IMPACT OF LEARNING ENVIRONMENT OF CADET COLLEGES ON PERSONALITY DEVELOPMENT AND LIFE SUCCESS OF STUDENTS IN PAKISTAN

SHAHID YAQUB ABBASI

Reg. No. 50/IU.PhD/2015

DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur

PAKISTAN 2019

IMPACT OF LEARNING ENVIRONMENT OF CADET COLLEGES ON PERSONALITY DEVELOPMENT AND LIFE SUCCESS OF STUDENTS IN PAKISTAN

By

SHAHID YAQUB ABBASI Reg. No. 50/IU.PhD/2015

A thesis submitted in partial fulfillment of the requirements for the Award of the degree of

Doctor of Philosophy in Education

DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur

PAKISTAN 2019

DECLARATION

I, Shahid Yaqub Abbasi, Registration No. 50/IU.PhD/2015, Ph.D. Scholar (Session 2015-2018) in the Department of Education, The Islamia University of Bahawalpur hereby declare that the thesis titled, ―Impact of Learning Environment of Cadet Colleges on Personality Development and Life Success of Students in Pakistan‖ submitted by me in partial fulfillment of the requirement of Ph.D. in the subject of Education is my original work. I affirm that it has not been submitted or published earlier. It shall also not be submitted to obtain any degree to any other university or institution.

Shahid Yaqub Abbasi

i FORWARDING CERTIFICATE

The research titled ―Impact of Learning Environment of Cadet Colleges on Personality Development and Life Success of Students in Pakistan‖ is conducted under my supervision and thesis is submitted to The Islamia University of Bahawalpur in the partial fulfillment of the requirements for award of the degree of Doctor of Philosophy in Education with my permission.

Prof. Dr. Akhtar Ali

ii APPROVAL CERTIFICATE

This thesis titled ―Impact of Learning Environment of Cadet Colleges on Personality Development and Life Success of Students in Pakistan‖ written by Shahid Yaqub Abbasi is accepted and approved in the partial fulfillment of the requirement for the degree of Doctor of Philosophy in Education.

Supervisor: ______Prof. Dr. Akhtar Ali

Examiner 1: ______

Examiner 2: ______

Chairman: ______

Dated: ______

iii

Dedication

My great parents, whose prayers, love, support, and guidance sustained me throughout my personal and educational accomplishments. Special dedication to my wife and my lovely kids (Maryam Shahid Abbasi and Hareem Fatima Abbasi) who remained alone in my absence with courage, enthusiasm and steadfastness. My success is really the fruit of their prayers and the blessings of Almighty Allah.

iv ACKNOWLEDGEMENTS

In the name of Allah, the most kind and merciful. All praises to Almighty Allah who guides us in darkness, helps us in difficulties and bestowed upon us his countless blessings. All respects to Holy Prophet, Hazrat Muhammad (PBUH) who enabled us to recognize our creator. I am lucky enough to have been blessed with following learned and guiding stars whose contributions in assisting me in my research work are worth appreciating.

I would like to extend my special thanks and earnest gratitude to my worthy supervisor, Prof. Dr. Akhtar Ali, for his help, kindness, critical reviews, expert advice, and regular availability to me, in spite of his busy schedule throughout the course of my research work. I owe a debt of gratitude to my respected teachers, Dr. Muhammad Javed, Dr. Muhammad Dilshad, Dr Nasreen Akhter who always encouraged and extended their help during my study. I am immensely grateful to my learned peers and research scholars, Dr. Zahoor, Dr. Muhammad Awais, Zobia Noreen, Dr. Rana Rashid Iqbal, Muhammad Afzal, Abdul Rauf, Omar Sahu, Omer Ali, Mushtaq Hussain, Umar Faizan, Sayyam Bin Saeed, Sansa Tasneem, and Tariq Malik who encouraged me all the times and provided me necessary assistance and helped in the compilation of this task. My profound appreciations are extended to my affectionate parents for their profound prayers. I pay tribute to my loving wife who helped me and without the support, patience, and guidance of her, this study would not have been completed. I also extend thanks to the faculty and supporting staff of the Islamia University of Bahawalpur, Department of Education for the countless hours of support and guidance provided throughout this process.

Lastly I express my gratitude to all friends and companions who advised, encouraged, and guided me.

Shahid Yaqub Abbasi

v CONTENTS Page Declaration i Forwarding Certificate ii Approval Certificate iii Dedication iv Acknowledgements v Contents vi List of Tables x List of Figures xiii List of Graphs xiv List of Abreviations xv Abstract xvi CHAPTER 1 1 INTRODUCTION 1 1.1 Statement of the Problems 10 1.2 Research Objectives 10 1.3 Research Questions 11 1.4 Hypotheses 11 1.5 Significance of the Study 11 1.6 Delimitations of the Study 12 1.7 Definitions of Key Terms 12 1.7.1 Learning Environment 12 1.7.2 Personality Development 13 1.7.3 The Big Five Model 13 1.7.4 Extroversion 13 1.7.5 Agreeableness 13 1.7.6 Conscientiousness 13 1.7.7 Neuroticism 14 1.7.8 Openness 14 1.7.9 Life Success 14

vi CHAPTER 2 15 REVIEW OF THE LITERATURE 15 2.1 Learning Environment 15 2.2 Components of an Effective Learning Environment 17 2.3 Learning Environment Factors 17 2.3.1 Learner Related Factors 17 2.3.2 Lecturer Related Factors 22 2.3.3 Formal Factors 27 2.3.4 Outcome Factors 30 2.4 Field of the Learning Environment 31 2.5 Determinants of the Classroom Environment 32 2.5.1 The Social Cognitive Theory 33 2.6 Personality 36 2.6.1 The Personality Trait 41 2.6.2 Types of the Traits 43 2.7 The Nature of Personality 48 2.8 The Big Five: Five-Factor Model 51 2.8.1 Extroversion 52 2.8.2 Openness 52 2.8.3 Agreeableness 52 2.8.4 Conscientiousness 53 2.8.5 Neuroticism 53 2.9 Life Success 53 2.10 Approaches to Life Success 54 2.10.1 Individual Approach 55 2.10.2 Structural Approach 55 2.10.3 Behavioural Approach 56 2.10.4 The Contemporary Approaches to Life Success 56 2.11 Related Researches 58 2.12 Conceptual Framework 62 2.12.1 Learning Environment 63

vii 2.12.2 Personality Development 63 2.12.3 Life Success 64 CHAPTER 3 66 RESEARCH METHODOLOGY 66 3.1 Research Design 66 3.1.1 The Triangulation Design 68 3.1.2 Triangulation Design Procedures 68 3.1.3 Triangulation Model 68 3.1.4 Triangulation Design: Concurrent Model 69 3.2 Population 70 3.3 Sample and Sampling Techniques 71 3.4 Research Instruments 75 3.4.1 Questionnaire for Alumni 75 3.4.2 Semi Structured Interview 76 3.4.3 Validity and Reliability of Research Tools 76 3.4.4 Pilot Study 81 3.5 Data Collection 81 3.6 Data Analysis Techniques 85 3.7 Ethical Considerations 85 CHAPTER 4 87 DATA ANALYSIS AND INTERPRETATIONS 87 4.1 Data Analysis for Alumni 88 4.1.1 Demographic Analysis for Alumni 88 4.1.2 Descriptive Data Analysis 93 4.2 Confirmatory Factor Analysis 102 4.2.1 Impact Analysis of Demographic Variables 102 4.2.2 Correlation Analysis 110 4.2.3 Regression Analysis 111 4.3 Data Analysis for Principals 113 4.3.1 Demographic Analysis for Principals 113 4.3.2 Qualitative Data Analysis 122

viii 4.3.1 Qualitative Data Analysis for Interview Questions 123 4.3.2 Learning Environment 123 4.3.3 Personality Development 125 4.3.4 Life Success 128 4.3.5 Impact of Learning Environment on Personality Development of Alumni 131 4.3.6 Impact of Learning Environment on Life Success of Alumni 132 4.3.7 Overall Impact of Learning Environment on Personality Development and Life Success of Alumni 134 4.3.8 Summary of Qualitative Data Analysis 135 4.4 Analysis of Observations 135 4.5 Measurement of Variables 138 CHAPTER 5 139 SUMMARY, FINDINGS, DISCUSSION, CONCLUSION AND RECOMMENDATIONS 139 5.1 Summary 139 5.2 Findings 140 5.2.1 Quantitative Analysis Findings 140 5.2.2 Qualitative Analysis Findings 144 5.3 Discussion 146 5.4 Conclusion 151 5.5 Recommendations 152 REFERENCES 154 APPENDICES 172 Appendix-A Questionnaire For Worthy Alumni 172 Appendix-B Interview for Worthy Principals 178 Appendix-C Observation Sheet 186 Appendix-D Documentary Record 187

ix LIST OF TABLES Page Table 2.1 Dimensions of the human environment 36 Table 2.2 The Eyseneck‘s three-factor model of the personality factors and sub-factors 44 Table 3.1 List of recognized cadet colleges of Pakistan 70 Table 3.2 Sampling detail of Cadet Colleges in Pakistan 72 Table 2.1 Sampling detail of Alumni from sampled Cadet Colleges of Pakistan 73 Table 3.4 Sampling detail of Head of Institutions 74 Table 3.5 Factor loading and reliability of learning environment of cadet colleges on personality development 77 Table 3.6 Reliability of the variables 80 Table 3.7 Data Collection for Alumni 83 Table 3.8 Data collection for Principals 84 Table 4.1 Age wise distribution of the alumni 88 Table 4.2 Occupation-wise distribution of the alumni 89 Table 4.3 Number of children of the alumni 90 Table 4.4 Percentage secured in last examination 91 Table 4.5 Locality of the alumni 92 Table 4.6 Type of Institutions 93 Table 4.7 Skewness and Kurtosis 94 Table 4.8 Frequency, reliability coefficient of learning environment 95 Table 4.9 Frequency, reliability coefficient of Personality Development 98 Table 4.10 Frequency, reliability coefficient of life success 100 Table 4.11 Eigen Value 102 Table 4.12 One way ANOVA effect of age on learning environment 102 Table 4.13 One way ANOVA effect of age on personality development 102 Table 4.14 One way ANOVA effect of age on life success 103 Table 4.15 Multiple Comparison Tukey‘s HSD 103 Table 4.16 One way ANOVA effect of occupation on learning environment 103 Table 4.17 One way ANOVA effect of occupation on personality development 104

x Table 4.18 One way ANOVA effect of occupation on life success 104 Table 4.19 Multiple Comparison Tukey‘s HSD 104 Table 4.20 One way ANOVA effect of number of children on learning environment 105 Table 4.21 One way ANOVA effect of number of children on personality development 105 Table 4.22 One way ANOVA effect of number of children on life success 105 Table 4.23 Multiple Comparison Tukey‘s HSD 106 Table 4.24 One way ANOVA effect of last examination on learning environment 106 Table 4.25 One way ANOVA effect of last examination on personality development 107 Table 4.26 One way ANOVA effect of last examination on life success 107 Table 4.27 Location-wise comparison of learning environment 107 Table 4.28 Location-wise comparison of personality development 108 Table 4.29 Location-wise comparison of life success 108 Table 4.30 Type of institution-wise comparison of learning environment 108 Table 4.31 Type of institution-wise comparison of personality development 109 Table 4.32 Type of institution-wise comparison of life success 109 Table 4.33 One way ANOVA effect of institutions on learning environment 109 Table 4.34 One way ANOVA effect of institutions on personality development 110 Table 4.35 One way ANOVA effect of institutions on life success 110 Table 4.36 Correlation analysis 111 Table 4.37 Regression analysis of learning environment effect on personality development 111 Table 4.38 Regression Analysis of Learning Environment effect on Life Success 112 Table 4.39 Age wise distribution of principals 113 Table 4.40 Religion wise distribution of principals 114 Table 4.41 Qualification wise distribution of principals 115 Table 4.42 Professional qualification wise distribution of principals 116 Table 4.43 Teaching experience wise distribution of principals 117 Table 4.44 Administrative experience wise distribution of principals 118

xi Table 4.45 Marital status wise distribution of principals 119 Table 4.46 Number of children of the principals 120 Table 4.47 Locality wise distribution of the principals 121 Table 4.48 Data analysis of observation sheet of Cadet Colleges 136 Table 4.49 Data analysis of documentary record of cadet colleges 137

xii List of Figures Page

Figure 2.1‎ Model of social cognitive theory 34 Figure 2.2‎ ―McCrae and Costa's five-factor model of the personality‖ 45 Figure 2.3‎ Conceptual Framework of the study 65 Figure 3.1‎ Triangulation Design 69 Figure 3.2‎ Triangulation Design: Concurrent Model 69 Figure 4.1‎ Word Cloud 124 Figure 4.2‎ Word Tree Map 124 Figure 4.3‎ Word Cloud 126 Figure 4.4‎ Word Tree Map 127 Figure 4.5‎ Word Cloud 129 Figure 4.6‎ Word Tree Map 129 Figure 4.7‎ Word Cloud 131 Figure 4.8‎ Word Tree Map 131 Figure 4.9‎ World Cloud 132 Figure 4.10‎ World Tree Map 133 Figure 4.11‎ World cloud 134 Figure 4.12‎ World Tree Map 134

xiii List of Graphs Page Graph 3.1‎ Sampling detail of Cadet Colleges in Pakistan 72

Graph 3.2‎ Sampling detail of Alumni from sampled Cadet Colleges of Pakistan 73

Graph 3.3‎ Sampling detail of Head of Institutions 74

Graph 4.1‎ Age wise distribution of the alumni 88

Graph 4.2‎ Occupation wise distribution of the Alumni 89

Graph 4.3‎ Number of children of the alumni 90

Graph 4.4‎ Percentage Secured in Last Examination 91

Graph 4.5‎ Locality of the Alumni 92

Graph 4.6‎ Type of institutions wise distribution of alumni 93

Graph 4.7‎ Age wise distribution of the principals 113

Graph 4.8‎ Religion wise distribution of principals 114

Graph 4.9‎ Qualification wise distribution of principals 115

Graph 4.10‎ Professional qualification wise distribution of principals 116

Graph 4.11‎ Teaching experience wise distribution of principals 117

Graph 4.12‎ Administrative experience wise distribution of principals 118

Graph 4.13‎ Marital status wise distribution of principals 119

Graph 4.14‎ Number of children of the principals 120

Graph 4.15‎ Locality wise distribution of principals 121

xiv LIST OF ABREVIATIONS

ASO Aviation Security Officer

DF Degree of Freedom

ESN Emotional Stability Neuroticism

FATA Federally Administered Tribal Areas

GoP Government of Pakistan

GPT General Psychological Theory

KPK Khyber Pakhtunkhwa

LE Learning Environment

LES Low Emotional Stability

LS Life Success

PD Personality Development

PE Person Environment

PELES Physical Education Learning Environment Scale

PLE Personal Learning Environment

PLT Person Logical Thinking

SD Standard Deviation

SPSS Statistical Package for Social Sciences

TMP Tough Mindedness Psychoticism

TOSRA Test of Science Related Attitudes

WIHITC What Is Happening In this Class

xv ABSTRACT The current study was designed to investigate the impact of learning environment of cadet colleges on personality development and life success of students in Pakistan. Objectives of the study were to explore various aspects of learning environment, assess the impact of learning environment on personality development, analyze various dimensions of life success, determine the influence of learning environment on students‘ life success and examine the mutual impact of learning environment, personality development and life success. This study was descriptive and exploratory in nature therefore triangulation research design of mixed method was considered appropriate for its completion. The population of this study was comprised of worthy principals, teaching faculty, intermediate students and alumni of recognized cadet colleges of Pakistan. Convenient sampling and snowball sampling techniques were used for the present study. The sample of study consisted of 500 respondents which were alumni of twenty four cadet colleges. Moreover, interview was conducted for the principals of twelve cadet colleges and observations were also recorded. Two type of data was required, one in the form of questionnaire from the alumni of cadet colleges about learning environment, personality development and life success keeping in view the objectives of the study. Secondly, semi structured interviews of the worthy principals were conducted. Two observations were also recorded though documentary record and observation sheet at cadet colleges during the interview of the principals. After pilot testing, the researcher personally administered research tools and collected data from the respondents. After data collection, the data was analyzed using SPSS version 21.0. To describe the characteristics of respondents, t-test and One Way ANOVA were run. However, to analyze the subjective data, inferential statistics were used. Correlation and regression analysis were used to infer the respondents‘ questions. Qualitative data was analyzed by using NVivo 12.0 software and major themes were extracted by using data reduction techniques. The results show that learning environment is a contributory factor in grooming and developing the personality domains of the students. It also plays an important role towards incremental improvement in life success of the students. There exists a strong positive correlation between learning environment and personality development as well as between learning environment and life success. Also, there is a mutual impact among learning environment, personality development and life

xvi success. Resultantly, cadet colleges bring substantial change in their students by providing effective and conducive learning environment to their students. The same model can be applied to other public sector educational institutions of Pakistan. In nutshell, the authorities and people at helm of affairs in Pakistan should improve the learning environment of their academic institutions in order to gain the objectives of education, for which plausible recommendations have been proffered in this research.

xvii CHAPTER 1 1 INTRODUCTION

Education plays a crucial role in the rise and fall of the nations, particularly in the 21st century, where educational pursuits hold a great importance to address the global challenges. There is an increasing competition in education and technology sector globally and this competitive environment is driving force behind educational advancements in a country. Education is a process that develops the potentials and capacities of the individuals to prepare them to be successful in their society and culture. The primarily role of education is to nourish individuals‘ progress and growth. The performance in academics is concerning with the individual output, achievements and success in the institution. However, the academic performance bears the backbone of educational growth. This in turn is reliant upon an environment such as who is imparting the education and where is the education being imparted. Moreover, a child also learns from his fellows or peers. A good environment tends to have positive members which consequently have a productive outcome for all the learners (Aremu, Salami, & Salam, 2000).

Jawaharlal Nehru announced publicly, ―if all were well with our educational institutions, all would be well with the nation. Educational institutions are intimately linked with society at large. They are the temples of knowledge and agents of social change and transformation‖ (Muste, et al., 2012). This signifies the enormous and long-term effect; educational institutions have on society and nation as a whole. Students of today will become workforces and useful members of societies and nation tomorrow. Only a student that has been taught in a principled environment will be beneficial for the society at large as well as an influential ambassador for his nation. If a student has not witnessed a conducive environment while he was in an educational institution and comes across injustice or partiality then he will become a liability for the society and country. Henceforth, over all condition of our institutions are of utmost important for the entire nation.

Dewey (1923) asserts ―education is a continuous process of experiencing and of revising or non-revising experiences. It is the development of all those capacities in the

1 individual, which enables him to control his environment and fulfill his responsibilities‖ (Singh, 2007). Process in education appears in any cultural, social, physical and psychological environment. An appropriate and sufficient conducive environment is necessary for better learning of a child particularly at home as well as in school. Most of the time, a child spends in school and there the environment has diverse effect on performance through academic activities and relationship. It is also important that home and school environment complement each other and helps a child learn both curricular and co-curricular activities.

So, the question arises that what is an environment? Environment is the result of interaction between and among various actors and factors. It refers to a collective action of group of people and their interaction with the surroundings. It may differ in different locations because every location has different set of components or actors that create an environment. For instance, environment of a home may comprise family composition, experiences, socialization, socio-economic status, education, occupation of parents etc. These factors do have a significant impact on the development of personality. This is so because factors such as parenting, parent child relationship, size and type of family; and emotional climate of family determine the developmental process of children. All these factors among other come into play while considering the overall environment. Any positive or negative actor or factor can have drastic impact on the overall environment and thus may be subjected to change too if factors change (Stern, Young, & Druckman, 1992).

