سبعۃ اَحرف و قراءاتِ قرآنیہ ؛ایک تحقیقی جائزہ A Research Review of Sab‘a Aḥraf and Recitation of the holy Qur’an in different ways

“This Quran has been revealed in seven different ways; so, recite it in the way that is easier for you.” This hadith is Recurrent in meaning. The narrator Imam Abu Ubaid Qasim Bin Salam (R.A) has elucidated its recurrence. Imam Abn-e- Jouzi (R.A) has collected all its ways in a Journal. What is meant by “Seven Words” in this Hadith? It has been a controversial point among the ulemas and scholars. And no doubt, it has been regarded as the most difficult debate of Uloom-ul- Quran. There have been severe controversies in this regard, so far as Allama Ibn-e - Arabi has mentioned thirty-five sayings. Some of them are as following: Some think these are the ways of recitations of seven famous Qaries. Some think that it means all the ways of recitations. But “Seven” does not means the number 07, because in Arabic language, it is used to describe the plenty of something. Qazi Ayyaz from Earleir Ulemas had the same opinion, while in the later period; Shah Wali-Ullah also had the same views. Some think that it means seven dialects of Arab Tribes. Imam Abu Hatim Sajestani (R.A) determined the name of these languages. They are Quraish, Hazial, Teem, Al-Rubab, Azd, Rabbia, Hawazan, and Saad bin Abi-Bakar. Hafiz Abn-e- Jareer Tibri (R.A) agreed to this school of thought. The fourth famous saying is that of Imam Tehavi (R.A.) he says that although he Holy Quran has been revealed in the dialect of Quraish. But it was difficult for the people of other tribes, which came of different areas of Arab. That is why, in the beginning, they were permitted to recite the Holy Quran in their local languages, and the words or ways were determined by the holy prophet (P.B.U.H) himself. Later, it was prohibited. There remained only the one way of recitation in which the holy Quran was revealed. HAzrat Sufian bin Aiena (R.A), Abn-e-Wahab (R.A) and Hafiz Ibn-e- Abdul Bar (R.A) agreed to this opinion. Famous interpreter Allama Nizamul Din Nishapori (R.A) says that it means the following differences in the recitation. Differences between Singular and Plurals Differences between Muscular and Feminine Differences of the causes of Araabs          Differences of Morphology (Formation of Words) Differences of syntax (Sentence Structure)           Differences of the ways which changes words Differences of dialects Allama Abn-e- Qutaiba, (R.A), Imam Razi Qazi (R.A) and Abu Bakar(R.A) and Abn-e Aljuzri (R.A) also adopted this saying of Allama Nisahpuri.(R.A).

Effect of Problem Based Learning Units on Students Academic Achievements in the Subject of Science at Elementary Level

The problem based learning (PBL) is very interesting form of pedagogy based on present human learning cognitive theories. Constructivist theory of learning is the basis for problem based learning technique. Students have the central place in this learning technique, while, the teacher or educator works as guide or facilitator in learning process. Students’ work in small teams, face the problematic situation, hypothesize the situation, acquire new information, analyze it and finally reach at some decision by providing findings. This research study established to examine the effect of problem based learning technique on students’ academic achievement in subject of science at elementary level. An experiment was conducted with students’ of eighth class studying science subject at Government high school people’s colony, Gujranwala in session 2013-2014. Problem scenarios/ statements were framed out by the researcher based on two selected chapters of Text Book of Science of 8th class. Pretest, posttest control group design was used in the study. Seventy students out of 211 students were randomly selected as a sample of study. Further, the selected students were randomly assigned into two equal traditional and experimental groups. The students of experimental group worked in seven sub groups on problematic situations/ scenarios in their class over eight week period. The students’ of control group studied science as usual in their class by the class teacher in traditional way. Pretest was used on both traditional and experimental groups before starting the experiment. The purpose of using this test was to know the achievement level of both groups so that the researcher may able to compare achievement level after experimentation. Pretest and posttest were same and comprised of forty two multiplechoice questions (MCQs). The Achievement Test of Science (ATS) was consisted upon knowledge, understanding and application components of Bloom Taxonomy. The experimental group students’ were given Problem Based Feedback Form (PBLFF) after posttest to evaluate their opinion about problem based learning technique. After four months of period again, the students of both traditional and experimental group were given the achievement test of science. The purpose of using test is to evaluate their retention level and to examine, which group retained more knowledge. On the basis of acquired and analyzed data, the null hypotheses were tested. Independent samples t-test was used to establish the significant difference between mean scores of traditional and experimental group students on achievement test. Chisquare test was applied for the analysis of experimental group students’ opinion on PBLFF. The study results exposed that the experimental group students’ performed in a better way than control group students except knowledge domain, whereas, control group students performed slightly better than experimental group students. The experimental group students’ showed likeness regarding PBL technique as compared to traditional method of teaching. The results of retention test exposed that the experimental group students’ who worked in groups and responsible for their learning retained more knowledge as compare to traditional group students. On the basis of results, it was recommended that new mode of instruction like PBL be prescribed in the school teaching.