video-recorded classroom observation of students while the quantitative data were collected with the help of two survey instruments one for students and the other for teachers. The qualitative part was analyzed with the help of content analysis technique and the quantitative part with descriptive and inferential statistics. The reliability coefficient derived in a pilot study indicated that surveys were reliable enough to be used in the detailed study for data collection. The findings indicated serious gap between the current and perceived teaching and learning practices. It was discovered that teachers do talk about best practices but were not willing to apply those as they have their own many reasons for not doing so such as overworking, limited material resources and overcrowded classrooms. It was also found that the teachers did not even know what classroom practices have been recommended in educational policy documents and national curriculum of mathematics. It was pointed in survey that discussion and demonstration method are highly being used by the teachers whereas the classroom observations revealed that teachers used drill and practice method often. Further the teachers also claimed during the interview that drill and practice method is the best method for teaching and learning mathematics at secondary level. The teachers give guide books to students for memorizing various concept and subsequent drill. Although many teachers preached for conceptual understanding of mathematic yet it is lacked in classrooms. Problem solving technique of teaching is claimed to be a best and effective practice cum standard specified in National Curriculum Mathematics (2006) the data has shown that this practice is rarely used in the mathematics classrooms. It is concluded that the Pakistani mathematic secondary school teachers do not use many of the best mathematic teaching practices suggested by the literature. It was also observed in study that some of the best mathematic teaching practices are being used in private schools which are illustrated in teacher survey. But in students’ survey public school students have better perception of teaching and learning practices then private school students which is also observed in qualitative data. It has been recommended that the teachers may be oriented to use best mathematic teaching practices in their secondary school classrooms in order to develop deeper conceptual understanding among the students. Further the teachers may also be provided opportunities to develop their own knowledge and understanding of the recommended mathematics teaching practices as suggested by the national education policy and curriculum documents. It is further recommended that the future research may be conducted in order to explore how pre- and in-service training prepare secondary school mathematics teacher for the use of best mathematics teaching practices.
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خلاصہ بحث

فقہی اور قانونی فکر کے حوالے سےمسلم تمدن جس انتشار کا شکار ہے اس کے سدباب کے لیے اہل علم کو فرو عی مسائل میں الجھنے کی بجائے مسالک کو قریب کرنے کے لیے کام کرنا چاہیے۔

ڈاکٹر غزالی ‘‘احکام القرآن’’ کے بارے میں کہتے ہیں کہ حنفی فقہی روایت کی شان و شوکت یہ تفسیر ہے۔ البتہ یہاں ایک اہم سوال ہے کہ احکام قرآن پر جتنی بھی تفاسیر لکھی گئیں۔ ان کا بڑا ہدف اور مقصد اپنے مسلک کی نگہبانی کرنا ہے اسی وجہ سے فقہی تفسیر اپنی علمیت اور موضوعیت کھو بیٹھی۔ دراصل مولانا اشرف علی تھانوی کی یہ تفسیر عالم اسلام کے اطراف سے اٹھنے والی ایک مخلص صدا کا ایک سلسلہ ہے۔ جس سے مراد یہ ہے کہ اسلامی فقہی مسالک و مذاہب سے بیزاری مسائل کا حل نہیں اوران لوگوں کے لیے لمحہ فکریہ ہے جو فقہی مدارس کو فرقہ واریت کا سبب قرار دیتے ہیں۔ ان کو اس ملک سے نکال دینا چاہیے کیونکہ امت کے مرض کی تشخیص اور اس کے علاج کی تجویز میں ہر دور میں غلطی ہوئی ہے ۔

امام جلال الدین سیوطی کی الخصائص الکبری کا اسلوب ومنہج

Imām Jalāl-ud-Dīn Suyūtī (d.911 A.H.)– a great personality of Islām, devoted his entire life for the services of Islām. He authored a number of books on multiple disciplines of Islām. One worth-mentioning contribution of Imām Suyūtī is his book ‘Al Khaṣāiṣ al Kubra’. A number of Arab researchers have compiled analytical research works on specific topics and certain chapters of the book. However, a collective analysis on the pattern and methodology of the book is not present so far. Therefore, this article deals with a holistic and collective discussion on the approach and patterns of the book for the first time in Urdu language. The article enlightens its readers with a comprehensive introduction of the book in the beginning. However, lately, it thoroughly reviews and analyzes the style and method of Imām Jalāl-ud-Dīn Suyūtī. Moreover, the article also contains details of the significance and genuine qualities of the book along with its distinctive features. The study concludes that the worthwhile work of Imām Jalāl-ud-Dīn Suyutī in this particular field deserves to be acknowledged genuinely.