The role of environment in developing the student‘s personality is a key factor indeed. Since the students spend ample time in their academic institutions, therefore, the learning environment is very much responsible for inculcating ethics and values in them. Students spend almost half of their days at academic institutions and half at home which means environment of a school or college is crucial for the upbringing of a child. Students are backbone of a nation; therefore, favorable learning environment of every institution is necessary for their better learning and grooming. Students are like small units that will have a pivotal role in the future of the nation tomorrow (Lawrence & Vimala, 2012).

2 Learning environment denotes infrastructure, various physical locality, cultures and contexts where the pupils learn. Dynamic participation of three key role players on which teaching learning environment depends, which includes learner, teacher as well as learning contents (Mahlangu, 2007). Learning environment encompasses each and everything that a student faces during an academic program. It is imperative to note that learning and conducive environment are interdependent, and the latter is viewed as a key factor contributing in attainment of the desired results. According to Schuetz (2005) learning environment is a support system that organizes the conditions in which humans can learn in a best possible manner. It accommodates the learning needs and learning process as per the requirements of a learner. The learning environment could be infrastructure, tools and different communities which inspire learners to gain knowledge and proficiency. The learning environment thus can be a sum of material and non-material factors. All of these have their respective and specified role in upbringing and development of student (Pardo & Siemens, 2014).

Essentially, the students require such an environment where they can nourish and learn. Therefore, the institutional environments hold important position in making and shaping the intellect and polish the innate abilities of students. The supportive institutional environment broadly influences the social, emotional and ethical development of a student (Rivkin, Hanushek, & Kain, 2005). In fact, accommodating and favorable institutional set up full of all necessary facilities and conducive climate helps students in concentrating at their academics that results in achieving good grades (El Ansari & Stock, 2010).

Subsequently to institutional environment, relations between teachers and students also impact the performance of students (Chukwuemeka, 2013). The interactions at various levels constitute learning environment of institution. Learning environment is embodiment of components and various activities where learning takes place. In essence, achievement of students is linked with these components. Depending upon various institutional setups, learning and teaching focuses to implement multi functions that are updated, communicative, act as a team, produce, scaffolding, and manage (Basque & Dare, 1998). However, on basic level, main components of a learning environment are viewed as teacher, curriculum design, teaching competencies, assessment criteria, student and faculty members

3 interaction and institutional set ups i.e. rules, regulations and procedures (Biggs, 2011). These setups are the sources from which basic thinking is furnished in individuals and they serve as platforms through which they could prosper in their lives (Örtenblad, 2004).

The established educational set up is essential for every nation on the planet earth and Pakistan is no exception. An effective and well knitted education structure can play pivotal role in progress and prosperity of any country and individual as well. Learning is something that humans remain engage intentionally and unintentionally-as self and collectively while living in the social fabric of the society. (Reeve & Woollard, 2013). Henceforth, education is a vital investment for human beings to advance their societal and economic development. Inherently, human beings are influenced by the environment within which they are educated. The ultimate result is learning which takes place with the experience as well as active participation. This result encompasses development or deepening of knowledge-based skills, thoughtfulness, responsiveness, values, ethics, ideal morals, and feelings, or an increase in the capacity to act and react in various situations. In addition, efficient learning brings change, growth and develops an urge to learn and excel. This makes the learners diverse in multiple aspects and professional domains resultantly play an imperative role in nation building (Reeve & Woollard, 2013).

Subsequently, school and its environment come right after the home due to its impact on the personality development of students. School is considered to be the main supplementing institution where a child develops his/her personality and mental health. A school is expected to continue the mental growth process of the child by providing an efficient learning environment. Development of intellectual and ethical outlook of a child depends greatly on the place he or she is getting education from. A school that has amicable surroundings and encouraging vibe to it helps a student grow faster and appropriately. While in cases where school environment is not conducive and subjected to inequality or other such menaces then a child suffers. His learning capacities and innate potentials may also be hampered (Brooks-Gunn, Brown, Duncan, & Moore, 1995).

The classroom atmosphere is also very important factor which particularly influences on students‘ academic achievements. How encouraged a student is, how much he feels

4 appreciated, adds to the better development of the child. Similarly, if there is culture of impartiality, then this not only increases students‘ confidence but also motivates them to work hard with consistency and enthusiasm. If classroom atmosphere doesn‘t work on merit, is biased of discouraging a student may not feel comfortable and will just spend his time instead of learning anything. Similarly, encouragement of students to question in the classroom and an environment of sharing of opinions and ideas may help students learn diversity (Özay, Kaya, & Sezek, 2004).

Other factors that have been highlighted and researched in the past that adds social influence, economic disparity, cultural affinity, group pressure, psychological stability and children mood swings and the environment where the students learn and grow. Personality traits in students are another factor that is believed to be responsible for academic achievement. How true is this? Traits Theorists identify the major traits that characterize human behavior. Notable among these are Sigmund Freud in the early 1900's, Gordon Allport in 1961, Hans Eysenck in 1970, Cattell in 1989, McCrae and Costa in 1994 and a host of others. Similarly, education is considered as backbone for the progress and prosperity of a nation and also the role of the managers, organizers and teachers has increased manifold that will all hold the responsibility of grooming and guiding the upcoming generation towards the academic excellence (Zahedani, Rezaee, Yazdani, Bagheri, & Nabeiei, 2016). They not only educate the young generation but also groom them socially, mentally and physically to act amid the adversities of the world as successful individuals. On the contrary if a student is just taught through books strictly and is contained in his surroundings and learning becomes a misfit for the organizational and professional challenges for the future. In extreme case, this may also result in complete unproductivity.

Researchers tend to rely only on the direct link engagement between personality and outcomes. They ignore the fact that environment impacts heavily on the personality development of individual (Westerman & Simmons, 2007). However, various research products emphasize that various dimensions of environment have distinct impact on the mental and physiological processes of the students. These effects can perhaps be translated

5 in a scheme of study as they may greatly influence students in their learning (Kiritz & Moos, 1974).

The individual growth and development of a child begin to be influenced by different factors of the environment from the lap of mother. The development of educational process happens in the social, physical, psychological and cultural environment. The perfect and ample environment is obligatory as regard to the child‘s successful learning. An ideal environment of school provides motivation and impetus in the shape of learning. A lot of knowledge and principles that children learn in this age tend to have overarching and long- lasting effects on the personality of the child. Moreover, the students then apply their knowledge in practical life which serves as a pragmatic outcome of all the efforts. Therefore, these factors, no matter how small or big have their roles to play and cannot be neglected in the overall learning and growth of a child (Lawrence & Vimala, 2012).

Academic achievement and life success are major concerns among the students, faculty members, worthy parents, the administrators, and the public at large. The researchers have tried to unearth the complex situations involved in the educational achievement which by and large results into life success. Psychologists made efforts to dig out the sole reasons of such disparities which exist among the students (Adepoju & Oluchukwu, 2011). However, there have been many factors involved in such disparity which tend to be internal as well as external. The institution, teaching methodologies, the location, infrastructure, teaching materials, the expertise of teachers, environment, home, culture, background, intellect, conceptual clarity, gender, reading skills, maturity and individual differences are liable for educational achievement, especially in secondary school students.

Some important factors are grouped in terms of their relevance to this study. First category is consisted of learner which includes various concepts personality traits, self- efficacy and motivation. Second category includes teacher-related fields that are feedback as well as choice of language of teaching. Third category is considered on social factors which includes interaction and the students‘ participation ratio. At the end, last category has formal factors like learning contents and outcome factors that is academic performance and achievement (Mahlangu, 2007). Twenty first century learning environments are explained as

6 places in which learner is kept busy in self-directed and mutually cooperative activities. Keeping this in view, the role of physical environment is deliberately planned so that learning process can be reorganized effectively (Johnson & Johnson, 2009).

The term personality is attributed with various meanings and understandings. The discipline of personality psychology focuses on establishing and developing various ways to understand people by using various research strategies (Gatchel & Mears, 1982). According to Ewen (1988) a distinguishing characteristic of personality psychology that it emphasis on various assessment methodologies with a view to study, understand and forecast behaviors along with making rational decisions about the individuals. Here, the assessment methods used relate to interviews, administration of various psychological tests, measuring psychological responses, observing and monitoring behavior, and studying the biographical responses and the personal documents. Though, it is admitted by the psychologists that there exists similarities in the behavior of people, however, their aim is to describe as to how and why people tend to differ from each other in exhibiting consistency in their individual behavior (Hjelle & Ziegler, 1992). Interestingly, there is no specific or general agreement on the definition of personality in the domain of Psychology (Enos, 1998). Thus, every theorist in this domain has tried to define personality, which means that there are many definitions of it (Kruger, 2008).

The definitions and explanations of the concept of personality vary in-line with various approaches to this concept. Personality has different patterns, the traits, which are to some extent permanent and to some extent general patterns of behavior that an individual display in various situations. Various models of personality have been discussed by different psychologists. Five Factors (Digman, 1990) model presets five variables of personality. These are extroversion, neuroticism, agreeableness, conscientiousness, and openness to experience (Ewen, 1998), which play important role in the achievements of individuals during the course of life. However, it is imperative to note that the personality development and subsequent success of students in their lives are inherently dependent upon the environment in which they get education. Costa and McCrae (1992) assumed that generally there are the five traits that remain significant in individuals: extroversion, openness to experience, neuroticism conscientiousness and agreeableness.

7 The basis of the personal accomplishment, well-being and motivation relate to fundamental part of individual behavior-regulation system. To act, individuals need to believe that their goal is achievable; however, if self-confidence is on lower side, individuals tend to experience minimum motivation to perform in the demanding situation (Schunk & Pajares, 2010). In this context, key element is the individual‘s anticipations about their success. Alongside, the element of self-efficacy can perhaps be understood in terms of the outcome expectations (Merilainen, 2014).

According to Wigfield and Cambria (2010), the notion of ―ability beliefs‖ is defined as ―the individual‘s perception of his current competence at a given activity, whereas expectation of success refers to students‘ sense of how well they will do in forthcoming assignments‖. Various research studies indicate that ability beliefs may be related in positive anticipation of success in the fields of various achievements. The expectations are concerned with the efficacy and success which remains as necessary element in the process of stress (Karademas & Kalantzi-Azizi, 2004). Further to this, evaluation of the students for the study of situations and their way of approaching the tasks, challenges and goals indicate the actual beliefs that are anticipated by their choice. These beliefs maneuver as perceived stress of study endeavors and betterment of students that possibly is required before hand for the success in the upcoming studies (Merilainen, 2014).

Furthermore, the public sector institutions in developing countries alone cannot provide quality environment for students. In fact, in a developing country like Pakistan, where population growth rate is 2 % (Government of Pakistan, 2017), it becomes difficult for a Government alone to fulfill the responsibility of providing quality education and environment to fast growing population. Thus, the interplay of private sector institutions becomes important and they start engaging themselves in providing education to a segment of the society. The studies suggest that the very important aspect of supportive learning environment, the psychological safety and various other elements are contributory factors in these institutions in Pakistan (Thomas, Madden, & Qazi, 2016).

Statistics show that total number of educational institutionsin Pakistan remained at 260.8 thousands amid 2016-17 while the quantity of organizations was assessed to increase

8 to 267.7 thousands amid 2017-18. These institutions are imparting education to 41,018,384 students including schools, colleges, cadet colleges, universities and skills development and vocational training institutes(UNESCAP 2001). The total number of enrolments at national level amid 2016-17 remained at 48.062 million contrasted with 46.223 million in 2015-16. This demonstrates a development of 3.97 percent and it is evaluated to additionally increase to 50.426 million amid 2017-18. (Lynd, 2007).

A total of 1,535,461 teachers are providing education to these students. Pakistan has two distinctive educational system, private and public schools (Government of Pakistan, 2017). Private schools are getting somehow mass acknowledgment today to guarantee sustainable development of the country. According to a report by strengthening Pakistan organizations (NGO) report titles ―understanding Pakistan 2014‖ there are 180,846 public institutions and 80,057 private foundations. Thus 31% organizations are controlled by private owners while 69% are owned by the public institutions. (Rahman, 2003)

Amid the year 2000, private educational institutes rose as a key benefits provider of education in Pakistan. Private educational organizations are assuming key role in providing quality education. This private sector is also helping the government in eradicating illiteracy with potential to uplift country‘s educational standards. In the same context, cadet colleges in Pakistan are also playing their role in this national noble cause (Mustafa, Abbas, and Saeed, 2005).

After the end of nationalization in 1979, Pakistan has seen an exponential increase in the job of private division specialist setup. The negative connotation of government schools has paved the way and forced parents to move kids from government to non-public schools. At present, private educational institutions are no longer seen as an elite‘s choice, even the poor households have their inclination towards private schools and colleges. Despite the fact that private schools began off as an urban wonder, but in last two decades, they have mushroomed in urban areas as well. (Naviwala, 2016)

The system of cadet colleges was first established in the pre-independence period. The first cadet college ―The Prince of Wales Royal Indian Military College‖ was established in March 1922. The extension of the Pakistan Armed Forces and the expanding

9 of the social base of its officers‘ corps from the 1960s onwards have prompted the development in the quantity of cadet colleges and their expansion around the country. Cadet College Hasan Abdal was the first one of its nature to be established as main cadet school in Pakistan. It was the initiative of the Punjab Government and during the era of General Muhammad Ayub Khan further flourished with the aimto fill in as a feeder organization to services academies. (Iqbal, 2018)

The debate between Private-Public schools is prevalent talk. In this premise, this research aims at understanding that how cadet colleges are providing a conducive learning environment with quality education that can contribute towards positive impact on personality development and life success of the students in Pakistan (Bartone, Snook, & Tremble, 2002).

1.1 Statement of the Problems Pakistan is passing through a critical time where the quality education and academic excellence is a matter of great concern. Education sector is facing numerous challenges in Pakistan due to lack of policy implementation, dearth of resources, insufficient infrastructural facilities, less attractive environment of schools, deficit teaching aids, compromised quality products and skillful teachers etc. (Komatsu, 2009). Several researches have been carried out in the domains of learning environment, personality development and life success; however little contribution is made in the context of Pakistan on these areas. Therefore, the question arises that how learning environment impacts personality development and life success of students in the cadet colleges of Pakistan. This research is an endeavor to assess the same question.

1.2 Research Objectives

Objectives of the study were as follows:

1. To explore various aspects of learning environment. 2. To assess the impact of learning environment on personality development. 3. To analyze various dimensions of life success. 4. To determine the influence of learning environment on students‘ life success.

10 5. To examine the mutual impact of learning environment, personality development and life success.

1.3 Research Questions

Research questions addressed / targeted to achieve the objectives of the study were as under:

1. What are the various aspects of learning environment? 2. What would be the impact of learning environment on personality development? 3. How to analyze dimensions of life success? 4. What would be the influence of learning environment on cadets‘ life success? 5. What would be the mutual impact of learning environment, personality development and life success?

1.4 Hypotheses

Hypotheses of the study were as follows:

1. H1. There is a significant impact of learning environment on personality development.

2. H0. There is no significant impact of learning environment on personality development.

3. H2. There is a significant impact of learning environment on cadets‘ life success.

4. H0. There is no significant impact of learning environment on cadets‘ life success.

5. H3.There is a significant mutual impact of learning environment, personality development and life success.

6. H0. There is no significant mutual impact of learning environment, personality development and life success.

1.5 Significance of the Study

Current research discovers linkage of learning environment with personality development and life success of the students. The review of literature reveals that these concepts have not been assessed for cadet colleges of Pakistan, which makes it a unique study in the education discipline. This study is significant on two levels; academic and

11 practical. Academically speaking, this study develops the mutual relationship among learning environment, personality development and life success besides addition to existing knowledge. On the other hand, this research suggests practical measures to improve the learning environment which will ultimately improve the personality domains of students and brings success in their lives. This study is helpful for understanding the learning difficulties of students to the educational administrators, faculty members, and teachers. Subsequently, they would be in a better position to adjust their curriculum development, planning, teaching and training methodologies which may result in improvement in students‘ performance. Along with the significance and targeted readership mentioned above, the study serves as a ladder for further comparative research. This is to say that the study helps researchers to compare Pakistan‘s cadet colleges‘ learning environment and its impact on students with that of other institutions.

1.6 Delimitations of the Study

Present study was delimited to:

1. Cadet Colleges for boys as a part of study reason being the Cadet Colleges for Girls have not yet been recognized in Pakistan. 2. Approachable alumni of Cadet Colleges of Pakistan. 3. Approachable principals of the Cadet Colleges of Pakistan.

1.7 Definitions of Key Terms

It defines the measure and variables in the study and it is also used in in research to define certain authorized words.

1.7.1 Learning Environment

Learning environment denotes infrastructure, various physical locality, cultures and contexts where the pupils learn. Dynamic participation of three key role players on which teaching learning environment depends which includes learner, teacher as well as learning contents (Mahlangu, 2007; Schuetz (2005). Learning environment encompasses each and everything that a student faces during an academic program.

12 1.7.2 Personality Development

Personality constitutes are those constant features that illuminate how a person acts in actual mode. The term personality is attributed with various meanings and understandings. The discipline of personality psychology focuses on establishing and developing various ways to understand people by using various research strategies (Gatchel & Mears, 1982).

1.7.3 The Big Five Model

Generally big five elements categorized neuroticism (the unfairness drive with bad effect, such as anxiety, insecurity and psychological distress), extraversion (the degree or force about social relationship and action level), openness (refer as active people and immediate experiences), agreeableness (the quality concerning one's interpersonal interaction with variety beside style to antagonism) or conscientiousness (the quantity determine stability in thought among goal-directed behaviors).

1.7.4 Extroversion

Onyekuru and Ibegbunam (2015) state extroversion are characterized by having sociability, confidence, public dominance, ambition, feelings toward action, sensation- seeking and wonderful effects of positive experience.

1.7.5 Agreeableness

Agreeableness including self-sacrifice, friendliness, and quietness, whilst immoral agreeableness includes antagonism, influence management, and selfishness (Onyekuru & Ibegbunam, 2015).

1.7.6 Conscientiousness

Conscientiousness means people have more commitment with their duty or discipline in the alignment of their work obligation in their work job performance, career success, inspiration and job satisfaction (Onyekuru & Ibegbunam, 2015).

13 1.7.7 Neuroticism

Neuroticism encompasses characteristics that include extreme worry, pessimism, vile self-believe low temperament, low confidence, and tendencies to negative emotions (Mohammadi Pashaky, Yaghoubi, Mahmoodi Molaee, & AbbasiEsfajir, 2014).

1.7.8 Openness

Openness is characterized as imaginative, cultured, curiosity, broad-minded, and creativity (Onyekuru & Ibegbunam, 2015).

1.7.9 Life Success

Barbara Parker, and Leonard H. Chusmir from Albers University and Florida International University presented life success model which includes ―Wealth /Status, Social contribution, Family relationship, Personal fulfillment, Professional fulfillment and Security‖ (Parker & Chusmir, 1991). Academic success in schools is essential because of its positively concerned to outcomes we value in society. Successful students in academics will avail mores chances of getting of jobs, be more stable in their employment, be less likely to depend on public assistance, and be less likely to engage in criminal activity (Rentner & Kober, 2001). During the course of time, many competing approaches had already been identified with a view to explain the predictors of career success. Amongst them, three widely known approaches include ―individual, the structural, and the behavioral perspectives‖.

