Secondary School Teachers Attitude Toward Teaching English as a Second Language: A Comparative Study

The study explores the comparative analysis of secondary school teachers’ attitude toward teaching English as a second language. The major objective of the study was; to find out secondary school teachers’ attitude toward teaching English related to different demographics. The researcher used quantitative research method that was descriptive in nature. The population of the study comprised all the male and female teachers at Secondary level in province of Punjab, Pak istan. The researchers selected the secon dary school teachers in districts: Lahore, Multan, Sialk ot and Vehari as the sample of the study. Questionnaire was used as a research tool for the study. The researchers distributed the questionnaire among the respondents of the study and collected data. For data analysis, researcher used the statistical techniques of mean score, t-test and ANOVA. The findings of the study informed that difference in mean scores of male and female teachers was not significant, t-value = -.075, p=.634>0.05. It was found that there was a significant difference in teachers’ attitude towards teaching English as second language having professional qualification of B.Ed. and M.Ed. at secondary school level, t-value = .521, p=.047<0.05. It was concluded that male and female respondents have almost same type of attitude of teaching English as second language.

Learning Mathematical Rules With Reasoning

This research focused on students' learning of mathematical rules with reasoning. This includes studying the process of students' learning, how they make meanings of the mathematical rules they have learnt, how they relate, and the factors which enhance learning with reasoning. I worked with four students (grade six) with mixed ability from a private school. I engaged them in mathematical tasks for one hour outside of their classroom situation. Sessions were planned for twice a week for five weeks using the tasks designed on four basics rules of fractions, addition of fractions, subtraction of fractions, multiplication of fractions, and division of fractions. My role was dual in nature, that of a researcher as well as teacher. After determining the student’s prior knowledge of fractions in introductory sessions, I designed activities pertaining to the four rules of fractions. I used qualitative approaches for generating data. The main sources of data generation were field notes, audio tapes, observations, and students' work. My analysis started from the first day in form of analytical memos. I categorized themes through 'mapping method'. My biggest learning during this study was to learn about the factors which enhance students' leaning of mathematical rules with reasoning. This particular study provided me important insights, which influenced students learning. For example, role of teachers' questioning, role of concrete material and pictorial representations, role of conducive environment in the classroom and the role of students misconceptions and their prior knowledge. This study also discusses some of my learning as a teacher, teacher educator and as a researcher. On the basis of the findings the study makes significant recommendations to the community of teachers and teacher educators.