دراسة قصيدة ياسالكا لمخدوم محمد هاشم التتوي رحمه الله: دراسة تحليلية وأدبية

The Poem “Ya Salikayah” is a collection of verses. Hazrat Makhdoom Muhammad Hashim Thattavi has compiled it and the main thing is that he has compiled these verses by in keeping with the literature and eloquence and rules. Such a compilation is not just a matter of every ordinary person rather, this work can be done by a person who is well aware of the rules of making of poetry and verses. Hazrat Makhdoom Muhammad Hashim Thattavi was well aware of these rules but he had mastered it. The thesis writer has described the expression style and thoughts of Hazrat Makhdoom Muhammad Hashim Thattavi in his thesis and also tried to prove that Hazrat Makhdoom Muhammad Hashim Thattavi had special kind of proficiency in Arabic despite he was Non-Arab which can be seen in his these verses. These verses show the special style of Hazrat Makhdoom Muhammad Hashim Thattavi which thesis writer has proven and also proved that he has compiled this collection of verses in the best style. According to the research of thesis writer this poem is not still in the form of a book but in the form of a pen and paper format. And thesis writer has also tried to prove that the thoughts which are in these verses belong to Hazrat Makhdoom Thattavi himself. He used to shape thoughts into ideas before compiling these verses and then used to put his sincere poetry in it and compile it. It is estimated from these verses that it is affected when the audience hears and reads these verses.

A Comparative Study of Ausubelian and Traditional Methods of Teaching Physics at Secondary School Level in Pakistan

The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8 th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional. To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed. The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination, v2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed. The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.