14 CHAPTER 2 2 REVIEW OF THE LITERATURE

Chapter 2 of current study provides relevant background review of literature supporting to present research statement. The comprehensive sources of search for present study were conducted by consulting manifold publication, studies and different articles. Positive environment of classroom is an important goal of education. It is much like a goal of achieving favorable learning outcomes. The environment of a classroom deeply influences a student‘s intended outcomes which otherwise cannot be ignored by those who wish to improve the educational effectiveness. Learning environment basically assists teachers in devising and operationalizing constructivist academic practices to further improve the students‘ background knowledge, their proficiencies, experiences and individual contributions made by them in maintaining environment of a classroom (Tulloch, 2011). Similarly, according to Ahmad and Ward (2002), learning environment is not a shielded phenomenon in fact; students bring different cultural assumptions, social motives and contextual dynamics with them. Various evident influences are normally associated with age, sex and ethnicity. These features have an impact on the process in which learning environment is perceived and experienced by the students.

2.1 Learning Environment Learning environment denotes various physical locations, cultures and contexts in which the students learn. The students may absorb learning in various settings; it could be pre and post schooling locations and other outdoor environments. However, the term learning environment is more often used to refer a classroom‘s environment, which has traditional and limited connotation in a room having many rows of chair-desks and a chalkboard. Hiemstra opinions that learning environment is a broad field that encompasses multiple diverse variables, it is not easy to comprehend and enhance learning environment: An environment required for learning encompasses the real and substantial surroundings, psychical and intellectual conditions, social or cultural directions that exert an influence on the growth and development of an adult who is busy in a learning activity. In this context, it turns out to be complex endeavor to comprehend the varied and multifarious facets of

15 learning environment and to render these environments efficacious subsequently (Hiemstra, 1994).

There are three fundamental aspects as the teacher, learner and content of learning that play their vital participation and role at basic level (Mahlangu, 2007). As regard to learning environment and teaching at eco-systemic consideration shows the different levels of social contexts individuals are connected at interacting and dynamic relationships (Donald Lazarus, & Lolwana, 2002). The students enter in a learning environment having their own conceptions, knowledge and subsequent approaches to studies; in fact, perceptions of students about the specific ―teaching learning environment‖ are also based on these features (Merilainen, 2014). They come across teaching environment that is predesigned where various course materials are presented and evaluated by teachers to devise and operationalize the courses depending upon their own conceptions (Entwistle & Peterson, 2004). It is important to note that distinct subjects require different learning modes and motivation level for fruitful study (Breen & Lindsay, 2002). As regard to key factor of the system, community, family, institution and society influence the process teaching and learning. The mutual link between people and vice versa are elaborated below reflects keen impact that how the process of learning and teaching happen.so, learning environment comprises upon manifold aspects that interact each other influencing teaching and learning vice versa (Shisler, 2016). Like some mechanism, it is not easy to devise and execute learning environments. Keeping in view the literal connotation of ―creating and sustaining‖ phrase, they are required to place of the sustenance, resilience, adaptation and acceptance. As one pays heed to exploit the opportunities at hand to the optimum and at the same time becomes cautious of unsuitable approach that may sabotage one‘s best devised approach, it becomes imperative to pay heed to what is going on and how things are working out, Thus whatis important, is not only what we do but most importantly our approach for execution (Day, 2012). According to Schuetz (2005) learning environment encompass each and everything that a student faces during an academic program. This student-learning environment‘s interaction not only impacts students or various ingredients of an educational program, but also on the parameters in which program operates. Whilst this space is formal, yet it is one out of the many areas for student development and integration as it constitutes a

16 potential stimulus for the student that is capable for changing the student's sensory input (Mudavanhu, 2008).

2.2 Components of an Effective Learning Environment

Devising all-encompassing and attractive learning environment for the learners in a package is viewed as the more artistic part of teaching. Though it is a widespread tendency to focus on physical attributes of an institution (labs, classrooms, seating etc), or on technological advancements with a view to create personal learning environments (PLEs), however, learning environments cover broader areas than these. They may also encompass:

 Attributes of learners  Goals for teaching and learning  Learning-supportive activities  Various assessment strategies to drive and measure learning  Supportive culture that stimulates learning environment

2.3 Learning Environment Factors

In this study, some important factors have been joined together concerned to purpose of present research. The learner considered as first element is comprises upon concepts of motivation, personality and self-efficacy. The second category as factors concerned to lecturer are medium of instruction and feedback. Third category covers all social elements as mutual interaction and quantity of participating students. Final category is concerned learning content as the formal factors and the academic performance as output of learning process (Mahlangu, 2007).

2.3.1 Learner Related Factors a). Self-Efficacy

Wigfield and Eccles (2002) argue the term ―self-efficacy‖ as the beliefs and understanding of individuals regarding their ability to undertake and execute any task. This involves understandings about capacities and capabilities specifically for an assignment. The term ―self-efficacy‖ bear‘s second definition is that of Bandura, it elaborates the term ―self-

17 efficacy‖ for judgment one‘s ability to execute and fulfill various works much essential to get set goals. Afore mentioned definitions regarding self-efficacy argued by Wigfield & Eccles (2002) and Bandura (in Schunk, 1991) encompasses the term ―self-efficacy‖ and also ―self-regulation‖ while learning is connected to each other. The aspects of self-regulated, ―self-efficacy‖ and learning focus the availability of keen abilities, having the competency to decide aims, goals of self-monitoring, reflection and judgments.

Loyens, Rikers, and Schmidt (2008) as well as Aronson, Fried, and Good (2002) describes the link among self-efficacy and self-regulated learning as well in proceeding manner. First interaction is student‘s self-efficacy indicates his or her understanding and subsequent utilization of manifold self-regulations and cognitive strategies. Utilization of these strategies assumes and later indicates the academic achievements. This way, the combo generates a mutual relationship, students devise and increase their usage of various learning strategies which subsequently improves their academic performance and results in the increase in academic self-efficacy as well. The highly able students think to be more successful in learning as regard to low-ability students. Furthermore, it is necessary to keep in view of above that efficacy may not be viewed as an alternate name to for the ability (Wahba, 2016).

Literature points out that self-efficacy of students while learning acts keen role in their whole academic achievement. It carries a pivotal act for motivations to accept, hold and succeed at various challenges (Linares, et al., 2005). As regard to self-regulated learning, the choice of actions is being affected by the self-efficacious attributes. This is to say that students with low self-efficacy in their learning should refrain from various tasks. Conversely, the self-efficacious students take part more devotedly in various activities and tasks. The self-efficacy may also affect the level of effort, determination and learning. During difficult situations, the self-efficacious students expend put efforts and persistence in learning far longer than those students who possess low self-efficacy or the students that remain in doubt for their capabilities (Schunk, 1991). Wigfield and Eccles (2002) highlight various aspects that develop self-efficacy are as under:

18  Family Influence

The family is considered as primary motive for self-efficacy. This is to say that the parents and other care-givers on the base of their experiences provide care that influence latter on as self-efficacy. Parents must provide their children suitable environment to stimulate the sense of curiosity and it would allow the mastery of experiences in building their self-efficacy. Good Environment is based upon cluster of interesting activities that promote curiosity in child to meet the challenges ahead. In this regard a lot of things such as books, computers puzzles are stimulation material to awake children‘s thinking. Such material promotes an environment of curiosity among children. Parents may lead by teachers the ethics to deal upcoming difficulties and the model persistence ahead.

 Peer Influence

By mean of modeling Peers may influence to the children‘s self-efficacy. it is natural factor that When children watch the other children completing their task successfully, the aspect of self-efficacy is ultimately raised, and they think that they will also be succeeded by mean of motivation. On the other hand, the opposite feelings are also applied as children watch others failed in achievement of goals, as a result they remain discouraged in thinking, and they lack their competency in completion tasks successfully.

 The Role of School

It is astonishing to know that the students‘ development in school environment, their self-efficacy may be influenced negatively. This may happen due to the competition among students always exist in school, the aspect of grading the assigned task to the students as per the norms and references, the issue of less attention by the teacher for individual students and the level of stress concerned to school transition (Wigfield & Eccles, 2002). Classrooms develop the social contrasts to decrease the self-efficacy of the students that often perform weaker as compare to their peers (Mahlangu, 2007). b). Motivation Motivation is the key element of self-regulation. It is based on thinking and subsequent act within the student‘s self-attempt to affect individual motivation concerning to

19 any activity. Various theories in the field of motivation outline thatthe strict domination of beliefs, understandings and attitudes are on the choices, efforts and persistence of a student. Conversely, regulation of the underlying motivations generates act swift control to students on processes which can possibly affect the outcome. The requirement or need to devise and utilize a motivational management strategy only becomes a necessity as students get experience of various issues at specific levels of the motivation and learning (Wolters, 2003). In comparison of students of high and low levels of their self-efficacy, one finds that the students who carry high efficacy practically work harder to attain their desired goal (Schunk & Zimmerman, 1998).

Schunk (1991) argues motivation as where the attitude and behavior are directed by a goal and it is initiated and pursued continuously. Eysenck (2000) defines motivation as a procedure or a sequence of procedures, that starts, maneuvers, held and ultimately stops an aim oriented and directed series of behavior. The first definition of motivation seems cognitive as it assumes that individuals set objectives or goals and engage themselves in subsequent activities (for example, behavior towards attaining that goal and monitoring the progress made towards goal). As Schunk (1991) argues, the learning and motivation is not something which is practical in fact; it is gathered from behaviors of individuals (for example, linguistics, choices, efforts and persistence). Motivation is a descriptive notion, which is used to comprehend that why individuals behave or act as they do. Similarly, motivated students towards learning end finish and busy themselves in various activities which help them in rehearsing the information and relating it with the preliminary obtained knowledge and ultimate questioning. They decide to work on specific task when there is no requirement from anywhere to do so. In extra time, they tend to engage themselves in reading literature on issues of interests, problem solving techniques, different kind of puzzles and tasks on other prominent projects. In sum, the motivation makes students to get busy themselves in assignments that facilitate the learning process. Such sort of environment affords students with a sense of ownership and an active voice in the learning process (Wahba, 2016).

20  Intrinsic Motivation

Schunk and Zimmerman (1994) highlight concept regarding intrinsic motivation. They attribute this term to the willingness of the students that are always self-regulated in pursuance of their studies even when there is not involvement and control of parents, teachers, or the educators indeed. Such kind of learners keeping the self-regulated qualities remains willing to carry self-collected concerned information beyond the assigned tasks to the class. Furthermore, intrinsic motivation refers to importance that is attributed to deep understanding, active readiness and self-progress to attain the tasks of challenging category to get progress in new professional development skills (Perry, Nordby, & Vandekamp, 2003).

 Extrinsic Motivation

The term extrinsic motivation refers to the behaviors known as instrumental in their kind. The behaviors remain executed by dint of instrumental nature covering few consequences (Deci, Vallerand, Pelletier, & Ryan, 1991). The un-determined behaviors have been not analyzed earlier as extrinsically motivated actions, therefore present study has peeped into different types as extrinsically motivated behaviors. These types are almost different to one another. It shows competition of individual determined along with controlled responding (Deci, Vallenrand, Pelletier, & Ryan, 1991).

Wolters (2003) proposes the strategies that students may use to uplift self-motivation and also as compare to others they, inculcate self-consequences that provides the students‘ environment as peer behavior by mean of rewards or punishment. The Second element as students may shorten the chances by avoiding them of encountering distractions. Further strategy could be to concentrate more on diet. This is to say that use that diet which student believes would raise the level of their attention. This diet strategy can be complimented by short naps, breaks and music to refresh the attention and become more attentive towards study.

21 c). Personality

Wortman and Loftus (1992) describes the personality by citing a brand that consists of relatively stable and different styles of thinking, actions and emotions attributed as a person‘s uniqueness to the surrounding conditions. The competency of self-regulate either successfully but on the other hand it does not glimpses in personality traits (Hoyle, 2006). It is imperative to note that the elements such as self-system and self-regulation tend to surface in the early part of life. The traits of Personality concerning to self-regulation involves the two elements as conscientiousness and the impulsivity traits. The aspect of Conscientiousness relates to the way and methods where individuals across the globe manage their behavior (Hoyle, 2006). Individuals possessing the higher degree of conscientiousness tend to be more disciplined, confident and organized. On the other hand, individuals with low conscientiousness are low in confidence, their behavior remain spontaneous, and they tend to postpone their tasks. Second, in the context of personality, impulsivity refers to an inclination to act without thinking or preparation (Shisler, 2016). The individuals with high impulsive nature prove actions which remain speedy, more over than they are risky and inappropriate in nature (Hoyle, 2006). As regard to the aforesaid agenda regarding personality, it may be said in a nut shell that students will have different traits of personality. Subsequently, they possess differing thinking, expertise, abilities of self-regulate themselves, their actions, and learning as well (Mahlangu, 2007).

2.3.2 Lecturer Related Factors a). Feedback

Feedback is the vital aspect in any learning process that enables the teacher and students to know the performance at any level in negative feedback or positive feedback. It is in depth the whole sense of the student‘s perceptions. The influence of learner‘s potential is also measured by mean of self-regulated learning. We can also find answer to the question that at what level students‘ behaviors for goal setting have been influenced by mean of feedback which they have obtained by class lecturers regarding individual performance. Tanner and Jones (2003) argue the term feedback as central aspect to the formative assessment and they further describe feedback as formative objective must possess following components indeed:

22  It must clearly indicate nature of the perfect answer  It must include information about standards that have achieved indeed  There needs to be an advice as to how the gap should be closed  Lastly, it must keep pet invigilation to the student‘s response as advice to future work.

Feedback may be offered by written tasks, invigilation, students, monitoring, exercises, tests and examinations and monitoring. Feedback can be obtained occasionally of written tasks orally during teaching and learning in progress. Feedback may be observed for practical reasons outside the classroom and it is often given in a written form (Tanner & Jones, 2003). Feedback usually works in managerial and social sciences to sum up, the records of obtained marks for maintenance of record. It must always give keen importance that is related to analyze the student‘s work. It always provides the way to determine learning process needs. Seven principles are considered as basic elements in this regard to relate good feedback practice. It has been described in detail by Nicol and Macfarlane-Dick (2006). As per their views the, effective feedback is as under:

To clarify that what the good performance is. The important factor in understanding the goals of learning for students is to know the ownership of learning goals for their achievement. It is needed at the optimum level of mutual relation about the goals set by student and educator vice versa. Goal set by the student for themselves serves as the cornerstone in self-regulation.

Facilitation in development of “self-assessment” in learning. The conducive way in the development of student‘s self-regulation out of several ways must be provided with opportunities so the students may observe regulations related to their own learning. Alongside, educators also must provide opportunities to the students in observing the development on the way to get individual set goals.

Delivers the high-quality information to the students about their learning. The students received feedback by educators serves as a clue to the former in evaluation their progression viz-a-viz their goals. Comparatively, educators are much more effective that

23 peers and students themselves, when it comes to identification of mistakes and misconceptions in students‘ work.

Encourages a learning-oriented dialogue between teacher and peer.If the extrinsic feedback remains useful then it should preliminary conceptualized and elaborated by all students on the basis to do necessary changes and upgradation as well. Chanock (2000) and Hyland (2004) assert that the appropriate evidences prove that students are often unable to understand actual feedback provided by the educators, tutors and few lecturers. Thus, students are not able to make necessary adjustments in their goals that could be helpful for them. The good example regarding feedback to which students remain unable to attain as a tutor gives remarks about student‘s workas ―this essay is not sufficiently analytical‖. A student might be unfamiliar with the notion of analytical essay or what is being asked to do. Therefore, Nicol and Macfarlane-Dick (2006) suggests that feedback must be more influenced, it ought to ensure that whatever information is being provided to the students is understood by them, and there is a need of dialogue instead of mare information dissemination. If the feedback is provided as dialogue it refers to the fact that all students have been provided maximum opportunity to debate all issues with their tutor. As regard to higher education such form of feedback remains keen effective indeed (Nicol & Macfarlane-Dick, 2006).

Encourages the positive motivational beliefs and the self-esteem. Feedback could be destructive. it may be given in grades for student motivation. In fact, it should be provided in a manner that it serves as a catalyst individual to concentrate more at their objectives of presentation rather than of learning objectives. The recommended Feedback must be comments upon student rather than the feedback in terms of marks (Mahlangu, 2007).

Provides ample opportunities to close gap between the existing and the desired performance. External feedback as chance to the students for correction of lapses and mistakes improve their standard of learning and the gaps of mistakes. The possible Ways in this regard are to support the students in class work. The students must give maximum chance to repeat earlier assigned task to re-submit it in better state.

24 Provides such information to the teachers that can be used to help in shaping their teaching. Positive feedback is actually vice versa. This is to say that good feedback is best tool for teacher to access the requirements, whether learning process is meeting goals of learning or it is not productive. The outcome of feedback enables teachers to get information about the progress students‘ learning. b). Language for Instruction

The instructional language is based on the tool to translate through processing into words. Looking around us, usually as a social relation and cultural diversity, both are elaborated by mean of language. Effective use of the language helps the students to express their identity, feelings and ideas, think and acquire knowledge, and to interact with others. The language skills remain key aspects as specific learning references, these help the learners to understand text, interpret all given lectures, and further the assessment of assigned tasks positively. Donald, Lazarus and Lolwana (2002) explain that language is tool for cognitive development. Language is used by people while they interact socially and communicate each other. This interaction among people socially provides plate form for cognitive development, as a result language keep the important status as the tool of cognition development. Second language medium of instruction followed by students become an acute hurdle for students to accomplish their study. It may be concluded that non-proficiency of language being given to the tutors in learning, ultimately the students may be confused and prefer self-study with interpretation all text in their 1st language. This become an acute barrier for students to be able in self-regulating themselves while learning (Wilson & Fowler, 2005).

Many learners find medium of language as barrier in learning are considered as slow learners on the other hand they are not slow learners if they are taught through medium in which they are well understand. Language of instruction remains much complicated as the educators use the medium of instruction that is odd to learners and far from their first language in which students are not competent (Mahlangu, 2007). Therefore, the issue relates to the proficiency level beard by students in the language and it is irrelated to their second language or 1st language.

25 c). Social Interaction and Amount of Student Participation Hussain (2012) stated that classrooms are social environments where students communicate with each other and construct knowledge by interacting to their instructors. In a classroom, learners focus on learning environment, consequently, their learning is also shaped by their learning environment. In a social environment, teachers can engage students in tasks as group projects that connect to the students‘ interests, such activities can create relationships that will directly through positive impact on students‘ academic learning (Powell & Kalina, 2009).

Henceforth, the learners certainly keep social obligations during communicating with their peers, colleagues and instructors as they share their point of view and differences. Due to this, this type of learning environment, it enables the learners to seek improvement in their relationships with pupils and teachers. In this conducive environment, the learners are permitted actively to participate in the process of learning by expressing themselves as well as performing an active role in the process of evaluation (Bay2011; Gundogdu, 2010). Such kind of environment helps the pupils to get awareness about what they have learnt in the classroom; it also enables students to assess their academic products. Additionally, in such environments, learners meet the opportunity to practice language through interaction with their peers and teachers. Accordingly, such learning environments challenge students and enhance their learning (Wahba, 2016).

Students imitate by the social interaction to the people and class fellows. In the process of social interaction, the aspects of imitating and copying become stronger in its existence. This fact reveals that students learn by other students and their learning become self-regulated in same way to others. Social interaction concept is depended upon process of self- regulated learning. The Social interaction between chunks of students varies to traditional social interaction among student and teacher (Kumpulainen & Wray, 2003). The students get maximum opportunities of communication while peer interaction to each other readily available. As a result, it provides chances to communicate in same language by participating interactions in class. This interaction gives ample chances learn meaning mutually and develop their knowledge. The collaborative work of students gives opportunity

26 to develop themselves for awareness regarding processes of thinking (Kumpulainen & Wray, 2003; Mahlangu, 2007).

