حضرت ہندہ رضی اللہ عنہا سے متعلق تاریخی روایات کا تحقیقی جائزہ

Some Historians have blamed on Hadrat Hind (R.A) that she mutilated the corpse and chewed the liver of Hadrat Hamza (R.A), which is the cruelty of a specific group of the opponents of Companions. But the Text Book Board of KPK has included exactly these narrations in the curriculum of Urdu compulsory of fifth class. Firstly, this incident was happened before accepting Islam, and when she accepted Islam then there is no blame can be raised upon her on this incident. But definitely, these narrations impact the mind of children. It was necessary to test the authenticity of these narrations before including in curriculum. In this article, some Historical narrations regarding Hadrat Hind (R.A) have been chosen, and some authentic narrations from Ahadith Books have been presented in order to reject these Historical narrations in a scholarly manner.

Relationship Among Satisfaction, Learning Style and Achievement of Distance Learners

The study aimed to find out relationship among satisfaction, learning style and achievement of distance learners. Its objectives were to determine the learning style of distance learners, to explore the satisfaction level of distance learners, to assess the relationship between satisfaction and achievement of distance learners, to find out the relationship between learning style and achievement of distance learners. and to find out the relationship among satisfaction, learning style and achievement of distance learners. This study is significant as it may be helpful for instructional designers, educational planners, course writers, and tutors to make strategies for effective learning environment. The study was delimited to the learners of M.Ed program in core courses at Allama Iqbal Open University Islamabad from eight districts from four provinces of Pakistan. It was a correlational study in which stratified random sampling procedure was used. Satisfaction of distance learners was measured by using student Satisfaction Survey Items developed by Strachota (2006). The learning style of the students was assessed using Grasha-Riechmann Student Learning Styles Scale (Diaz and Cartna, 1999). The study found majority of the learners with collaborative learning style followed by participant, Independent, competitive, dependant and avoidant learning styles. Besides, majority of students had general satisfaction with learner-learner interaction, learner content interaction followed by learner technology interaction, and learner instructor interaction. It was concluded that learner-content interaction and Learner-Instructor interaction were significant predictor of general satisfaction while Learner-learner interaction and Learner-technology interaction were not significant predictors of general satisfaction. It was also concluded that although learning style components were mostly positively and significant correlated with components of satisfaction except avoidant learning style which was negatively correlated with components of satisfaction. It was concluded that learning styles and achievement were not significantly correlated at p< 0.05 except a significant negative correlation between avoidant learning style and achievement score (r =-0.159, p<0 .01). It was also found that students’ satisfaction and achievement were not significantly correlated. It was also found that there was significant positive correlation between learning style and satisfaction with the exception that avoidant learning style was negatively significant with all components of satisfaction. The study recommended that distance learning materials and methods may be made more interactive so that collaborative learning is increased and avoidant behavior of students is decreased. There is need to develop collaborative and participant learning styles in distance learners. Learners might be encouraged to increase interaction with other learners. Distance learning tutors should be trained for better interaction and communication with students. The study may be replicated using procedures that allow a higher degree of randomization and more generalizability.