Evaluation of Different Cropping Patterns under Command Area of Small Dams in Pothwar: A Case Study of Pira Fatehal Dam

Small dams have been constructed in Pothwar region with huge investment for supplementary irrigation. However, farmers in command area (the area around the dam where the irrigation water reaches or that can be irrigated from a dam and is fit for cultivation) of small dams have not benefited from this precious water and are still doing traditional agriculture such as summer fallowing etc. Non-existence of suitable cropping pattern may be one reason. Therefore, different cropping patterns (i) fallow-wheat (Fallow-Triticum aestivum) (CP-1), (ii) mash bean - wheat (Vigna mungo-Triticum aestivum) (CP-2), (iii) sorghum - wheat (Sorghum bicolor-Triticum aestivum) (CP-3), (iv) maize (grain) - wheat (Zea mays-Triticum aestivum) (CP-4), (v) maize (grain) - chick pea (Zea mays-Cicer arietinum) (CP-5) and (vi) mung bean - canola (Vigna radiata -Brassica napus) (CP-6) were evaluated for agro economic efficiencies under command area of Pira fatehal dam as well as for adjacent uncommand or rain-fed area, on sandy loam soil for two years. Highest grain yield of wheat (winter crops) was obtained from mash beanwheat (Vigna mungo-Triticum aestivum) (CP-2) as compared to those from maize-wheat (Zea mays-Triticum aestivum) (CP-4), fallow-wheat (fallow-Triticum aestivum) (CP-1) and sorghum - wheat (Sorghum bicolour-Triticum aestivum) (CP-3) cropping patterns, respectively, under both the environments. Chick pea grain yield remained lowest under both the environments. Regarding summer crops, sorghum fodder (Sorghum bicolour), maize grain (Zea mays) and mash bean (Vigna mungo) performed excellent in terms of economic and grain yield. On the other hand, mung bean (Vigna radiata) reflected poor response for grain yield under both the environment. Benefit cost ratio of 7.17% and 5.35% for mash bean-wheat (Vigna mungo-Triticum aestivum) (CP-2) was highest under both the environments, while lowest benefit cost ratio (5.12 %) was exhibited from maizechick pea (Zea mays-Cicer arietinum) (CP-5) under irrigated and (1.37%) 19 from mung bean-canola (Vigna radiata -Brassica napus) (CP-6) under rain-fed environment, respectively. Highest net returns were obtained from maize-wheat (Zea mays-Triticum aestivum) (CP-4) cropping pattern under irrigated while from mash bean-wheat (Vigna mungo-Triticum aestivum) (CP-2) cropping pattern under rainfed environment. Mung bean-canola (Vigna radiata -Brassica napus) (CP-6) proved the lowest in terms of net returns from both the environments. Highest marginal rate of return was exhibited by mash bean-wheat (Vigna mungo-Triticum aestivum) (CP- 2) when compared with fallowwheat (Fallow-Triticum aestivum) (CP-1), while maize-wheat (Zea mays-Triticum aestivum) (CP-4) and sorghum - wheat (Sorghum bicolour-Triticum aestivum) (CP-3) ranked 2nd and 3rd on marginal rate of return basis in the same comparison, under irrigated environment. On the other hand, mash bean-wheat (Vigna mungo-Triticum aestivum) (CP2) ranked 1st and mung beancanola (Vigna radiata -Brassica napus) (CP-6) ranked 2nd when compared with fallow-wheat (Fallow-Triticum aestivum) (CP-1) for marginal rate of return in rainfed environment. Water use efficiency of wheat, following mash bean under both the environments exhibited higher values when compared with those from sorghumwheat, fallow-wheat and maize-wheat cropping patterns. Mung bean showed poor response among all the cropping patterns for exhibiting water use efficiency under both environments. Cropping intensities (of 200 %) from all the cropping patterns except fallow-wheat (100%) were recorded from both the environments. During the course of study, 2nd year summer and winter crops received higher rainfalls than that of first year, which affected the economic yields of crops under rain-fed environment, where as performance of all crops remained better under irrigated environment during both the seasons and years, as below average rainfalls were compensated by supplementary irrigations. Hence, this study concludes that farmers having supplemental irrigation water resources should adopt maize (grain)– 20 wheat (Zea mays-Triticum aestivum) (CP-4) cropping pattern, based on economical return as well as efficient utilization of available supplemental water, whereas, based on improved nutrient utilization and monetary outputs, mash bean-wheat (Vigna mungo-Triticum aestivum) (CP-2) cropping pattern should be followed under rainfed areas for better resource management. Also summer fallowing practice is not economical for farmers under both irrigated and rain-fed environments.