The self-regulatory techniques are depended upon the social effects for example the teacher in class presenting students the multiplication fractions in arithmetic practice. Rest of the social influences is subtle and non-formal as well. The parents usually expect from their children to adhere the responsibility to complete their assigned homework at their own without consultation. The uplift of optimum self-regulatory takes roots in those environments which are socially supportive and gives ample chances to individuals towards practice of self-directed. Homework and studying are based on the factor of self-regulation that must be planned and organized by the students in to complete in absence of their instructors.

2.3.3 Formal Factors a). Learning Content

Shisler (2016) highlights that learning activities create enjoyment for students in their learning process. It shows that the disengagement of students in assigned activities and tasks reflect minimum link among the students‘ self-abilities and interest, also the abilities and skills which are valued in school. It shows that curriculum taught in school will sufficiently influence the students‘ attachment to the learning content. Learning content creates the value of learning and the significance of learning. This content of learning evoke interest in students.it relate connection of the students to their ‗prior knowledge with current text of references. It makes correlation of text to culture and history of students. The students will be more focused and full of interest if the learning content is out of their own history and living as compare to the history and loves of other people because this content would be strange them as foreign content. Paris and Turner (1994) and Bloomfield (1992) argue the proceeding characteristics as content of learning and academic tasks as motivating aspect to learning indeed:

27  Choice

Choice is concerned to the autonomy of students to perform any task. The choice in selection of different courses by the students creates sense of keen interest among students instead of becoming self-regulated connected to persistent learning activity. In general assessment the students of 1st year students remain free in choice as regard to specific course in selection of their choices as the subjects and modules which they select, and this remained same for the participants in present sample.

 Challenge

Usually learning tasks are considered much challenging as they reveal difficult in nature but have effect of motivation over the students. Manifold aspects play their role as contributing agent towards these challenging tasks. These tasks may include any difficulty in forms of content. The assigned activity should be attained as social organization of task. To focus upon the sensitivity of challenge regarding learning task, ―the conceptualization of the zone of proximal‖ by Vygotsky‘s theory keeps the actual relevance. It may be argued as space that lies away from current individual understanding. The fact is that this is strange space where usually someone cannot understand happenings alone, although he possesses potential to perform so on the base of social interaction which bear the capacity as well. The perfect skilled individual is a teacher, parent or peer (Donald, Lazarus, & Lolwana, 2002). As any learning process is started by which learner can act by him or her own, ultimately it goes challenging for learner because the learner would start by previous knowledge then he or she would move towards the unknown. As learner start dealing to the unknown, consequently, the interaction to adult individuals or skilled peers would assist him or her. This procedure in learning will motivate him and it will develop the taste of confidence in participating individual to deal, solve and accomplish the problem by him or her own. It is pertinent to mention that any child doing by mean of assistance today will reverse guide line by herself or himself to the younger learner tomorrow (Wilson & Fowler, 2005).

 Variety

Variety in assigning tasks is comprises upon manifold things as fantasy, computer, use of games, and students cooperative learning. The use of variety in assigned tasks often

28 develops skills in short-term tenure towards attention. Hence, Blumenfeld (1992) stress about the sense of care in consideration as variety may not promote attention andon the verge of expense in building cognitive engagement. There must add both written and oral tasks in any variety because students differ in interest to one another and a group may be more interested in dual activities and rest may be in other one, therefore, a kind of opportunity must be provided to all of them.

 Meaning

A worth noting key factor is that there are challenges and variety in tasks but unfortunately, it remains meaningless for the students. Ultimately, it happens as a challenge for the lecturers and educators, in assigning tasks that are meaningful for learners and students. Moreover, teacher must know content that is meaningful to an individual, but it is not necessary that the same would be meaningful to another student. Usually in University environment, the first year classes are often big in strength (up to 100 –500 students), so in this scenario it would not be possible for any teacher or lecturer to plan and design the learning tasks which are appropriate to the diversity in students learning styles and their needs as well .

 Collaborative Learning / Cooperative Learning

Dillenbourg (1999) describes that concept of the collaborative learning keeps a rich variety of its uses and therefore, it will be explained in different way by different kind of the users. His keen definition reveals as broad one, but it is not satisfactory one yet. The broadly related aspect in specific situation where the individuals and the groups of individuals learning or giving attempt to know something along with in studies (Shisler, 2016). To explain the aspect of collaboration following four aspects related as an adjective have been addressed. At first, the situation is characterized as collaborative learning. The same collaborative issues may happen to people that keep the same status as someone like one status but with a different situation as the teacher or learner. Secondly, the interaction which takes place between the group members either could be collaborative. A more collaborative situation is the negotiations with students except instructions. Thirdly, the collaborative learning refers to acute problem-solving activity that happens being the outcome of learning.

29 Dillenbourg (1999) names it as the side effect of a problem. On the other hand, some effects remain significant while updated knowledge is assigned and as result there is improvement in quality. The final element is considered as the influence over collaborative learning, so, its consequences have been addressed by different people (Dillenbourg, 1999).

Bruffee (1981) describes core purpose of the collaborative learning is based on the premise that seeks the help of students to test the value and quality of what they know. This could be done by trying to interact with people like themselves with a view to test their peers by themselves. Collaborative learning aims to personalize information through social interaction. This is to say that it provides students with an opportunity to engage and learn with the peers as they remain committed conceptually in various aspects. As a result, students came to know that knowledge as social cultureis inherited phenomenon and it is artifact and social process (Bruffee, 1981). As students complete their assignments with devotion and interest once they are asked to work in small groups. This opportunity enables them to share responsibility with each other (Larivee, 2005). While cooperative learning process in progress, students avail chance to communicate and work with other students, they feel themselves rejoicing and learn by driving fun and a lot of enjoyment. The students use to shift of leadership role with each other that enable them to have a choice independently to decide and facilitate students‘ requirement to get control on learning activity. As regard to university context, the cooperative learning is common aspect which suggests that students need to do their whole work of school independently (Wilson & Fowler, 2005).

2.3.4 Outcome Factors a). Academic Performance Eccles and Wigfield (2002) assert their feelings for competence may be developed primarily only by mean of academic success. This statement predicts the role of academic success as a leading factor towards feelings for competence reflected in any individual to involve the person intrinsically to fulfill task. hence the writers shows that the high grades are the key player as distinctive element here, in fact, as subjective goal that is ascribed to be competent and counts more. Through the intrinsic encouragement of an individual, new competencies are built as instrumental during different challenges are faced by him or it may

30 work to the satisfaction of an individual curiosity based on intrinsic engagement (Eccles & Wigfield, 2002). It is suggested that competency is concerned to improvement, to judge and building individual talent viz-a-viz, hence it is utilization of individual‘s talent which poses greater threat for the will of learning. Perry, Nordby, and Vandekamp (2003) assert that the students remain un successful in self-regulation, only those who seek indicators of performance ―e.g. rewards, social comparison and grades which are comparing themselves with the group, whether they are the best or the worst‖ to find out feedback for performance (Wilson & Fowler, 2005).

Various themes are argued and discussed in above discussion which relate to self- regulation for student learning through focused assessment to adhere the self-regulation in learning. All mentioned themes are the fundamental parts in successful teaching & school learning environment. The Participants make comparison of themes to show that how impact of self-regulation in learning process support to research topic (Mahlangu, 2007).

2.4 Field of the Learning Environment

Lewin (1936) and Murray (1938) greatly praise for laying the basis of contemporary environmental research of a classroom. According to Lewin, it is the situational circumstances of an individual that determine his/her behavior. He articulated this concept by devising a famous formula i.e. B = f (P, E), where Behavior (B) is viewed as function f of the two interdependent influences i.e. Person (P) and Environment (E). Furthering this concept of Lewin, Murray developed the needs-press theory. Murray suggested that it is the influence (press) of environment that shapes needs of an individual. Moreover, he distinguished between what he called alpha press i.e. the view of environment seen from the eyes of an outside observer, and beta press i.e. views as observed by a participant/ insider. Stern, Stein and Bloom (1956) extended the ideas of Murray. They introduced the idea of a private beta press i.e. personal view of environment and consensual beta press i.e. a shared view. This turned out to be a significant step in research related to the classroom environment. To sum up, that this work eventually provided parameters for multi- dimensional analysis of the data from environment scores.

31 As described in the preceding Paras, Lewin‘s (1936) and Murray‘s (1938) research related to the classroom environment which maintained that the environment strongly influences the individual‘s behavior which got recognition and was documented. Using this idea as base, numerous research e has been undertaken which maintained that it is the perceptions of students about their classroom‘s psychosocial environment that shapes their affective and cognitive learning outcomes. Taylor, Fisher, and Fraser (1997) explained the existence a consistent connection among the way students understand their learning environment and the way they respond affectively and cognitively. Here, it is found that the learning process is bound to be influenced by the environment in which it is being undertaken. In fact, Fraser and Lee (2009), referred to the Walberg‘s (1981) model related to the educational productivity proves that students spend a significant time in their classrooms which is 15,000 hours approximately by end of the secondary schooling. These hours are equivalent if one stays in one place consistently for a year and nine months. During this much time, if one is consistently and continuously taught a new language, it would not be unrealistic to expect that under normal circumstances one would become proficient in the new language due to the influence of environment (Tulloch, 2011).

It is important to note that perceptions and subsequent reactions of the students towards the quality of their classroom environment is significant in the learning process. This is so because the performance of students in various domains which are related to their perceptions about the setting in which they learn (Tulloch, 2011).

2.5 Determinants of the Classroom Environment

Throughout history, it is an established fact that psychosocial and physical environment during schooling hours plays an important role in the learning of students. In the same context, Fraser and Lee (2009) highlighted various factors related to the psychosocial and physical learning environment that have been identified in research using classroom environment instruments (Shisler, 2016). Amongst them, the class size, teacher personality, grade level, environment level of the school, subject matter, kinds of the school, ethnic, lingual and cultural differences, alongside sex and age differences are appropriate to quote. Moreover, in other studies, various other classroom dimensions have also been explored (Tulloch, 2011).

32 In a study aimed at identifying preferences of students for the classroom environments, it has been found that girls were more inclined to cooperates compare to boys, but boys are more focused both on individualization and competition than the girls (Owens & Straton, 1980). On a similar note, Byrne, Fraser, and Hattie (1986) identified that the boys preferred competitiveness, friction and differentiation more than the girls. On the other hand, girls focus on personalization, teacher structure and participation more than the boys. Interestingly, various studies maintain that the female gender generally hold favorable perceptions regarding classroom environments as compare with to male gender of same class (Fisher, Rickards, & Fraser, 1997; Fraser, Giddings, & McRobbie, 1995; Henderson, Fisher, & Fraser, 1998).

The contemporary research in the domain of psychology focuses more on the importance of development of students‘ capabilities related the ―self-regulatory‖ and ―self- belief‖ (Zimmerman, 2008). However, on the other hand, as per the student‘s perspective of study in field of leaning environment focus more on the classroom life (Fraser, 2007). Hence, the research over last four decades indicates that state of environment inside the classroom of schools reveal it, the significant determinant of the students‘ commitment to their learning (Fraser, 2007). This is to say that the students tend to improve with the passage of time when they understand and perceive environment of their classroom positively. Alongside, Hanrahan (2002) maintained that study in pedagogy science indicates the significance of the science study classrooms could be affecting in creation and widening the gap between students and their will to engage towards the concepts of science (Velayutham, 2012).

2.5.1 The Social Cognitive Theory

This study of the Bandura‘s (1986) social cognitive theory is taken into consideration. The theory maintains the functioning of human which is based on series of reciprocal interactions. These are between personal influences (e.g., beliefs, thoughts), behaviors (e.g., self-regulation), and environmental features (e.g., classrooms). Thus, the theory views human learning as a process of interrelationships among behavioral, environmental and the personal determinants. Such interrelationships are illustrated in Figure 2.1. Furthermore, social cognitive theory also asserts that individuals are the agents

33 of a human agency. They engage themselves for their own development for possessing the ability to make things happen with their actions. Among other personal factors, core of this sense of agency lies in the fact that individuals have self-belief which enables them to control their thought processes, feelings and behavior (Bandura, 1986).

Behavioral Determinants

Personal Environmental Determinants Determinants

Figure 2‎ .1 Model of social cognitive theory

The integral theory offered basis for the development of constructivism and cooperative learning. These both have been viewed as the cornerstones in the contemporary science education. Moreover, the basic concept of ―social cognitive theory‖ focuses on the individual understanding of reality. Thus, it becomes more useful when it is applied on the interventions which aim at the development of personality and behavioral change. Depending upon this theoretical framework, teachers can alter environmental factors that may weaken students‘ success. Alongside to this theory, it also provides teacher cushion of having an insight of student‘s emotional states, on which former can work with a view to improve latter‘s understanding about the believes constructed by themselves, to make their way of thinking, to improve their academic skills and other self-regulatory actions (Velayutham, 2012). Similarly, Schunk and Zimmerman (1994) maintain that it is the teachers who ultimately hold the responsibility to enhance the confidence and competence

34 of their students towards learning. Depending upon these, this study intends to familiarize policy makers and practitioners with the factors which exist in learning environment. They are more prone to contribute in the enhancement of motivational beliefs and self-regulation of students in science learning. The study also attempts to identify various motivational beliefs which are likely to impact on the student‘s self-regulation in the science learning. These arguments can possibly serve as guide for the teachers that how they should direct and shape the science classroom in order to establish and develop self-regulation in students.

One of the core elements the classroom environment theory was the Moos (1979) conceptualization of the human environs. His work inherently carried traces of the work of Lewin and Murray. Furthering Lewin‘s concept related to the environmental influences, Moos focused more on the psychosocial aspect of the classroom environment. His concepts are based on explanation of individual‘s perspectives about the classroom environment, as it is maintained in the Needs Press Model by Murray (1938). Moreover, depending upon the Lewin and Murray‘s work, Moos (1979) outlined three generic dimensions that characterize a human environment. These dimensions comprise the personal growth, the system management and personal relationships. A description of these dimensions is described in the table 2.1 below.

In this context, first, dimension of personal relationships centers on various sorts and strengths of relationship that exist in an environment. The Second dimension of personal growth focuses on opportunities which are available for self-development, growth and enhancement. Finally, the dimension of system management attempts to evaluate the essence and degree to which the environment maintains its control and it is subject to change. To sum up, the classification of human environment described by Moos (1979), serve as foundation for understanding and development of various sorts of learning environment instruments (Velayutham, 2012).

35 Table 2‎ .1 Dimensions of the human environment

Dimension Description Relationship Assesses nature and the intensity of relationships in given environment Personal development Assesses degree of opportunities available for the personal growth and the self-enhancement System maintenance and Assesses extent of the responsiveness, orderliness, level of the the change expectation and control in environment

According to Smith, Sheppard, Johnson, and Johnson (2005) and Tan, Sharan, and Lee (2007) students tend to work together in a collaborative learning environment with a view to find solutions to the problems. This sort of cooperative and collaborative learning environment enables students to relate themselves positively with each other and to learn from each other. Rennie and Johnston (2004) argued that in a learning environment, fair treatment of a teacher is important as this would provide unbiased and equal opportunities to all students in a class. Numerous studies indicate that student‘s perceptions about their learning environment serves as basis for their learning outcomes. Importantly, this aspect cannot be attributed to the background characteristics of a student. Thus, it is significant for teachers and also educational researchers to consider that if their aim is to stimulate and optimize the student learning outcomes, then they need to be familiar with elements in psychosocial learning environment which are liable to change or influence the learning outcomes.

2.6 Personality

Personality is defined as a constant and structured collection of mental traits and mechanism of a human being which influence his/her communication and adoption to the physical, psychological and social environment surrounding them. Generally, personality is described by various kinds of characteristics, beliefs, states of mind which distinguish one person from another. Building a personality is a continuous process with reference to time and situation because every person differs from others. Here, it is also an important question for personality psychologists to know how and why an individual differs from another in difference between individuals and between groups of individuals. When the psychologist analyzes historical vision of these differences among individuals. They suggest some

36 personality model that an individual differs to the other. All individuals do not think, feel or act in the same way all the time. According to their moods, they change their feelings, thoughts, desires, behaviors, and actions.

The term personality is attributed with various meanings and understandings. The discipline of personality psychology focuses on establishing and developing various ways to understand people by using various research strategies (Gatchel & Mears, 1982). According to Ewen (1988) a distinguishing characteristic of personality psychology is that this emphasis on various assessment methodologies with a view to study, understand and forecast behaviors along with making rational decisions about the individuals. Here, the related methods of assessment are used in interviews, administration of various psychological tests, measuring psychological responses, observing and monitoring behavior, and studying the biographical responses and the personal documents. Though, it is admitted by the psychologists that there exists similarities in the behavior of people, however, their aim is to describe that how and why people tend to differ from each other in exhibiting consistency in their individual behavior (Hjelle & Ziegler, 1992).Interestingly, there is no specific or general agreement on the definition of personality in the domain of Psychology (Enos, 1998). Thus, every theorist in this domain has tried to define personality, which means that there are many definitions of it (Kruger, 2008).

The definitions and explanations of the concept of personality vary in-line with various approaches to this concept. In this context, in describing personality without defining it, Freud, the founder of the psychoanalytic theory focused basically on the role of unconsciousness. For him, personality and psyche (mind) were synonymous with each other. He maintained that the behaviour is motivated through instincts or by biological energy. In view if his opinion, the biological energy has been transformed in the psychic energy indeed. Further, Freud encompass the basic three aspects concerning psyche that personality: ―id, ego and super ego‖. Major chunk of his work on personality revolves around these aspects and their mutual interactions.

The Psychoanalytical Theory discusses the initial experience of an individual to elaborate the notion of personality. Jung, roots assert the personality as it can be observed

37 and find in the origin of human beings on earth. Developing on this aspect, Jung maintained that there exists combined unconscious which inherits primitive traces; he termed archetypes (Burger, 1993). This combined unconscious encompasses understandings that individuals house from the previous generations, which generally is same for all individuals. Jung viewed personality as model that lead individuals in their dealings in various ways. Every individual get separation from the combination via individuation. Here, individuation refers to the course of life though which various facets of personality enable an individual to achieve self-actualization. From this concept of individuation, personal unconscious emerges. Further, Jung identified two very basic facets of an individual‘s personality: introversion and extraversion. The introverts refer to those who focus more on their internal world. On the other hand, extroverts are more tentative towards their releasing their own psychic energy; active lifestyle and interest in other individuals and external world are some of their characteristics (Shisler, 2016).

Skinner used behavioristic approach to develop his work, where he presented personality as a behavior which is an outcome of punishment and reward. He maintained that the human behavior follows the essential laws of learning. This is to say that human behavior is a result of joining various stimuli. Later, Bandura expanded the concept of learning theory and incorporated the element of social learning in it i.e. individuals have the capacity to learn new behaviors through observing others. This process of social learning entails consistent and reciprocal interface between determinants such as cognition, behavior and environment (Shisler, 2016).

Rogers referred personality with the notion of ―self‖. He maintained that an individual must know what his/her real self is. It is imperative because this allows individuals to accept and value for what they are. Further, people who are flexible and adaptable operate at a high level. They are receptive of new experiences; view things and people with accuracy; and encompass higher degree of self-esteem. Basically, Roger viewed human nature good and positive (Bergh & Theron, 1999).

Maslow based his description of personality on human tradition. According to him, the personality of individuals is characterized by hierarchy of its needs. The needs of

38 individuals have different priorities. Here, Maslow sequenced individuals need in a pyramid, where he placed physiological needs right in the bottom i.e. hunger, thirst and sex (Kelland, 2017; Rychlak, 1981). Moving from bottom to up, this is followed by needs such as security, safety, feelings, esteem, cognition, aesthetic etc. At the top, he placed the need for self- actualization, which indicates that once other needs of individuals are fulfilled, the individual focuses on the need for self-actualization. The trait approach maintains that individual differences are identifiable in behaviors which are consistent in various situations (Burger, 1993). This type of approach is not concerned with individual behavior; in fact, they are more suited for elaborating typical behaviors of individuals at certain point of time.

