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JOURNAL of EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept of Education IUB, Pakistan JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan JOURNAL OF EDUCATIONAL RESEARCH Vol. 13 No. 2 2010 DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN 1 JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan EDITORIAL/ ADVISORY BOARD 1. Professor Dr. G.K.Verma Professor Emeritus, University of Manchester, UK 2. Professor Dr.William Bill Gulam Salford University, Manchester, UK 3. Professor Dr. Muhammad Rashid Dean, Faculty of Education, Preston University, Islamabad 4. Professor Dr. Harald Husemann Department of Education, Osnabrueck University, Germany 5. Professor Dr. Zafar Iqbal Chairman, Department of EPM Faculty of Education, AIOU, Islamabad 6. Professor Dr.Aytekin Isman Dean, Faculty Education, Sakarya University, Turkey 7. Dr. Badrul Khan Facilitator in E- Learning, Instructional Design and Technologies McWeadon University, Springfield, USA 8. Professor Dr. Ugur Demiray Dean, Faculty of Communication Sciences Anadolu University, Eskisehir, Turkey 9. Dr .Joy Mylek Consultant, The Open Polytechnic of New Zealand 10. Professor Dr. Paul Kawachi Kurume City Fukuoka -830-0003 Japan 11. Professor Dr. Ahmad Farooq Mashadi Department of Education, BZU Multan 12. Dr.Irshad Hussain Department of Education, The Islamia University of Bahawalpur 13. Professor Dr. Ibrahim Khalid University of Education Lahore 2 JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan JOURNAL OF EDUCATIONAL RESEARCH Vol.13 No. 2 2010 CONTENTS PAGE NO. Teaching Physics through Learning Cycle Model: An Experimental Study Abdul Qadeer Soomro, Muhammad Nasim Qaisrani, Khalid Jameel Rawat & Shahid 05 Hussain Mughal Development and Validation of Intelligence Test for Grade Six Students (Age Group 11-12 years) 19 Muhammad Aamir Hashmi, Shamim Haider Tirmizi & Ahmad Farooq Shah Critical Review of British Education System in India Muhammad Akbar Malik, Aftab Hussain Gillani & Muhammad Imran Jaffar 30 Role of Intelligent Technology in Promoting Quality Education Ghulam Ali, Noor Ahmed Shaikh & Zubair A Shaikh 38 Implementation of Affective Education: The Case of a Middle School in China’s Guangzhou 47 Cheng Kai Yuen Decision-Making Practices of Head-Teachers in Public Secondary Schools of Dadu District 63 Nabi Bux Samo Using Reading Racetracks and Flashcards to Teach Sight Words to Students with Disabilities: Effects for Acquisition and Response Maintenance 84 Cassandra L. Green, T. F. McLaughlin, K. Mark Derby & Kristen Lee The Relationship between Logistics Programme and Logistics Educational Needs: An Exploratory Study 99 Dazmin bin Daud, Kwek Choon Ling & Kay Hooi Keoy Learning Style Preferences of Adolescents in Relation to their Mental Ability Rashmi Agarwal & Deepak Jaiswal 108 Comparative Study of the Academic Achievements of the Schools at Secondary Level under the Administration of University of Peshawar Khisro Kaleem Raza & Shafqat Parveen 114 3 JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan Task-Based Learning: An In-Class ELT Experiment Ghulam Ali Buriro & Tariq Hayat 121 Exploring Gender Disparities in Citizenship Education in Botswana Colleges of Education 132 Agreement Lathi Jotia & Xoliswa Tawana Significance of Instrumental and Integrative Motivation in Second-Language Acquisition 145 Sarwat Sultan & Irshad Hussain Proficiency and Approach of Mathematics Teachers in the Application of Computers as Instructional Tool in Pakistani Schools 153 Tanzila Saba, Amjad Rehman & Hassan Danial Effects of Demographic Factors and Teachers’ Competencies on the Achievement of Secondary School Students in Punjab 171 Muhammad Akram Aziz Student Support Services of Eastern & Western Institutes of Distance Education Muhammad Rashid & Nadia Rashid 178 Measuring the Mediating Role of Locus of Control on Stress Among the Students of the Islamia University of Bahawalpur 187 Aqeel Ahmad Khan, Masood Nadeem, Muhammad Saleem & Nabiha Aslam Comparison of Students’ Performance between Community Model Schools and Government Girls Primary School in the Punjab 194 Zahida Habib, Rana Sana Ullah & Muhammad Zafar Iqbal Studying the Effects of Socio-Economic Status of Parents on Student’s Academic Achievement 204 Humera Batool, Shazia Naureen & Saima Kanwal Educational Measurement and Testing: Historical Perspectives Arshad Ali & Umar Ali 216 Educational Services of Sadiq Egerton College Bahawalpur (1886-2010) Muhammad Tahir, Aftab Hussain Gilani & Muhammad Akbar Malik 222 Review and Improvement of Elementary Science Training Program Alyas Qadir Tahir 242 4 JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan Teaching Physics through Learning Cycle Model: An Experimental Study Abdul Qadeer Soomro ∗ Muhammad Nasim Qaisrani ∗∗ Khalid Jameel Rawat ∗∗∗ Shahid Hussain Mughal ∗∗∗∗ Abstract The present experimental study aimed at to measure the effectiveness of learning cycle model based on constructive approach in teaching of physics in term of students’ achievement in public school at secondary level. Forty, 10 th grade students from three classes of physics course taught by the teacher in Government Qazi Habibullah High School District Shikarpur, session 2008, were enrolled in the study. Twenty students randomly selected were assigned in each experimental and control groups. Students in experimental groups were taught by 5Es learning cycle model whereas students in the control group were by traditional lecture method. It was hypothesized students taught through learning cycle model will have better achievement level than the traditional way of teaching physics. Achievement Test based on Simple machine was administered to both groups as pre-test and post-test in order to assess their achievement. The achievement level of students showed marked differences on the basis of significant difference shown by the t-test result. It is concluded that instruction based on 5Es learning cycle model caused a significantly better achievement, whereas students exposed to instruction based on traditionally teaching lecture method showed poor result. It is therefore recommended that 5Es learning cycle model should be employed in teaching of physics. Professional development programme in 5Es learning cycle model should be organized through Provincial Institute of Teacher Education (PITE), Bureau of Curriculum (BoC) and other professional development agencies. Keywords: Constructivist Teaching Approach, 5Es Learning Cycle Model, Traditional Teaching Method, 5 phases of learning, Engagement, Exploration, Explanation, Extension, Evaluation Introduction Physics is one of the important subjects at secondary level in Pakistan. Teaching of physics requires special skills “What to teach” and “how to teach” are questions which trouble every thoughtful teacher. Strategy is to answers them all question in science education there are no final answers. Each teacher determines working answers for ∗ PhD Scholars Iqra University Karachi ∗∗ Professors, Faculty of Education & Learning Sciences, Iqra University, Karachi ∗∗∗ Professors, Faculty of Education & Learning Sciences, Iqra University, Karachi ∗∗∗∗ Assistant Professor PITE Sindh 5 JOURNAL OF EDUCATIONAL RESEARCH (Vol.13 No.2) 2010 Dept Of Education IUB, Pakistan himself. But if the issues and problems are clearly understood and substitutes are fully considered by science teachers, it can reasonably be expected that quality of science teaching in Pakistan will gradually improve. In Pakistan, students are unable to successfully incorporate memorized facts and their applications in real situation out side the science class room. The traditional way of teaching of teacher as information giver to inert students appears archaic. Text book guided class room has failed to bring about the desired learning outcomes. The other disadvantages of the old methods used in teaching of Science/Physics curriculum do not develop student’s interest in the subject matter, and also do not empower students to become independent thinkers and capable solving complex problem. An alternative is to change the focus of the class room from teacher-centered to student-centred using a constructivist approach (Akar, 2005). The philosophy about knowledge, that proposes learners need to build their own understanding of new ideas, has been labelled constructivism (Hanley, 1994). Constructivism is a theory that gives hope to the development of deep understanding of the science in students of all ages. It is not a new concept. It has its lineage in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and in education. Constructivism is a theory of learning based on the principles that learners construct meaning from what they experience; thus, learning is an active, meaning-making process. The learning cycle model is the teaching procedure that was invented to satisfy the requirements of the nature of science teaching and the nature of the learner. The learning cycle moves children through a scientific investigation by allowing them first to explore materials, then to construct a concept, and finally to apply this concept to new ideas. The learning cycle model is an advanced model that promotes thinking abilities and meaningful learning among children in miscellaneous classroom settings. The learning cycle is a model for teaching in all subject area; it provides a basis for thematic and integrated instruction and offer many opportunities to measure real learning. The learning cycle
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