The aim of this project was to experiment the Word Wall strategy for capacity building of primary teachers and grade IV students for vocabulary development. From needs analysis I came to know that vocabulary development is an urgent need of the school. Keeping in view the school's need, I planned and developed a participatory project to ensure sustainability of the project through equal and active involvement of two immediate stakeholders such as two primary language teachers and grade IV students. This project included three stages; planning, implementation and evaluation. Planning was involved in both pre-intervention and intervention stages. Pre-intervention encompassed development of action plan, orientation of the teachers to the Word Wall strategy and development of resources, and defining roles and responsibilities of project leader and teachers. It also included a pre-test that I conducted in order to evaluate students' current vocabulary knowledge. Setting a clear goal, objectives and activities were also a significant part of planning. Besides grade IV students' two language teachers were the direct beneficiaries of this project, and teachers' involvement throughout the process in planning, implementation and evaluation of Word Wall was significant. My role during the four demonstration lessons and two observations of teachers' teaching presentations remained as a clinical supervisor to facilitate and support teachers in developing Word Wall and its effective implementation in the classroom. The purpose of offering these activities was to enable teachers to provide multiple exposures to students for understanding of contextual meanings and retention of the vocabulary. The experience of experimenting Word Wall in a primary classroom revealed that continual addition of words on the wall ensured students' spelling accuracy and vocabulary retention. Moreover, Word Wall proved to be a motivational element for students' participation in reading, writing, speaking and listening activities. In the light of the project outcomes, it is suggested that the aforesaid strategy can be applied in similar contexts to expand students' vocabulary and develop their language skills and reading comprehension.
حب الوطنی نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم بسم اللہ الرحمن الرحیم معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو! آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’حب الوطنی ‘‘ صدرِذی وقار! جہاں تک حب اور محبت کا تعلق ہے تو کائنات رنگ و بو میں جتنا ذکر محبت کا ہوتا ہے شاید کوئی اور اصطلاح اتنی استعمال نہ ہوتی ہو ،کبھی کوئی اولاد سے محبت کا ذکر کرتا ہے۔ کبھی خوشبو سے محبت کا ذکر کیا جاتا ہے، کبھی دوستوں سے محبت کی پتنگیں بڑھائی جاتی ہیں،کبھی جائیداد سے محبت کا ذکر خیر ہوتا ہے بلکہ جائیداد کی محبت میں تو کشت و خون کا سلسلہ بھی روا رکھا جا تا ہے، سیم وزر سے محبت کی جاتی ہے۔ سونے چاندی کے اضانے میں اپنی تمام توانائیاں صرف کی جاتی ہیں، کوئی اولاد سے محبت کرتا ہے، کوئی مال سے محبت کرتا ہے، کوئی جان سے محبت کرتا ہے، اور وہ شخص کتنا خوش نصیب ہے جس کو اللہ اور اس کے رسولؐسے محبت ہوتی ہے۔ معزز سامعین! بحیثیت مسلمان ہماری حقیقی محبت کا تقاضا یہی ہے کہ ہماری محبت کے جملہ پہلو سرورِ کائنات کی ذات با برکات کے لیے ہوں۔ اور آپؐ کے ساتھ محبت اس بات کی بھی متقاضی ہے کہ آپ کے ہر قول وفعل کو من وعن تسلیم کیا جائے اور پھر ہر زاویے سے اس پر عمل کرنے کی کوشش کی جائے ، اس میں ہماری دنیوی و اُخروی کامیابی ہے۔ سرکارِ دو عالمؐ کا ارشاد گرامی قدر ہے کہ حب الوطن من الایمان کہ وطن سے محبت ایمان سے ہے۔ صدرِذی وقار! وطن کی محبت ایمان سے ہے اس کا اگر بنظر عمیق جائزہ لیں تو اسلام کے جملہ احکام بالخصوص اسی محبت کی تکمیل کے خواہاں ہیں۔...
هدفت الدراسة إلى التعرف على دور مشاريع العمل عن بعد في تحقيق التنمية المستدامة وقد درست أدوراها في مجال المعرفة والثقافة والتدريب والدعم وتوظيف الاستفادة ومواكبة التطور وبالنسبة للتنمية المستدامة تم دراسة أبعادها الأربعة التقنية والبيئية والاجتماعية الاقتصادية وقد اتبعت المنهج الوصفي التحليلي لمعالجة وتحليل البيانات لعينة من العاملين في مجال العمل عن بعد وقد بلغ عددها 155 عامل في مجال العمل عن بعد وقد توصلت الدراسة إلى مجموعة من النتائج أهمها: شعور العامل بمسؤولية العمل اتجاه المشغل والشركة الوسيطة، تقديم التدريب والدعم للموظفين وقدرتها على تحسين الظروف الاقتصادية والمعيشية وقد جاءت التنمية التقنية في أهم أبعاد التنمية تحقيقاً أي بنسبة 81.00% وثم التنمية الاقتصادية بنسبة 79.40% وبينت الدراسة وجود علاقة إيجابية بين دور مشاريع العمل عن بعد والتنمية المستدامة وأوصت الدراسة بضرورة نشر الوعي والتثقيف بالعمل عن بعد ودورها في إحداث عملية التنمية المستدامة و توفير الدعم المادي لتحقيق أهداف الاستراتيجية الحكومية الهادفة لتبني فكرة العمل عن بعد ووضع القوانين والتشريعات واللوائح لخدمة وحماية الحماية العامل الفلسطيني أمام المشغل الأجنبي.
The present study was aimed to analyze the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find outthe effect of peer tutoring on the academic achievement of students in the subject of biology; (2) To investigate the effect of peer tutoring on the academic achivement of tutors and tutees of experimental group; (3)To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels of cognitive domain of Bloom Taxonomy; (4) To explore the effect of peer tutoring on the motivation of the students towards learning. All 433,405 boys‟ students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty (40) students of 10th grade, who were studying biology as elective subjects, were taken as sample of the study from Allied National Software Institute (ANSI), a private secondary school in Mardan through random sampling. The Pretest Posttest Equivalent Group Design was used. Teacher made pretest, posttest and participant observation were the data collection tools. The data collected from pretest and posttest, were analyzed through independent sample t-test and ANOVA. The qualitative data obtained from participants observation, was analyzed qualitatively. It was found that the mean score of experimental group was significantly better than the mean score of control group. It was found through participant observation that peer tutoring had developed strong motivation in both tutors and tutees. It was concluded that peer tutoring was the effective method of instruction of teaching biology at secondary level which had enhanced significantly the academic achievement and motivation of both tutors and tutees as compared to control group. Peer tutoring was also found effective in the development of academic achievement of students at secondary level with respect to knowledge, comprehension and application levels of bloom taxonomy. It was suggested that peer tutoring may be incorporated along with other teaching methodologies of teaching for the subject of biology and due consideration may be given to tutoring strategies in all teacher education practices in the country. The principles, procedures and rules of peer tutoring should be followed while conducting any peer tutoring program. The current study is conducted on male students; therefore, future studies are recommended to use different samples of male and female students at different academic levels.