Trait theorist, Allport, termed personality as system in individual that determines his thought, behavior and characteristics (Allport, 1968). Various other theories emphasize measurement of personality and their proponent‘s coined definitions that focus on predictive aspect of their measurement (Sadeghi, Kasim, Tan, & Abdullah, 2012). According to Hans Eysenck, personality refers to permanent and stable order of an individual‘s nature, physique and intellect which determines his way of adaptation of a particular environment (Eysenck, 1970).

The core of various trait theories focuses upon premise the behavior of an individual that can be arranged by specifying, labeling and classification of noticeable personality characteristics. These observed theories offer consistent aspects that vary in degree and quality e.g. intelligence, warmth etc. (Burger, 1993). Contemporary research indicates that the personality of individual‘s is basically categorized in five key dimensions. McCrae and Costa (1994) viewed as whole the personality could refer to five ―traits‘ introversion- extraversion, neuroticism, agreeableness, consciousness and openness to experience‖.

Though, the term personality carries diverse definitions, however, majority of definitions maintain personality as a characteristic structure, order and combination of various behaviors, emotions and thoughts which makes every individual different from other (Shisler, 2016). Personality can also be referred to nature of the humans and their tendency to react consistently and predictably in various scenarios (Sadeghi, Kasim, Tan, & Abdullah, 2012). Various other definitions view the term personality as a product of various

39 interactions among constitutional elements and various environmental influences (Moller, 1995).

The notion of personality awareness has been become the subject for interest & curiosity amongst students. Three basic reasons are there covering interest: ―first, to gain scientific understanding, second, to access people and next, to change people‖ (Cook, 1993). For Cook (1993), the foremost necessary point of reasons is theoretical, whereas other two were practical in nature. Richards and Schmidt (2002) maintain the term ―personality‖ relate to ―those aspects of an individual‘s behavior, attitude, beliefs, thoughts, actions and feelings which are seen in typical and distinctive person and it is recognized a person and others‖. Taking into account this definition, every individual possesses a different sort of personality that exclusively relates to him. Moving on, more explanatory personality definition is ―personality is a stable set of characteristics and tendencies that determine those common abilities and differences in the psychological behavior (thoughts, feelings and actions) of people that have continuity in time and that may not be easily understood as the sole result of the social and biological pressures of the moment‖ (Berens, 1999). This definition of personality by Berens (1999) highlights that she focused on two basic factors: as the personality continuity and stability types.

It is imperative to note that apart from the above discussed general themes, the definitions and the subsequent explanations of personality differs theorist to theorist. Therefore, in order to understand as to what actually a particular scholar meant by personality, his/her work needs to be taken into account in detail. However, this does not mean that the definitions and subsequent explanations of personality are right or wrong. In fact, it depends on the nature of research endeavors being pursued as to which definition suits the endeavor better (Hjelle & Ziegler, 1992).

The concepts of trait are meant to facilitate various facets of personality. Thus, when we keep in mind that these concepts are used to explain different dimensions of personality, they may be viewed as dimensional e.g. ―psychoanalytical descriptions of the ego, id, superego, conscious and unconscious‖. The basic aim of this type of application seems to fit in a ready-made characteristic, condition and demand of an individual‘s a work situation. In

40 a nutshell, personality may refer to ―a dynamic and organized set of characteristics possessed by every person that distinctively and uniquely influences his or her behaviors, motivations, and cognitions in various situations‖ (Sadeghi, Kasim, Tan, & Abdullah, 2012).

According to Hassanzadeh and Sorkhkolaei (2013) people are composed of perfect replicas of personality characteristics and in every situation where stability has distinctive belief that affect change in the permanence of behavioral skills or different functions or desires. It is based on personality models that have extraordinary needs, expectations, motivations and objectives. Hashim, Ishar, Rashid, and Masodi (2012) define that personality can be fixed with the invisible characteristics of an individual which established a model of behavior with thoughts, possessions or people in the environment.

In the above definition, when each individual contrasts with the system, they vary in responses. There are some questions for personality analysts. There are contrasts: within people, between people, and between people in gatherings. These differences at all levels are not predictable to identify with the structure of the contrast at each level, because every individual varies from minute to minute. They change their feelings, their reflections, their goals, and their activities.

Geramian, Mashayekhi, and Ninggal (2012) says that all people enter the world with their own unique personality characteristics which are not related to other people. It can be concluded that the supremacy of this world depends on the fact that every human being has a particular identity. Because every human being is constantly known for his own qualities that he/she shows. Therefore, this is the reason that encourages the analyst to examine these areas of study to focus on how and why human behaviors and the personality differ in different societies. Geramian, Mashayekhi, and Ninggal (2012) state personality can be characterized as the way we talk, reflect, transmit and feel that demonstrates the difference in individuals. It is reflection of beliefs, attitudes, and activities that are generally stable according to time and circumstances.

2.6.1 The Personality Trait

Bergh and Theron (1999) argue that depending upon the concept of trait, personality encompass specific dimensions which characterize thinking styles, the feeling, behaving,

41 and acting. The individuals inherited the traits and actually they drive, motivate and shape their personality. An arrangement of traits led to a sort of profile or a sort of individual‘s style description. This indicates that traits can be utilized to identify causes of an individual‘s particular behavior; explanation of its characteristics; and various methods to describe basic makeup of a personality.

Allport (1961) viewed traits as arranged mental structures, varying individual to individual, and serving as driving force behind initiating and guiding behavior. Further, he maintained that in fact, trait is system of neuro psychic that encompasses competency to relate functionally and associate ―stimuli‖ in order to uplift to corresponding kinds of behavior. However, different the stimuli may be a source of a similar response and traits may be occurred in related functional sense. Matthews, Deary, and Whiteman (1998) maintain traits of the personality come up with dual central assumptions: first, over time, traits are consistent and stable; and second that the traits influence behavior of individuals directly (Kruger, 2008).

Deary, Peter, Austin, and Gibson (1998) argue that assert that the contemporary research has inculcated two significant characteristics to the above-discussed general principles. In this context, firstly, Hettema and Deary (1993) outline that description of behavior entails analysis at different levels which could possibly include physiology, genetics the learning and all social factors. Second aspect as causal impact of traits on individual‘s behavior can be indirect. The traits tend to interact with various other situational factors in order to produce transitory internal conditions, which sometimes greatly influence on the behavior rather than trait (Sadeghi, Kasim, Tan, & Abdullah, 2012).

Wright and Mischel (1987) view the traits in ―conditional statements of situation- behavior contingencies. Two or more people in a social interaction, according to the social dynamics of the situation, may jointly construct more traits‖ (Goldberg, 1993). In sum, traits may characteristic methods translations and ways of feeling, thinking, behaving and acting. Further, they are the mental arrangements which serve as guiding force for behavior. More often, the traits remain stable and constant at influence time the behavior directly. Here, it is important to analyze the traits viz-a-viz social interactions and other situational factors. For

42 the concerns of an Aviation Security Officer (ASO), it is imperative to identify traits in the presupposition under light of situational and environment which can possibly help in determining the reasons of absenteeism.

2.6.2 Types of the Traits

Bergh and Theron (1999) express the individual‘s traits inheritance which drives our actions and behavior, thus giving structure to the personality. An arrangement of traits creates profile or style description of an individual. Thus, traits could possibly be used to identify reasons behind a particular behavior, and also various methods so as to explain structure of the personality. A detailed discussion on the important work on traits is given in subsequent paras. a). Eysenck's Theory: Three Factor Model of The Personality

Eysenck (1995) pointed out the measurement as very foundation stone to the Personality. In his views, the personality encompasses basically three kinds of dimensions, which were used by him to develop the self-report measures. He named those dimensions as: (a) introversion-extraversion, (b) emotional stability-neuroticism, (ESN) and (c) tough– mindedness–psychoticism (TMP). Subsequently, it was possible to split the individuals in different four groups; having the combination in high/ low on one type, and high/ low on another dimension. He further maintained that kinds of aspects are genetically and biologically based, and they are distributed and consistent, thus allowing individual differences (Hjelle & Ziegler, 1992; Sadeghi, Kasim, Tan, & Abdullah, 2012). Furthermore, these dimensions presume many specific traits. For instance, a moderate-level extraverted person, who is moderately unstable, may encompass these traits: excitability and changeability and aggression (Eysenck, 1995). On the other hand, an extreme-level introverted individual, who is in the middle dimension of unstable and stable, could possibly observed as quiet, the unstable, passive and careful. This model of Eysenck's is viewed as the most (among other) influential and sophisticated characteristic reveals in study of the personality. Under mentioned model (illustrated in the Table 2.2) is utilized for assessing and describing the behaviors in different applications (Kruger, 2008).

43 Table 2‎ .2 The Eyseneck’s three-factor model of the personality factors and sub-factors

Extroversion vs introversion Emotional stability vs Tough-mindedness vs neuroticism psychoticism

Activity Low self-esteem aggressiveness

Sociability Unhappiness Assertiveness

Risk-taking Anxiety Achievement orientation

Impulsiveness Obsessiveness manipulation

Expressiveness Lack of autonomy Sensation seeking

Lack of reflection Hypochondria Dogmatism

Lack of responsibility Guilt masculinity

b). Five-Factor Model of Personality

This model is known as the ―Big Five‖. It has been presented by Norman back in year 1963. However, it got popularity in real terms in last twenty years or so (Maddi, 1996). Researchers such as Robert McCrae and Paul Costa made attempts to identify the impact of this model. Though they need their further research to endeavor, draw a bona fide theory with reference to personality, still they started their endeavor by incorporating an assumption that relates to new generation of the Person Logical Thinking (PLT) (Shisler, 2016). Bergh and Theron (1999) maintained the ―five-factor model‖ is further progressed in significant method that qualify it as connected state of trait, the individual personality and provides an outclass description of up gradation commenced by Thurston in 1930s. Costa and McCrae (1994) assumed that generally the sources of trait are five and ―apparent in individuals: extroversion, openness to experience, neuroticism conscientiousness and agreeableness‖ (Figure 2.3).

44

Figure 2‎ .2 “McCrae and Costa's five-factor model of the personality”

The above figure provides description of ―five-factor‖ by taking in discussion specific traits, to present fine analysis of the personality. Each of the element keep its knowledge roots or in the concept about the Psychology. Costa and McCrae tend agreeable support to Eysenck that ―extraversion-introversion (Factor I) and neuroticism or Low Emotional Stability (LES) (Factor IV), are two major traits identified in virtually every large-scale investigation of personality.‖ Goldberg (1993) argued the ―five-factor‖ model and its dimensions to represent its occurrence in a many of word societies that could be understand the use of phenomena in specific culture (Zeidner & Saklofske, 1996). b). Cattell's Theory: Sixteen Factors Model of the Personality

Abrahams (1996) maintained a theory comprises on sixteen factors of Cattell‘s is prominent among many other important efforts; it views the personality of individuals in detail. The theoretical ideas of Cattell, especially those relating to the development, very

45 much relates to the works of Freud and other psychoanalytic theorists. Cattell theory is very much identical with the trait psychology of Allport. However, Cattell heavily relied on the results acquired from the factor analytical studies (Abrahams, 1996). He came up with a short and generic definition of the personality in the initial part his book titled ―Personality‖. There, he expresses it as ―Personality is that which permits a prediction of what a person will do in a given situation‖ (Cattell, 1950). The factor analysis by Cattell paved the way to point the concerned structures of personality of the individual‘s (Maddi, 1996; Peterson, 1992). Further, it is maintained in uncountable observing variation in individuals as the surface traits (Gregory, 1996). Surface traits normally appear in initial points while ―factor analysis‖ as the individual tests co-relates to each other (Kruger, 2008).

Hall and Lindsey (1970) identified various aspects in support of Cattell‘s theoretical work. In this context, firstly, they maintained that theories of the personality that rests upon factor analysis indicate present psychological impetus to used quantitative methods. Thus, this resulted as big amount of specifically developed studies on personality. Secondly, they appreciated inclusion in concerned age strict mindedness. In fact, in era of theoretical explicitness and mental distress, they discovered some light in ―simplicity and impositions that are cardinal virtues of this brand of theory‖ (Hall & Lindsey, 1970). Third, it was maintained by them that various personality theorists developed their conception of vital variables of personality via process which largely is intuitive and vague. However, the factor theorists offer a process that is objective and replicable to determine the underlying variables.

Fourth, factor analyst‘s objects on subjectivity, thus they tend to remove it once it emerges; they merely move subjectivity ―back to the point where they decide what tests or measures will be introduced into their matrix of correlations‖ (Hall & Lindsey, 1970). One of the famous critics for analysis of factors maintains that outcome is directly linked with whatsoever is put in. Though, this critic seems logical as the variables are utilized enough to construct various aspects of individual personality, however, this does not represent an overall stance of factor theorists in general and Cattell in particular. Cartell‘s conception of the sampling outlined a sort of personality realm that provides a logical base for a broad and exploratory research approach.

46 Fifth, Hall and Lindsey (1970) maintained that the Cattell‘s theoretical work was the most inclusive and comprehensive; in fact, it was almost complete and constructed the theory of the personality which caused the factor analysis. In view of Cattell, Eber, and Tatsuoka (1970) generally two conditions remain notable under assessment, first is ―client situation‖ in which an individual needs help and is ready to answer the questions; and second is ―personnel state‖ in which an individual is meant to be analyzed for a specific state or the scholarship.

Sixth, Hall and Lindsey (1970) maintained as shortcomings could be occur in factor theories, still its peeped on the explicitness, the ample standards for measurement denotes a positive influence. Keeping this in view, it could be maintained that substance of the element theories cannot be productive in contribution to the personality theories, In future, still, template, mode of approach style towards factor theorists will substantially affect the future theories development.

Cattell (1989) argues that ―each trait has its own history and is derived from a complicated interaction between inherited disposition and learning from experience. Some traits primarily involve the internal regulation of impulses and services defensive or adaptive purposes in people‘s behavior. Others are maintained by habit or are functionally autonomous. Still others seem to be stylistic responses to the pressure of inner drives. In all, they have a pervasive effect on every facet of a person‘s overall functioning and way of being in this world.‖

Potkay and Allen (1986) maintained that the Cattell‘s theoretical work is essential in order to examine his interpretation or definition of the personality, this gives an indication as to how will an individual react or act in a given scenario. Though, he intentionally outlined a generic definition of the personality, still Cattell‘s views are prerequisite to understand his theoretical work. Further, Cattell states that goal of psychological research endeavors in the domain of personality is basically aimed at developing laws concerning actions and reactions of individuals in a given situation or environment. Thus, personality could be defined by the behavior of all individuals, both the overt and covert. Cattell and Butcher (1970) elaborate the Cattell‘s theoretical work is cited proceeding points: ―The multivariate

47 experimental approach through the technique of factor analysis.‖ key issues are argued in studying and understanding the personality of individual relates to the measurement of such effects, sources and the factors and which remain important and common, that tend to happen in normal personality in given social culture, that are significant for the progressed motives and that may recognized by ―General Psychological Theory‖ (GPT) (Penny, 2015). ―Basics of research endeavors of 16PF date back series of interlinked studies that span approximately over twenty-five years and are directed at locating the unitary, independent and pragmatically significant source traits, both in the ratings and the questionnaires. Here, by the notion of source traits, Cattell meant those factors that affect larger segments of visible personality‖ i.e. emotional stability, intelligence, superego strength, dominance and urgency (Kruger, 2008).

2.7 The Nature of Personality

Publications linking personality and religion have appeared largely in psychology journals. This may be the case because Eysenck (1970), a psychologist, was one of the first to identify separate and reliable personality traits. He suggested that exploratory factor analysis provided evidence for three independent personality traits: 1) psychoticism, 2) extraversion, and 3) neuroticism. Characteristics of psychoticism included dominance- leadership, optimal arousal (i.e., sensation seeking), dominance-submission, and lack of a superego. Characteristics of extraversion included sociability, frivolity, impulsiveness, general activity, social conversation, overt sexuality, and superego. Characteristics of neuroticism included frequent mood swings, feelings of inferiority, poor emotional adjustment, lack of social responsibility, sensitivity to trust, suspicion, lack of persistence, social shyness, and hypochondria (Eysenck, 1970). Eysenck‘s (1970) three-trait model was the dominant model of personality until the early 1990s. In the mid-1990s, researchers identified additional personality traits, as well as determined through factor analytic research that psychoticism was not a distinct personality trait. The new model proposed and verified related to five factor model of the personality. This model maintained that there were five independent and uncorrelated personality traits: ―1) openness, 2) conscientiousness, 3) extraversion, 4) agreeableness, and 5) neuroticism‖. Since the late 1990s, the ―five-factor‖ model dominated in studies of personality (Digman, 1992), including those regarding the

48 relationship between personality and religion (Saroglou, 2002). The ―five-factor‖ model has been verified across many different studies of personality and it is widely accepted that the included five personality traits account for most, if not all, of the variability in individual personality (Digman, 1997; Goldberg, 1992; Taylor & MacDonald, 1999). Supporters of the ―five-factor‖ model also assert that these five personality traits tap into basic human tendencies and are, therefore, separate from individual behaviors (Johnson & Krueger, 2005; McCrae & Costa, 1999). As neither such, personality traits in the ―five-factor‖ model are considered as the inherent in individual psychology, thus, they are neither socially nor individually malleable (Archer, 2012).

To conclude, much of the psychological literature suggests that personality is heritable, unchanging, and impervious to influence from the social environment (Digman, 1990; Johnson & Krueger, 2005). There is some disagreement regarding what each dimension of personality means this is mainly because different psychological studies have emphasized different dimensions that compose a particular personality trait (Digman, 1997). Nonetheless, some generalizations can be made. In terms of the ―five-factor model‖, individuals who score high on the personality trait openness tend to be intellectual, imaginative, and open-minded. They proactively seek new experiences and are not conventional or down-to-earth (Archer, 2012). These individuals often exhibit autonomy and universalism in their daily actions. Characteristics of conscientiousness include being careful, responsible, and organized. Individuals who are conscientious have a will to achieve as well as an ability to refrain from impulsive behavior. Behaviors for those who are conscientious are generally goal-oriented. Individuals who exemplify the personality trait extroversion tend to be talkative, social, and assertive. These individuals often actively pursue goals, interests, and social interactions. Conversely, individuals who tend to score low on the measures of the extraversion are very cautious and reserved. Dimensions of the personality trait agreeableness include being modest, gentle, compliant, and compassionate. Individuals who are not agreeable tend to be irritable and inflexible. Lastly, individuals who display traits of neuroticism can experience various negative emotions, for instance anxiety, depression, and insecurity. Individuals who score low on measures of neuroticism are calmer and emotionally stable (Archer, 2012).

49 The impact of the student perceptions regarding learning environment on the development of their personality had been documented extensively. Many research studies identified that personality of students is very significantly linked with many learning environments, that may be web-based (Workman, 2004) and hypertext (Ivanov, et al., 2012) environments, and a mixed learning environment among the other college students (Levesque & Kenny, 1993) and the adults (Penny, 2015).

Various studies indicate that the learning patterns of students are also influenced by many factors that could be personality and environment related. In personality traits context, the study indicates as particular traits of personality that have been very strongly linked to the achievement in students‘ academics (Furnham, Monsen, & Ahmetoglu, 2009; Lounsbury, Fisher, Levy, & Welsh, 2009; Steinmayr & Spinath, 2008). Particularly, the dimensions of personality such as openness and extraversion had been identified as those which are linked with the improved academic achievements whereas neuroticism with the low academic achievement in the college students and the young learners (Tok & Morali, 2009). ―Similar linkages had also been identified between the personality traits and the career satisfaction of adults; adults‘; extraversion related positively with higher career satisfaction and the neuroticism linked negatively with career satisfaction‖ (Penny, 2015).

