The Effect of Married Age on the Health of Mother and Baby in Campalagian District

The determinants of child marriage are triggered by complex social, economic, cultural, political and legal disparities. This research method used a cross sectional study. The research sample was 192 women who were married in 2018-2019 in the Campalagian District. This study aims to determine the effect of the age of marriage on the health of ibn and infants in the District of Campalagian. Chi-square test was used to analyze data. The results of the bivariate analysis showed that the age of marriage had an effect on the health of the newborn (p value = 0.003). However, the age of marriage on maternal health during pregnancy, maternal health at delivery, use of contraceptive methods, service standards for birth weight, and support from husbands do not have a significant effect. After conducting bivariate analysis using moderator variables, the results showed that. There is an effect of the age of marriage based on the age of the husband (p value = 0.017) and the husband's education (p value = 0.024) on maternal health at delivery. There is an effect of the age at marriage based on the husband's age (p value = 0.023), the wife's education (p = 0.008), and the husband's education (p = 0.009), on the health of the newborn. It can be concluded that the age of marriage has an effect on the health of the mother and baby and/or if it includes the age and education factors of both the respondent and the partner.

To Explore How Peer Assessment Supports Learning Experiences and Outcomes in Social Studies of Grade 6 and 7: A Case Study of a Private School in Gilgit-Baltistan

Formative assessment is an umbrella term which allows teachers to monitor the ongoing development in the class and peer assessment is an essential part of it. Peer assessment is an effective tool for students to observer their peer’s involvement, progress and responses in order to develop their critical thinking and decision making skills. The aim of this research study was to explore peer assessment support students’ learning experiences and outcomes at secondary level. This study was carried out in a private school of Gilgit-Baltistan, Pakistan. I adapted case study design within qualitative research methodology to get detail and in-depth insight into teachers’ using peer assessment to support their students’ learning. The research participants were two social studies teachers and students of Grades 6 and 7. For the data collection, interview, classroom observation, document analysis and focused group discussions were used. Overall the findings of this study show that teachers were familiar with the notion of peer assessment with regards to its importance in supporting students’ learning experiences and the outcomes were at surface level. However, the practices of peer assessment were more conventional rather than insightful. The data revealed that the understanding and practices of the teachers are more superficial. No evidence indicates that peer assessment is being used to develop students’ learning and skills at large. The main purpose of peer assessment in school was to identify the weakness of students and the allocation of marks. However, any structural guidelines like rubrics were missing. Even proper instructions were not given by the teachers. Therefore, the study proposes that teachers should prepare themselves with pedagogical and content knowledge regarding formative assessment in general, and peer assessment in particular, to make its implication effective at any classroom level. In this connection, professional development and training for teachers can be arranged through prime educational organizations and institutions. Thus, peer assessment can be made effective and purposeful for both the teachers and students.