Research endeavors suggest that the individually different variables i.e. intelligence, personality and the vocational interests can serve as catalysts to describe the inconsistency in the academic presentations and also in the procedures through that traits influence the examination results (Sadeghi, Kasim, Tan, & Abdullah, 2012). Alongside, various other studies confirmed significant mutual connection among the traits and personality. The career results including the success in their carrier (Judge, Higgins, Thoresen, & Barrick, 1999; Seibert & Kraimer, 2001) and the career satisfaction (Ridgell & Lounsbury, 2004; Lounsbury, Saudargas, & Gibson, 2004). For instance, in the Seibert, Kraimer, and Crant‘s (2001) work, extraversion has been connected positively to the promotion, standard of salary, their satisfaction in carrier, whereas, the neuroticism was linked negatively with the career satisfaction (Penny, 2015).

50 In the Shafer‘s (2000) work, contributions of the personality traits to the career growth and decision making were complimented by the element of life task dimension. His product identified that impact of linkages between conscientiousness and extraversion on the career decision making was complimented by the element of life task factor (Emmons, 1986; Emmons & King, 1989). Subsequently, the element of life task factor was discovered and it is closely linked with the styles (Riding & Pearson, 1994; Zhang & Sternberg, 2001). Furthermore, in the Fan‘s (2014) work, ―investigated mediating functions of thinking methods and styles with respect to relationships of the environmental factors (i.e. the parenting methods and styles, and the learning environment) and the personality traits for the career decision‖ (Penny, 2015).

Lastly, Adolphe (2010), in trans-national studies of the classroom environments in countries such as Indonesia and Australia, utilized the modified variant of the ―What Is Happening In this Class? (WIHIC) and Test of Science Related Attitudes (TOSRA)‖ to cross-validate questionnaires; to examine the sex differences; the students perception about environments of their classroom; and to identify the inter-linkages among students' attitudes with the science. This sample entailed 1,161 students (594 students from the 18 classes in Indonesian State and also 567 students from 18 classes in the Australian State). Consequently, a correlation and multiple regression analysis identified very often positive linkages between classroom environment and the student behaviors towards the science in both the states.

Further to the above, it is assumed that learning environment is a stimulating factor for the motivation of motivation. This, in turn, promotes the students to attain them engaged in the extra-curricular activities. The student participation in the extra-curricular endeavors tends to enhance their academics and other competencies. Lastly, it is theorized and a source for both outcomes of the education tends to explain the differences in the career success (Vermeulen & Schmidt, 2008).

2.8 The Big Five: Five-Factor Model

The ―five-factor model‖ present personal qualities amalgamated with a range of five factors: ―openness, extraversion, conscientiousness, agreeableness, and neuroticism‖. Many

51 psychologists agree with a five-factor model. As per finding of research of Castell‘s or Eysenck's personality consumption theories, the Big Five theory was formulated. These models state five interior characteristics that govern an individuals‘ personality. Funder‘s (2012) exploration of five-factor model started in 1949. In 1980s and 1990s researches were improved and supported the five-factor model. The personality traits of five factors show an arrangement during interviews, observations and self-report, as well as in broader range work of collaborators at a diverse time and cultures. It is widely accepted between the theories of traits and within the psychology of the present personality and the close approximation to the dimension of simple tension.

2.8.1 Extroversion

Tok (2011) views that extroversion individual tends to believe active, sociable, person-oriented, talkative, optimistic, and empathetic. An individual who has scored high about extraversion is characterizing as energetic, positive emotions, talkative, assertive, social, and the aptitude. Those who have low score about extraversion live in small group, revel in quiet, and prefer things to do alone, or keep away from huge social situations.

2.8.2 Openness

Tok (2011) explain that openness tends to be imaginative, curious, and innovative or can also hold unconventional beliefs and values. This characteristic contains admiration for drawing, sentiment, adventure, uncommon ideas, curiosity, and variety concerning experience. Marissen, Deen, and Franken (2012) stated that openness displays an individual‘s dimensions regarding intellectual interest, creativity, and preference of modernization and variety. It additionally describes an individual as blazing and independent and personal desire for a range of activities over a strict routine.

2.8.3 Agreeableness

According to Tok (2011) agreeableness aptitude relates to a good-natured, kind- hearted, helpful, altruistic and trusting individual. Marissen, Deen, and Franken (2012) explain this trait is alternatively cooperative and doubtful or hostile to others. It additionally measures a person‘s trusting or beneficial and normally well-tempered nature. People may score low agreeableness tendency and describe it as rude and uncooperative.

52 2.8.4 Conscientiousness

Marissen, Deen, and Franken (2012) stated that this tendency remains hardworking, reliable, ambitious, punctual and self-directed. This trait mentions one‘s aptitude towards self-control, dutifulness, and competency, thoughtfulness, and achievement-oriented approach (such as much goal-directed behavior). Individuals high in conscientiousness prefer deliberate instead naturalistic behaviors which are organized, hardworking, or dependable. Individuals who score high with conscientiousness have a bold approach, spontaneous, and remain disorganized.

2.8.5 Neuroticism

Marissen, Deen, and Franken (2012) views this tendency become emotionally troubled and may develop psychological suffering. High neuroticism may signify through experience of individual unpleasant ―emotions, namely anger, anxiety, depression, and impotence‖. Neuroticism also refers to the degree of an individual as impassion and not as a control of power. People with high neuroticism are tendencies towards pathological instability characterized by anger, impulsivity, and hostility. Watson and Clark (1984) found that humans report excessive levels of neuroticism to document negative or unhappy feelings.

2.9 Life Success

The basis of the personal accomplishment, well-being and motivation relate to fundamental part of individual behavior-regulation system. To act, individuals need to believe that their goal is achievable; however, if self-confidence is on lower side, individuals tend to keep minimum motivation to act in a situation that is challenging (Schunk & Pajares, 2010). In this context, key element is the individual‘s anticipations about their success. Alongside, the element of self-efficacy can perhaps be understood in terms of the outcome expectations (Merilainen, 2014).

According to Wigfield and Cambria (2010) the notion of ―ability beliefs‖ may express as ―the individual‘s perception of his or her current competence at a given activity, whereas expectation of success refers to students‘ sense of how well they will do in forthcoming Assignments‖. Extensive research studies indicate that ability beliefs can be

53 related to and positively anticipate the success in the different achievement fields. The expectations are concerned to the success or the effectiveness that seems to be essential element in the process during stress (Karademas & Kalantzi-Azizi, 2004). Further to this, evaluation of the students for the study of situations and the way they approach their tasks, goals and challenges indicate what their anticipated beliefs are alike. These beliefs maneuver the perceived stress of study endeavors and well-being of student, which possibly is prerequisite for the success in the future, studies (Merilainen, 2014).

The significance of life success for an individual‘s perceptions regarding satisfaction of individual work nature and balance in nature of the psychological contract-based carriers cannot be undermined (Baruch, 2004; Sullivan, 1999). Alongside, study of the life success perhaps needs to consider role of the Person-Environment (PE), with a view to help individuals to signify decisions of their career and options about dynamics to understand of their future. The PE helps and facilitates in determining as to how best the career actors fit in a working group because ―fit‖ encompass feeling more comfortable with society and in organization (Ballout, 2007).

2.10 Approaches to Life Success

During the course of time, many competing approaches had already been identified with a view to explain the predictors of career success. Amongst them, three widely known approaches include ―individual, the structural, and the behavioral perspectives‖ (Rosenbaum, 1989; Aryee, Chay, & Tom, 1994). In this context, individual approach relies on the individual variables that have already been identified in literature related to motivational and human capital theories. The approach of individuals emphasized on individual as ―the one who develops his/her own human capital and therefore maximizes his/her education and skill investments for achieving success in careers.‖

The approach of structural focuses at the theory of management and the vacancy models. It maintains ―the organizational factors such as organizational size and internal promotional practices are prerequisites for successful individual careers in organizations. The behavioral approach maintains that the career achievement is function of a particular career strategy including the political influence and behavior‖ (Ballout, 2007).

54 2.10.1 Individual Approach

The theory of human capital offers a framework to individual understanding approach for the career success. ―The Human capital theory suggests that individuals who invest the most in human capital attributes such as education, training, and experience are expected to show higher level of work performance and subsequently obtain higher organizational rewards‖ (Becker, 1975). As per the concept of this theory, the career progression and the success of an individual is dependent upon quality and quantity of human asset that one puts into the labor market (Becker, 1964).The skills and the expertise that the learners bring into their assignments are linked to their recompense (Agarwal, 1981). Human capital categories impact performance of the employees. This is to say that the greater personal characteristics would make them to improve performance in their job, subsequently; their salary should also be increased to meet needs for excess human work power required by their job. The contemporary empirical proofs facilitate productive relation among the human capital variables about career success (Nabi, 1999; Tharenou, 2001).

2.10.2 Structural Approach

Structural approach maintains that significant structural characteristics that help individuals to advance their careers. Significant organizational factors e.g. size of organization and the internal practices of promotion influence the aspirants‘ career success. Management theory of endorses this approach. The core of central managerialism is compensation which is basically the function of an organizational size (Tosi, Werner, Katz, & Gomez-Meja, 2000). In this context, managerialists argue that the linkages between organizational size and career success / attainment can be anticipated as the large organizations trends to possess more hierarchical ways and systems and tend to engage many more in the complex and multiple activities. Thus, this indicates that the large organizations are more prone to support and facilitate the career mobility and subsequent success so that the individuals pay increases once they move up in the hierarchical structure. Gattiker and Larwood (1988) noted that ―the frequency of promotion is a valuable measure of career mobility and success, since it is important for individuals‘ upward climb on a corporate ladder‖. Oliver (1997) argues that huge organizations facilitate ―fast-trackers‖ (or

55 hard workers) having the incentive towards career paths. Hall and Moss (1998) view the paths of career as the internal part of the hierarchy about organizations. Contemporary critics observed the proof supporting to structural approach and paths about career (McDonald, Brown, & Bradely, 2005).

2.10.3 Behavioural Approach

―Behavioral approach‖ maintains that the human keep a sort of grip on the choice of the career and subsequent development, thus, they can assess their prospects and can devise the all plans for their future and also strategies which contribute to their success in career (Gould & Penley, 1984; Greenhaus, Collanan, & Godshalk, 2000). Here, the idea is that the aspirants need to imagine and take-up a practical role with a view to manage their careers and derive and pursue such strategies that corresponding context strategies regard to specific organization (Gunz & Jalland, 1996; Gunz & McCutcheon, 1998). Gould and Penley (1984) maintain the serving utilizes intrapersonal and interpersonal both the career tactics as these can help them in getting the favorable evaluations for their performances. They also identified linkage between utilization of such tactics and progression of manager's salary. Nabi (2003) identified the networking and the self-nomination mediated linkage between intrinsic career and the career prospects towards success.

2.10.4 The Contemporary Approaches to Life Success

The contemporary models regarding the success in career include various variables of personality (Seibert, Kraimer, & Crant, 2001; Crant, 2000; Seibert, Crant, & Kraimer, 1999). Seibert, Crant, and Kraimer (1999) argue that ―career success is a cumulative outcome, the product of behaviors aggregated over a relatively long period of time.‖ Building on the Crant‘s (2000) personality framework and on concept of interactional perspective of psychology (Weiss & Adler, 1984; Terborg, 1981), they maintain that the proactive people get more outcomes of career and therefore tend to be more suitable and effective in making and shaping their work environment than the less proactive individuals. They identified support for positive linkage between the proactive personality and the life success.

56 Though, preceding approaches regarding the success has been basically controlled by strong sense that the success in career remained predictably and it was determined rationally group of humans, using the structural, and other behavioral variables. Alongside, the contemporary approaches regarding careers have been taken out of realities alterations of psychological employment contract and the organizational restructuring indeed (Arthur, Claman, & DeFillippi, 1995; Sullivan, 1999). Consequently, it is helpful to investigate the present perspectives about careers, as per nature of the employment linkages has basically changed in preceding years in such ways that make contractual relationship between employee and the employer instead of pet progression in individual career as lateral instead of linear (Ballout, 2007).

Recent studies relating to the scenario of contemporary realities about career, there are three significant conceptualizations regarding the individual career success emergence: ―the boundary less career, the intelligent career and the post-corporate career‖. In this context, the boundary less career proposed by DeFillipi and Arthur (1994) is centered on the transaction contract, which basically based on short-term and also entails developed kind of the employment where the individual, instead of any specific organization, choose active instead of passive role in managing the career. It is expected that the will work for more and more firms and on broad range of the assignment. As per the context, concept about boundary less career involves competency and behavioristic approach in which multi skilling is very necessary. Some of the integral aspects of boundary less career include: portable skills, foci for new learning and motivation about tolerance and ambiguity, identification of the personal portfolio development and v careers of various networks and their relationships. This was followed by the concept of ―protean career‖, which maintained students as in charge (Hall, 1996). This career form is an individual-focused approach, where individuals are the only ones responsible for their careers. They are also responsible for their unique human qualities, capabilities, and ultimately for their success in the multi- employer setups. Here, the contract is basically between one‘s self and hi/ her work, instead of organization. The individuals wish careers as the protean to select many careers (Ballout, 2007) and thereforethey must adjust with the new employments in various firms. In sum, flexible career are known as the protean careers, internally-determined, fluid, involving

57 continuous/ consistent growth and learning to follow the career goals (Hall & Mirvis, 1995; Sullivan, 1999; MacDermid, Lee, Buck, & Williams, 2001).

Quality of learning environment cannot be expressed only in terms of success in career of graduates. In fact, it should be the student behavior, inculcated by the learning environment, leading to their good performance in academics and ultimately to the career success. The two forms of behavior pointed in the literature relate to: motivation to learn; and second, in which the students involve themselves to extent of extra-curricular activities. The researchers remained involved in identifying the influence that the classroom environments generate on the motivation of students (Vermeulen & Schmidt, 2008). A significant pre-condition for the motivation of student is warm, supportive and an encouraging environment in which students feel secure to get initiative without any fear to be criticized (Brophy, 1987). The motivation of the students increases when a teacher interacts with them. This sort of interaction often results in enhancement in academic involvement of the students (Umbach & Wawrzynski, 2005). The teacher‘s indication that they trust in the ability of students influences latter towards a motivation to achieve their aims.

2.11 Related Researches

Fraser, Aldridge, and Adolphe (2010), carried out the trans-national study regarding the classroom environments in two countries: Indonesia and Australia. They involved 567 students from Australia and 594 students from Indonesia using what is happening in class (WIHIC). Outcome data analysis indicated that, for scales such as regard to orientation of task and the equity, the Australian students keep positive perceptions regarding their classrooms. On the other hand, for scales such as their investigation, and involvement the students of Indonesia viewed respective environment of classroom more productive than the students of Australia.

Shi, Shan, and Tian (2007) identified in their correlational research that dimensions of introversion (I) and judging (J) were positively and significantly related with the academic achievement. On the other hand, extraversion (E) and the perceiving (P) were negatively and significantly linked with the academic achievement during the course.

58 Various interaction impacts were also identified. This is to say that the participants with the IJ, SJ, ST, and IS types of personality tend to have highest grades in pharmacy, while participants with the EP, ES, and SF types of personality were likely to get lower grades.

The aim of Shisler‘s (2016) ―hermeneutic phenomenological study‖ was to ―explain perceived experience of the second language acquisition for adults learners in a formal learning environment at the Community College of Virginia (a pseudonym) and to describe how these learners perceived that their personality type either enhanced or inhibited their experience of second language acquisition‖. For this, collected data through semi- journal entries, structured interviews and various groups focused in semi-structure. The data was assessed through the phenomenological reflection. These adult students were anxious about their experience of acquiring the second language. However, they were of the view that utilization of second classroom outside the classroom premises had advanced their experience.

The study of Vermeulen and Schmidt (2008) expands on the literature encompassing the models on the student integration, educational productivity and the effectiveness of instruction. Alongside, literature related to the effect of the higher education sector on workplace achievement and performance is also covered in their work. In this context, they examined relationships between quality of academic learning environment, process and outcomes of learning, and career success of the students. At a Dutch university, 3324 respondent graduates to a questionnaire for the large-scale conventional classes. The outcomes indicate indirect effect of the university education on their career success. Learning environment enhances motivation of the students, which then enhances learning outcomes of students. Further, ―success in the subsequent phases of an individual‘s career is impacted by the experience gained by the students during early involvement in the extra- curricular activities. Thus, it is asserted that learning environment is vital for the learning of students and for their involvement in the extra-curricular activities", the basic two elements regarding education of university as the determinants in the career success.

Vidacek-Hains, Appatova, and Prats (2017) argued that factors related to the learning environment have considerably been used by higher education systems in the two targeted

59 groups of students in the USA and Croatia. Alongside curriculum and the technical support available at the higher educational institution, various other factors have also been gaining significance. These include: mentor support, student services, self-efficacy, learning skills development and prior knowledge. The outcomes are understood to identifying key factors for the successful tertiary-level education, specifically in domain of communication and information technology in the Croatia. The feedback of students is utilized to introduce various changes and modifications to form a creative and an effective learning environment.

Koka and Hein (2002) assessed the various domains perceptions in learning environment as the intrinsic motivation of physical education are linked to or not. In this context, the ―Physical Education Learning Environment Scale‖ (PELES) was utilized in order to examine the assumed danger to of self, the perceived challenge and the assumed competitiveness. The outcomes indicated that a learning environment encompassing perceived threat to sense of self, perceived general positive feedback and perceived challenge is a suitable interpreter of the intrinsic motivation. Results of this work indicate that the teachers need to provide the successful experiences to students and to set tasks of challenging nature. They should be in position to create such a learning environment that can lead students to perceive it as a non-threatening and challenging endeavor. Further to this, the teachers should also provide a positive feedback for further stimulant in environment of learning with a view to increase the intrinsic motivation of students.

Gallagher (2007) investigated whether the environment in public military school impacts self-discipline, work attitudes/ethics of the students about the achievement of higher scores by mean of standard tests and assessments. In this context, the eleven questions combination of ―Likert‖-style survey mean, and it is based on -group interviews to utilize with a view to collect and record data related to the perspective of military academy students. The deductions from survey produced a positive result overall: whether environment at public military school impacts students‘ attitude toward the school, learning, and achieving high scores on the standardized tests. Alongside, seven themes emerged from the responses of focus group. This included learning environment, teacher concern, and structure, preparation for future, safety, respect and pride.

60 Research on Learning environment discusses the student, teacher, classroom, social interactions and also the perceptions joined to characteristics in a physical environment to investigate and promote positive learning. The decorum and classroom activities and the school overall environment are central components indeed to further evaluate and also search for attractive ways to enhance the process of teaching and learning. (Fraser, 1998; Goh & Fraser, 1995). Various learning environment components which include students as a learner, the teachers also as a learner, teachers, tasks and the internal space are essential in helping the educators to address the needs of students and further promote learning and understanding (Ahmad, Piccoli, & Ives, 1998, Maor, 1999). Roth, Tobin, Zimmermann, Bryant, and Davis, 2002) provide an example ―A positive school climate is a vital piece of an effective school‖.

Quality education lacking has direct impact on incoherent and poor development students‘ personality in Pakistan. Pakistan falls in lowest category of nations due to unstable and non-reliable education policies (Abbasi & Basit, 2018). Currently, multifarious educational systems exist in Pakistan, which are inconsistent in nature. Rather, coordinating with each other, these systems are diverting students in unknown directions. Teachers-training element is also lacking in educational institutions, whereas existing teachers-training programs are insufficient to fulfill contemporary requirements. There exists a dire need to overcome all types of anomalies in current syllabi and discoveries of variable to enhance linkages between deradicalization and education system. It can only be possible, in case our education system is inclined towards students‘ personality development and provision of favorable learning environment (Abbasi & Basit, 2018).

Educational decision making should be based on evidences. There is absence of data to discuss learning environment issues in institutions across Pakistan. It is however, hoped that institutions would pay due consideration to this issue and disseminate required data in order to refine learning and the environment, in which learning flourishes (Jawaid & Aly, 2014). There is sufficient evidence that education in quantity that a person receives education (in terms of time spent in schools) move closing with the quality of education. The aspect at the end has intrinsic value which is linked with various private and social fabric of the society. These are not bound to provide benefits that include various advantages

61 derived from the market and other than market activities. The system of international assessment of reasoning skills suggests that quality of schools differ widely with in the ambit of countries. Particularly, the children who live in developing countries get less timeframe for education and resultantly reach at low achievement level. Meanwhile, the progression of test scores based on over the years is extremely difficult to assess and interpret that is indication of clearly stagnation in developing countries in recent decades (Education for All (Project), 2007).

Teachers should pay due attention in monitoring the traits of personality of students by using the methods based on class feedback assessment and observations. Teachers may build the acceptable qualities among the learners and students basis of group assignments that will encourages and stimulate teamwork. Offering of reward to the students at their brilliant performances and high quality of self-discipline is hallmark of good teachers. As regard to the perspective of learning and education, it is obligatory for institution to enhance the conscientiousness to all students by high reinforcement of self-discipline, persistence. In the development in openness trait among the students, teachers must offer interactive activities, so the students take part with interest in all assignments. The frank environment is a key aspect to remove hesitation and restrictions of students to counsel their teachers in all issues freely. Student keeping neuroticism must be treated by staff accordingly. The sense of encouragement by teachers deeply boosts their morale and spirits as a positive element to remove their shyness (Raza & Shah, 2017).

Quality education requires healthy, safe, protective and gender-sensitive environments. An encouraging learning environment should provide reasonable resources and facilities for learning and for other physical and emotional needs of the learners (Orkodashvili, 2013).

2.12 Conceptual Framework

A conceptual framework indicates the researcher‘s blend of literature on how to elucidate a phenomenon. It maps out the actions which are required during the course of the study while giving his former knowledge of others theorists / researchers point of view as well as his explanations on the subject of investigation / research (Regoniel, 2015). The aim

62 of this study was to explore the impact of learning environment of cadet colleges on personality development and life success of the students in Pakistan. There are three variables in this study which are Learning Environment, Personality Development and Life Success.

2.12.1 Learning Environment

There are various learning outcomes / theories that highlight the process of learning and outcomes. The John Watson, B.F. Skinner, and Albert Bandura known as prominent theorists much contributed in the domain of the environment development. Environmentalists argue that the environment keep pivotal status in shaping the child‘s learning behavior, in fact, learning, development and human behavior are considered as the reactions of the environment. This perception motivates the parents, institutions and learners to assume that the children develop and acquire new skills and knowledge in response to surroundings.

The perspective of constructivist readiness as Maria Montessori, Jean Piaget, and Lev Vygotsky claim that the learning and the development happens as young children come across to environment and the people surrounding them (King & Hunt, 1969). More than the infrastructure, an effective environment of learning focuses on earlier mentioned factors of students‘ need. ―Advanced‘s Effective Learning Environments Observation Tool (eleot™) measures and quantifies active student engagement by peeping into classroom expectations‖, feedback and learning support which include ―Equitable learning environment, High expectation environment, supporting learning environment, active learning environment, progress monitoring and feedback environment, well managed learning environment and digital learning environment‖.

2.12.2 Personality Development

Many famous theorists and psychologists presented their views / theories regarding different steps involved in the development of personality. The key focus in these theories is developing the personality which includes social, cognitive, and the moral development. Development of the personality remains the main concern of some of the best-known psychologists including Sigmund Freud and Erik Erikson. Few theorists try to tackle certain

63 specific areas of personality where as others try to explain the personality in broader terms. It includes, the Behavioral Theories, Psychodynamic Theories, Humanist Theories, Trait Theories and Biological Theories.

The prominent area regarding personality psychology is considered as trait theory approach. According to their view point, the personality is comprised of number of traits. Eysenck's three-dimension theory is well known globally. Further researchers argued the five broad dimensions constitute people's personalities (Eysenck, 1995). The 5-factor model of personality theory shows that there are 5 variables or factors that can be used to describe the human personality. These 5 factors are collectively known as the Big 5 factors which are ―Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness‖ (Buchman & Hannum, 2001).

2.12.3 Life Success

Academic success in schools is essential because of its positive concern to learning outcomes that we value in society. Successful students in academics will avail more chances of getting of jobs, be more stable in their employment, be less likely to depend on public assistance, and be less likely to engage in criminal activity (Rentner & Kober, 2001). In the course of time, many competing approaches had already been identified with a view to explain the predictors of career success. Amongst them, three widely known approaches include ―individual, the structural, and the behavioral perspectives‖.

―Barbara Parker, Albers School of Business Seattle University‖ and ―Leonard H. Chusmir, Management Department Florida International University‖ presented life success model which includes ―Wealth/Status, Social contribution, Family relationship, Personal fulfillment, Professional fulfillment and Security‖ (Parker & Chusmir, 1991).

64 Active Learning Environme nt Equitable Learning Environment Progress Monitoring & Feed Back Environment High Expectation LEARNING ENVIRONMENT Environment Well Managed Learning Supportive Learning Environment Environment Digital Learning Environme nt

Personality Life Success Development

Status / Wealth Extraversion

Contribution to Agreeableness society

Family Relationship Conscientious ness

Personal Fulfillment Neuroticism

Intellect / Professional Imagination Fulfillment

Security

Figure 2‎ .3 Conceptual Framework of the study

65 CHAPTER 3 3 RESEARCH METHODOLOGY

This chapter consists of methodology used for research work and procedures adopted for collection of data. It also illustrates in detail the research design of research study, population of the study, sample and sampling techniques used, instruments prepared or adopted for collection of data. Validity and reliability of the tool being used for collection of data and methodology applied for analysis of data are discussed thoroughly. A comprehensive detail of research design is hereby discussed in the forthcoming paragraphs.

In this section, certain modalities are described in order to investigate the research problem and also presented the logic for using specific procedures or various techniques for identification, selection, process, analyzing the pertinent information to comprehend the problem, thereby, further allows the researcher to evaluate the study critically and find its validity and reliability. Methodology section apprises the answers of two main questions that is how the data was collected and how was it analyzed?(Kallet, 2004). Sufficient sources of data and consideration of variables are very important for the validity of good research in empirical analysis. The purpose of this study was to measure the impact of learning environment of cadet colleges on personality development and life success of the students in Pakistan. To fulfill the requirement of the study, qualitative and quantitative research methods were used. Exhaustive efforts were made by the researcher in collecting data. First, quantitative data was collected through questionnaire and then qualitative data though interview of the principals of cadet colleges and observations as well. The researchers analyzed the data and then sorted out certain findings of the study. Further details of research methodology will be covered in succeeding paras.

3.1 Research Design

According to Johnson, Onwuegbuzie, and Turner (2007, ―the research design refers to the overall strategy that we choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring and effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data‖ (p.68). This

66 research was aimed at exploring the impact of learning environment of cadet colleges on personality development and life success of the students in Pakistan. Normally in educational research, quantitative research method is used to understand the concepts related to education. However, it has been noted that quantitative research is sometimes unable to draw the comprehensive results regarding the under researched phenomenon. On the other hand, qualitative research lacks objectivity which affects the overall results. To overcome the shortcomings of both the methods, John W. Creswell,2002 has introduced mixed method of research which basically assesses the data while using both qualitative as well as quantitative research methods.

Objectives of this research required an exploratory and descriptive understanding by adopting a pragmatic approach. In line with the same, mixed method of research was used for this study in order to prepare concrete and valid results and overcome limitations involved using qualitative or quantitative method in isolation. Before adopting a particular design of mixed method research, it is essential to understand various types of research designs. This discussion is necessary to build the rationale for selecting a relevant research design for this study. Salient features of various research designs by John W. Creswell are as under:-

1. Sequential Explanatory. This method uses qualitative results to assist in explaining as well as interpretation of the findings of a quantitative research. 2. Sequential Exploratory. This method explores a phenomenon and this strategy can be effective while developing as well as testing the new instrument. 3. Sequential Transformative. This method considers more useful and the best in a theoretical perspective. 4. Concurrent Triangulation. This method is used to overcome a weakness while using one method along with the strengths of another. 5. Concurrent Nested. This method addresses a different question than the dominant and also seeks pertinent information from different angles. 6. Concurrent Transformative. This method evaluates a theoretical perspective quite effectively and presents analysis at different levels.

67 As both methods i.e. quantitative and qualitative have been used in this research that is why, usage of ‗Concurrent Triangulation‘ method has been found more suitable.

3.1.1 The Triangulation Design

The purpose of this design is ―to obtain different but complementary data on the same topic‖ in order to comprehend the research problem in best possible way. The purpose of this design was to bring together multi factor strengths and non-overlapping weaknesses of quantitative methods that includes trends, large sample size and generalization with those of qualitative methods that includes details, small N and in depth analysis. The researcher has discussed this design quite extensively and it‘s underlying purpose of converging various methods in the literature. This research design is used to compare and contrast directly quantitative statistical results with findings of qualitative method. It can also validate the quantitative results with the data of qualitative method (Creswell, Shope, Plano Clark, & Green, 2006).

3.1.2 Triangulation Design Procedures

The triangulation research design is one-phased design in which the researcher implements the quantitative and qualitative method during the same timeframe and with equal weight. The single-phased timing of this design is the main reason to refer it as the ―concurrent triangulation design‖ (Creswell, Shope, Plano Clark, & Green, 2006). It generally and sometimes specifically involves the concurrent, but separate, collection and analysis of quantitative and qualitative data so that the researcher may best understand the research problem. The researcher makes endeavors to merge the two sets of data, particularly by bringing the separate results together in the interpretation or by transforming data to help in integrating the two data types during the analysis.

3.1.3 Triangulation Model

Triangulation model as evident from the name basically uses more than one data sources for a detailed analysis. The following diagram reflects the basic technique of a triangulation model where both quantitative sometime also referred as QUAN, and qualitative, sometimes also referred as QUAL, data is used for interpretation of a particular concept or variable.

68

QUAN QUAL

Interpretation based on QUAN + QUAL results

Figure 3‎ .1 Triangulation Design

3.1.4 Triangulation Design: Concurrent Model

The concurrent triangulation design basically compares the results of both the techniques for interpretation. This design is also known as multistage research design. It has three stages:

o Stage 1: First quantitative data collection, then analysis and finally results o Stage 2: First qualitative data collection then analysis and finally results o Stage 3: First QUAN then QUAL Interpretation

In the first stage, quantitative data is collected, analyzed and results are obtained. Same is done with the qualitative data in the stage two. In the third stage, results of both the techniques are compared for interpretation. Same is reflected in the following diagram.

QUAN QUAN QUAN Data Data Results collection analysis

Compare Interpretation and QUAN + contrast QUAL QUAL QUAL QUAL Data Data Results collection analysis

Figure 3‎ .2 Triangulation Design: Concurrent Model

69 3.2 Population

Population is a term may be described as a complete source of observation which can be used to take sample (Pandey& Pandey, 2015). Population of the study is comprised of following:-

 All recognized Cadet Colleges of Pakistan  All principals of cadet colleges  All former students who have successfully completed their intermediate education from recognized cadent colleges of Pakistan.

Table 3‎ .1 List of recognized cadet colleges of Pakistan Sr. Sponsored Name Established Sector Discipline City No. By Punjab Province (19) 1 Cadet College Hassan Abdal 1954 Public Govt Science Hassan Abdal 2 Military College Jhelum 1922 Public Army Science Jehlum 3 Lawrence College, GhoraGali 1860 Public Govt Science Murree 4 Military College Murree 2008 Public Army Science Murree 5 Cadet College ChoaSaidan Shah 2011 Private Autonomous Science Chakwal 6 Cadet College Okara 2011 Private Autonomous Science Okara 7 Cadet College Pasrur 2011 Private Autonomous Science Pasrur 8 Cadet college Isakhel 2010 Private Autonomous Science Miawali 9 Cadet College Humak, 2001 Private Autonomous Science Rawalpindi Rawalpindi 10 Rawal Cadet College, 2002 Private Private Science Rawalpindi Rawalpindi 11 Pindi Cadet College Chakri 2005 Private Autonomous Science Rawalpindi Road, Rawalpindi 12 Cadet College Jhelum 2009 Private Autonomous Science Jhelum 13 Cadet College Chakwal 2004 Private Autonomous Science Chakwal 14 Cadet college Fateh Jang 2001 Private Autonomous Science FatehJhang 15 Cadet College KallarKahar 1998 Private Autonomous Science KallarKahar 16 Cadet College Jajja, Gujar Khan 2012 Private Autonomous Science Gujar Khan 17 Cadet College Sailkot 1998 Private Autonomous Science Sialkot 18 Cadet College Lahore 1995 Private Autonomous Science Lahore 19 Cadet College Jhang 2007 Private Autonomous Science Jhang Khyber Pakhtunkhwa (KPK) Province (9) 20 Army Burn Hall College 1948 Public Army Science Abbotabad 21 Pakistan Scouts Cadet College 1996 Public Govt Science Mansehra Batrasi 22 WAPDA Cadet College Tarbela 2004 Public WAPDA Science Tarbela 23 FC Cadet College Warsak 2009 Public FC KPK Science Peshawar 24 Cadet College Kohat 1965 Public Govt Science Kohat 25 Cadet College Manjanbazam, 2015 Public Army Science Cherat Cherat 26 Cadet College KarnalSher Khan, 2011 Public Govt Science Swabi

70 Sr. Sponsored Name Established Sector Discipline City No. By Swabi 27 Cadet college, Swat 2011 Private Autonomous Science Swat 28 Garrison Cadet College, Kohat 1990 Public Army Science Kohat Sindh Province (8) 29 Cadet College Larkana 1992 Private Autonomous Science Larkana 30 Cadet College Petaro 1959 Public Govt Science Patero 31 Cadet College Sanghar 1994 Private Autonomous Science Sanghar 32 Cadet College PanoAqil 2008 Private Autonomous Science PanoAqil 33 Cadet College Gaddap, Karachi 2016 Private Autonomous Science Karachi 34 Cadet College Ghotki 2010 Private Autonomous Science Ghotki 35 Pak Steel Mills Cadet College 1982 Public Pak Steel Science Karachi Karachi Mills 36 Baqai Cadet College, Karachi 2001 Private Autonomous Science Karachi Baluchistan Province (6) 37 Cadet College KillaSaifullah 2010 Private Autonomous Science KillaSaifullah 38 Cadet College Mastung 1986 Public Govt Science Mastung 39 Cadet College Jaffarabad 2010 Private Autonomous Science Jaffarabad 40 Cadet College Pishin 2010 Public Govt Science Pishin 41 Military College Sui 2011 Public Army Science Sui 42 Cadet College Ormara 2012 Public Navy Science Ormara Fata (3) 43 Cadet College Wana, South 2011 Public Army Science Wana Waziristan Agency 44 Cadet College Razmak, North 1978 Public Govt Science Razmak Waziristan Agency 45 Cadet College Spinkai, South 2016 Public Govt Science Spinkai Waziristan Agency Gilgit-Baltistan (2) 46 Cadet College Skardu 2001 Public Govt Science Skardu 47 Cadet College Chilas 2013 Public Army Science Chilas Azad Jammu and Kashmir (1) 48 Cadet College Palandri 1998 Public Govt Science Palandri Total 48 Cadet Colleges Source: Human Resource Directorate, Ministry of Defense, General Headquarters Rawalpindi, Pakistan. 3.3 Sample and Sampling Techniques

A sample is a limited part of statistical analysis which is analyzed to get the information about the whole population (Singh, 2007). There are 48 recognized cadet colleges in Pakistan (In Punjab 19 cadet colleges, KPK 9, Sindh 8, Baluchistan 6, FATA 3, Gilgit Balitistan 2 and Azad Kashmir 1).

At first stage, the researcher selected 24 cadet colleges (50 % of population) from all over the country by adopting random sampling technique. According to Schreiber and Asner-Self (2010), random sampling technique can be used by the researcher to have an

71 easy excess to the sampled population. Through random sampling, the target population was approached.

Table 3‎ .2 Sampling detail of Cadet Colleges in Pakistan

Name Total No of Cadet Colleges Total No of Sampled Cadet Colleges Punjab 19 9 Sindh 9 4 KPK 8 4 Baluchistan 6 3 FATA 3 2 Gilgit Balitistan 2 1 Azad Kashmir 1 1 Total 48 24

Sampling detail of Cadet Colleges in Pakistan 30

25

20

15

10

5

0 Punjab Sindh KPK Baluchistan FATA Gilgit Azad Balitistan Kashmir Total No of Cadet Colleges Total No of Sampled Cadet Colleges

Graph 3‎ .1 Sampling detail of Cadet Colleges in Pakistan

At second stage, the researcher selected 500 alumni, 21 alumni from each sampled cadet college by adopting snowball sampling technique. Snowball sampling technique is a nonrandom sample through which the researcher starts with one case or individual and then, basing on the information about interrelationships from that case or individual, further

72 locates other cases and repeats the process continuously (Neuman, 2014). Since, there is no central alumni association which has the data of all alumni, henceforth; the researcher accessed the alumni who further provided the lead to others alumnae through snowball method.

Table 3‎ .3 Sampling detail of Alumni from sampled Cadet Colleges of Pakistan

Name of Total No of Alumni Total No of Alumni Total No of Cadet Provinces from each Cadet from each Colleges College Province Punjab 9 21 189 Sindh 4 21 84 KPK 4 21 84 Baluchistan 3 21 63 FATA 2 20 40 Gilgit Baltistan 1 20 20 Azad Kashmir 1 20 20 Total 24 500

Sampling detail of Alumni from sampled Cadet Colleges of Pakista 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Punjab Sindh KPK Baluchistan FATA Gilgit Azad Baltistan Kashmir

Total No of Cadet Colleges Total No of Alumni from each Cadet College Total No of Alumni from each Province

Graph 3‎ .2 Sampling detail of Alumni from sampled Cadet Colleges of Pakistan

At third stage, the researcher selected twelve Head of institutions (50 % of the sampled cadet colleges) for interview through random sampling technique.

73 Table 3‎ .4 Sampling detail of Head of Institutions

Name of Provinces Total No of Colleges Total Number of Heads from each Province Punjab 9 4 Sindh 4 2 KPK 4 2 Baluchistan 3 1 FATA 2 1 GilgitBaltistan 1 1 Azad Kashmir 1 1 Total 24 12

Sampling detail of Head of Institutions 14 12 10 8 6 4 2 0 Punjab Sindh KPK Baluchistan FATA Gilgit Azad Baltistan Kashmir Total No of Colleges Total Number of Heads from each Province

Graph 3‎ .3 Sampling detail of Head of Institutions

Above table represents the number of head of the institutions. Results postulates that there are 4 heads from 9 colleges of Punjab, 2 heads from 4 cadet colleges of Sindh, 2 heads from 4 cadet colleges of KPK, 1 head from 3 cadet colleges of Baluchistan, 1 head from 2 cadet colleges of FATA, 1 head from Gilgit Baltistan cadet college, and 1 head from cadet Azad Kashmir.

74 3.4 Research Instruments

In order to achieve the set objectives, two types of data were required, one was in the form of questionnaire from the alumni of cadet colleges about learning environment, personality development and life success. Secondly, semi structured interviews of the worthy principals. In addition, two observations were also recorded though documentary record and observation sheet at cadet colleges during the interview of the principals. Further detail is as under.

3.4.1 Questionnaire for Alumni

After an extensive review of related literature, a questionnaire attached in (Appendix A) was adapted for the impact of learning environment of Cadet Colleges on personality development and life successful of students in Pakistan. Questionnaire was divided into four parts. Part I contained demographic information such as age, occupation, number of children, last examination passed from cadet colleges, locality and type of institutions. Part II comprised of 96 close ended questions for alumni and one open ended question for principals. For close ended questions, four-point Likert scale (from strongly agree to strongly disagree) was utilized having three sub-scales. Neutral/undecided option was omitted from the given responses of the scales. Boone (1997) found from her study that Asian people have more probability to select neutral option on using any Likert scale. Therefore, neutral/undecided option was omitted from all scales. On the basis of her study, all scales were set on to four-point Likert scale from strongly agree to strongly disagree. The learning environment, personality development and life success were to be assessed based on three sub-scales/parameters. These sub-scales included learning environment consists of 31 items, item no which are item number: (1,2, 3,4,5,6,7,8,9,10,11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25,26, 27,28, 29,30 and 31), personality development consists of 25 items which are item number: (32,33,34,35,36,37,38,39,40,41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51,52,53,54,55,56) and life success consists of 40 items which are item number: (57,58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74,75,76,77, 78, 79, 80, 81, 82, 83, 84,85,86,87,88,89,90,91,92,93,94,95 and 96). It also includes semi- structured interview schedule and observations as well.

75 3.4.2 Semi Structured Interview

Semi structure interview was designed for worthy principals on the basis of literature review to explore the learning environment, personality development and life success of students of their respective cadet colleges. While preparing interview, opinion of reliable experts related to this field were incorporated. The researcher divided the interview into three parts. Part I contained 9 demographic information such as age (in years), religion, qualification, professional qualification, teaching experience (in years), administrative experience (in years), marital status, number of children and locality. Part II consisted of sixteen semi-structured questions to gather information from principals was developed to verify authenticity of alumni statements whereas one open ended question was enclosed in part III. In addition, two observations were also recorded though documentary record and observation sheet at cadet colleges during the interview of the principals.

3.4.3 Validity and Reliability of Research Tools

The validity and reliability of the instruments is vital for the credibility and furthermore acknowledgment of research findings. The advance idea of validity goes beyond the conventional understanding of validity. As per Fraenkel, Wallen, and Hyun (2011), validity alludes to the fittingness, accuracy, seriousness, and helpfulness of the particular inductions. The researcher regulated two polls. Content Validity of the instruments was affirmed by consulting senior specialists, the academicians and analysts, and Context Validity of the instruments was confirmed by consulting the senior language experts, whereas, the reliability was assessed by using Cronbach alpha.

The reliability of ―learning environment‖ is 0.853 which is very good and acceptable for further proceedings, as 0.7 is considered as an acceptable value for reliability. The reliability of ―personality development‖ is 0.758 which is acceptable for further proceedings, as 0.7 is considered as an acceptable value for reliability. The reliability of ―life success‖ is 0.933 which is excellent and acceptable for further proceedings, as 0.7 is considered as an acceptable value for reliability. Exploratory Factor Analysis (EFA) with Principal

76 Component Method (PCM) and Varimax rotation was implemented to obtain uncorrelated items of the research tool.

Table 3‎ .5 Factor loading and reliability of learning environment of cadet colleges on personality development Item Factor Variance Cronbach Statement No. Loading Explained Alpha Learning Environment I availed numerous learning opportunities that 1 met my needs .686 I received the same encouragement from the 2 teachers as other students did .638 I observed that rules were equally applicable to 3 all during studying .590 I got opportunities to learn about cultural 4 differences .596 I learnt disciplines during studying at my 5 college .523 I strived to meet the high expectations set by 6 the teachers .521 I was given various tasks with activities that 7 were challenging for me .467 Teachers always helped me when I had trouble 8 with the work .450 Opportunities for promoting co-curricular 9 activities were provided to all students .536 The environment enabled me to develop 10 critical thinking abilities .498 I cooperated with other students in various 11 learning activities .504 19.957% 0.853 I demonstrated positive learning attitude in 12 classroom .586 13 I learnt without fear of negative feedback .497 The environment assisted me to accomplish 14 various tasks .594 The environment provided appropriate 15 experience to meet the challenges in my .555 professional life I availed opportunities to engage in discussion 16 with teachers and other students .604 17 I exposed myself to real life experiences .598 I learnt art of speaking through persistent 18 efforts of my teachers .704 I learnt managerial skills during studies which 19 helped me a lot in my professional life .606 Effective teaching techniques encouraged me 20 to rethink about my understanding regarding .597 syllabus contents I responded positively to teachers' feedback 21 which helped me in attaining good grades .663

77 Item Statement Factor Variance Cronbach No. Loading Explained Alpha The administration implemented the feedback 22 given by the students and parents during .703 interactions I received unbiased analysis of my work that 23 developed sense of pride about the system .637 The feedback given on my work helped me to 24 clarify things I had not fully understood .594 I interacted respectively with teacher (s) and 25 peers .456 I followed classroom rules to work well with 26 others .739 The environment helped me to collaborate 27 with other students during student centered .612 activities I developed behavioral problems during 28 studying in my college .672 My teachers used advanced technology while 29 teaching for better learning .498 I used digital technology frequently for 30 effective collaborative learning .743 I used digital technology to collect material 31 and evaluate information for learning .467 Personality Development I was an integral part of the learning 32 environment during my studies .569 33 I liked to have a lot of people around me .498 I talked to a lot of different people at various 34 events .675 I was passive while participating in different 35 activities .433 If necessary, I willingly manipulated people 36 for what I wanted .482 37 I sympathized with others' feelings .512 38 I was interested in others' problems .590 39 I felt others' emotions .587 40 I tried to be courteous to everyone whom I met .598 I would go my own way rather be a leader of 15.086% 0.755 41 others .609 42 I accomplished routine tasks right away .450 43 I often put things back in their proper places .745 44 I obeyed orders of my teachers .534 45 I used to make a mess of things .544 I often sought someone's help in solving my 46 problems .694 47 I had frequent mood swings .744 48 I was relaxed most of the time .698 49 I used to get upset easily .555 When I was under great deal of stress, 50 sometimes I felt like I was going into pieces .674

78 Item Statement Factor Variance Cronbach No. Loading Explained Alpha 51 I was hard headed in my attitude .689 52 I had a lot of intellectual curiosity .593 53 I often had trouble in making sense of things .649

54 I had difficulty in understanding abstract ideas .543 55 I did not have good imagination power .675 56 I often felt inferior to others .765 Life success 57 I get others to do what I want .654 I have a job that pays me more than my peers 58 earn .594 59 I have people who work for me .498 60 I have high income .703 61 I have public recognition .666 62 I have influence over others .623 63 I am enjoying high status occupation .645 64 I have money to buy things of my choice .799 65 I am able to help others .490 66 I do things that are useful to society .644 I have the opportunities to contribute in 67 society .704 68 I have resources to help others .698 I am able to make difference between right and 69 wrong .770 70 I help others to achieve their goals .476 71 I have a happy married life .500 72 I am a good parent .604 28.217% 0.933 73 I have been rewarded of my efforts .698 I am upbringing my children to be independent 74 adults .634 I have children who are successful in their 75 lives .597 76 I have a stable married life .645 I am able to provide quality education to my 77 children .645 78 I have inner peace and contentment .598 79 I enjoy my non work activities .597 80 I have a sense of personal worth .576 81 I am able to handle difficult situations .609 82 I am happy with my private life .567 83 I have personal satisfaction .645 84 I have self-respect .743 85 I have personal happiness .555 86 I am happy with my career / profession .655 87 I am committed to my organization .499 88 I am accepted at work .655

79 Item Statement Factor Variance Cronbach No. Loading Explained Alpha 89 I am getting good performance evaluations .676 90 I am satisfied with my job .600 91 I have confidence of my bosses .590 92 I have economic security .577

93 I have good job benefits .688 94 I have long-term job security .609 95 I am earning regular salary increments .706 96 I am improving well-being of the workforce .765

Table 3‎ .6 Reliability of the variables Variable Names Items Alpha Value Learning Environment 31 0.853 Personality Development 25 0.755 Life Success 40 0.933

Alpha Value

1 0.933 0.9 0.853 0.8 0.755 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 Learning Environment Personality Development Life Success

Graph 3‎ .4 Reliability of the variables

80 3.4.4 Pilot Study

The researcher conducted pilot study before starting data collection to confirm and check validity and reliability. In order to ensure the validity of the instruments, the experts in the field of research and skilled teaching faculty were consulted. Questionnaires were pilot tested to ensure reliability. Fifty students were selected using simple random sampling technique from non-sampled cadet colleges. The reliability coefficient of the instruments was determined by applying Cronbach Alpha. In the light of the findings, the instruments were further improved before actual implementation.

3.5 Data Collection

Data collection is extremely challenging and difficult part of the research. Although it offers ample opportunities for the researcher to have interaction with various segment of the society and people at large, but it is cumbersome task due to accessibility problems. All possible means of data collection were utilized for extracting meaningful information. The process of data collection was started by getting consent letter from the worthy chairman department of Education, The Islamia University of Bahawalpur along with the request to the alumni as well as the principals of selected cadet colleges of Pakistan. In first phase, the researcher personally contacted the alumni and distributed the questionnaire through personal visits, prepaid postage, electronic mails and online using Google drive. The researcher faced problems in making the alumni understand the purpose of the study. However, after detailed discussion with them, the researcher took them into confidence that the data would be used for academic purpose only and would be kept confidential. The questionnaires were distributed to the respondents and collected personally from alumni of sampled cadet colleges through prepaid postage, electronic mails and using Google drives from distant areas. The researcher personally distributed the questionnaire among the sampled alumni of cadet colleges representing the whole population. Enough time was given to the respondents to fill in the questionnaire and provide information accordingly. For maintaining confidentiality, coding procedure was adopted instead of providing respondents name, fathers name and address etc. 500 copies of questionnaire were sent to the alumni, 421 copies were received after completion and 360 copies were useable for data analysis. So, the return rate was 82%.

81 The researcher also conducted interview of worthy principals of twelve sampled cadet colleges personally. The researcher also faced some problems in getting the information about the learning environment, personality development and life success of the cadet colleges. Initially, the principals were not even giving time to the researcher for interview, however, after a lot of efforts and liaison, the researcher was able to meet them. For this purpose, sixteen close ended questions and one open ended question were asked to the principals. The principals were also assured about the purpose of the study and maintaining of confidentiality. The interviews were conducted candidly and researcher got maximum information relevant to the study.

In addition, the researcher also collected observations from the cadet colleges. Observation sheet and documentary record of the cadet colleges were also gathered with the permission of worthy principals.

82 Table 3‎ .7 Data Collection for Alumni

Demographic Variables f %age Age (in years) 20-30 209 58.1 31-40 55 15.3 41-50 51 14.2 51-60 21 5.8 Above 60 24 6.7 Occupation Armed Forces 122 33.9 Doctor 17 4.7 Engineer 33 9.2 Bureaucrat 10 2.8 Teacher 41 11.4 Banker 13 3.6 Businessman 23 6.4 Any Other 101 28.1 Number of Children No Child 213 59.2 1 43 11.9 2 36 10.0 3 29 8.1 4 20 5.6 More than 4 19 5.3 Percentage secured 50-60 38 10.6 in last examination 61-70 83 23.1 71-80 127 35.3 81-90 87 24.2 91-100 25 6.9 Locality Urban 198 55.0 Rural 162 45.0 Type of Institution Boarding 321 89.2 Non-Boarding 39 10.8 Institution Cadet College Hassanabdal 15 4.2 Military College Jhelum 15 4.2 Lawrence College GhoraGali 15 4.2 Military College Murree 15 4.2 Cadet College Humak, Rawalpindi 15 4.2 Cadet College KallarKahar 15 4.2 Cadet College Jajja, Gujar Khan 15 4.2 Cadet College Lahore 15 4.2 Cadet College Jhang 15 4.2 Army Burn Hall Collge 15 4.2 Pakistan Scouts Cadet College Batrasi 15 4.2 WAPDA Cadet College Tarbela 15 4.2 Garrison Cadet College Kohat 15 4.2 Cadet College Petaro 15 4.2 Cadet College Pano Aqil 15 4.2 Pak Steel Mills Cadet College Karachi 15 4.2 Baqai Cadet College, Karachi 15 4.2 Cadet College Mastung 15 4.2 Cadet College Pishin 15 4.2 Military College Sui 15 4.2 Cadet College Wana, South Waziristan Agency 15 4.2 Cadet College Razmak, North Waziristan Agency 15 4.2 Cadet College Chilas 15 4.2 Cadet College Palandri 15 4.2

83 Table 3‎ .8 Data collection for Principals

Demographic Variables f %age Age (in years) 31-40 years 1 8.3 41-50 years 9 75.0 51-60 years 2 16.7 Religion Muslim 10 83.3 Christian 2 16.7 Qualification Masters 3 25.0 M.Phil 7 58.3 Ph.D 2 16.7 Professional B.Ed 1 8.3 Qualification M.Ed 5 41.7 MS. Ed 6 50.0 Teaching 6-10 1 8.3 Experience (in 11-15 5 41.7 years) 16-20 4 33.3 21-25 1 8.3 More than 25 1 8.3 Administrative 1-5 5 41.7 Experience (In 6-10 4 33.3 years) 11-15 2 16.7 16-20 1 8.3 Marital Status Married 10 83.3 Unmarried 2 16.7 Number of 1-2 4 33.3 Children 3-4 6 50.0 5-6 1 8.3 More than 6 1 8.3 Locality Urban 7 58.3 Rural 5 41.7 Institution Cadet College Hassan Abdal 1 8.3 Military College Jhelum 1 8.3 Military College Murree 1 8.3 Cadet College Humak, Rawalpindi 1 8.3 Cadet College Petaro 1 8.3 Baqai Cadet College, Karachi 1 8.3 Army Burn Hall College, Abbottabad 1 8.3 FC Cadet College Warsak, Peshawar 1 8.3 Military College Sui 1 8.3 Cadet College Razmak, North Waziristan Agency 1 8.3 Cadet College Chilas 1 8.3 Cadet College Palandri 1 8.3

84 3.6 Data Analysis Techniques

There are numerous approaches accessible for theoretically or statistically examining the different types of data that can be collected subject to the requirements. There are two types of data analysis, quantitative and qualitative.

Validity and reliability of the instruments is vital for the acknowledgment of research discoveries. The advanced idea of legitimacy goes past the conventional meaning of legitimacy. As per Fraenkel, Wallen, and Hyun (2011), legitimacy alludes to the fittingness, accuracy, seriousness, and helpfulness of the particular inductions which is the scientist based gathered information. T-test was applied for Alumni for locality and type of institutions effects while one-way ANOVA was also run to decide the age, occupation, number of children and last examination effects. However, inventory sheets were analyzed through excel sheets. Additionally, in the examination of semi organized inquiries for meeting, the crude information was changed into frequencies and put into comparative reaction gatherings. Relationship and relapse examination were utilized to address the respondent inquiries. The qualitative data was analyzed by using NVivo 12.0 software and major themes were extracted by using words capturing techniques.

3.7 Ethical Considerations

Cohen, Manion and Morrison (2007) apprise that human beings work with the research therefore it has certain ethical considerations which require careful handling before and during the research phases. The researcher paid special heed towards this sensitive natured aspect keeping in view the instructions of ―Ethical Approval Committee of the University of Glasgow college of Social Science‖. After approaching the respondents (alumni and worthy principals), the researcher explained the purpose of research very candidly and clearly. The researcher got their confidence and then formally asked agreement from all the authorities of institutions and former students of cadet colleges. The researcher carefully drafted the consent letter which contained detailed information about the researcher, purpose of project, title, and importance of this study. The respondents were adults, easily understood the research purpose and happily answered the questions. The researcher assured them of maintaining the confidentiality and got maximum information

85 according to the scheduled work. Each questionnaire had a fictitious code so that the anonymity might be remained intact. Numerical codes were given with fictitious names during the interview. The researcher assured the participants about full confidentiality. All the data which includes survey questionnaires, interviews and observations were kept under lock and key. The researcher destroyed all the data after the completion of study keeping in view the ―5th Principle of the Data Protection Act 1998‖.

86 CHAPTER 4 4 DATA ANALYSIS AND INTERPRETATIONS The topic of this study was to examine the learning environment of cadet colleges on personality development and life success of students in Pakistan. Existing chapter deals with the analysis and interpretation of data, which was collected in two types; i.e. quantitative and qualitative. Quantitative data was collected through a questionnaire from 500 alumni of recognized cadet colleges. Qualitative data was collected through interview from principals of twelve cadet colleges and through observation as well.

Quantitative data collection tool consisted of two parts; closed ended questions and open-ended questions. In closed ended questions, the effects of three variables were used to measure. These were learning environment, personality development and life success. Four- point Likert scale was used for data collection. The data was entered and analyzed using Statistical Package for Social Science SPSS version 21.0. The simple percentage, mean score, t test, One Way ANOVA and p value was calculated. The results presented in tabulated form by their total numbers of participants, percentage, mean, Std. Deviation, Std. Error, t-value and significance etc. Closed ended responses were analyzed using excel sheet. The results of open-ended responses were presented in graphs by percentage and frequencies according to related theme.

Qualitative data was analysed using NVivo version 12 software. The researcher saved the collected interview data of twelve principals in the form of questionnaire. The data was transformed into excel files by each respondent‘s name. For qualitative data analysis; these word files were exported in NVivo 12 software for the arrangement and analysis of interview data. Word Frequency query and text search query were used for thematic analysis of qualitative data. These queries results were saved in shape of summary, word cloud and tree map. These queries provided theoretical explanations of worthy principals‘ interview. The observations were recorded using excel sheet. Observation sheet and documentary record data of selected cadet colleges were analysed using frequency counts and cross- tabulations in statistical software packages for social sciences SPSS version 21.0. Further data analysis procedure has been presented in quantitative and qualitative section accordingly.

87 4.1 Data Analysis for Alumni 4.1.1 Demographic Analysis for Alumni Demographic analysis represents demographic information of respondents in the form of age, occupation, number of children, percentage secured in last examination of alumni during studying at cadet colleges, locality, type of institutions and institution name. Frequency and percentage of demographic variables are given in the tabular form followed by its descriptive explanations and narrative description of all tables.

Table 4‎ .1 Age wise distribution of the alumni Age (in years) Frequency Percent 20-30 209 58.1 31-40 55 15.3 41-50 51 14.2 51-60 21 5.8 Above 60 24 6.7 Total 360 100.0

Age of alumni 70

60

50

40

30

20

10

0 20-30 31-40 41-50 51-60 Above 60

Graph 4‎ .1 Age wise distribution of the alumni

Table and Graph 4‎ .1 represents the age wise distribution of the alumni. According to the results 58.1% of the alumni were from 20-30 age group, 15.3% of the Alumni were from

88 31-40 age group, 14.2% of the Alumni were from 41-50 age group, 5.8% of the Alumni were from 51-60 age group and 6.7% of the Alumni were those whose age were above 60.

Table 4‎ .2 Occupation-wise distribution of the alumni Occupation Frequency Percent Armed Forces 122 33.9 Doctor 17 4.7 Engineer 33 9.2 Bureaucrat 10 2.8 Teacher 41 11.4 Banker 13 3.6 Businessman 23 6.4 Any Other 101 28.1 Total 360 100.0

Occupation of alumni 40 35 30 25 20 15 10 5 0

Graph 4‎ .2 Occupation wise distribution of the Alumni

Table and Graph 4‎ .2 represent the occupation-wise distribution of the Alumni. According to results, 33.9 of the Alumni were Armed forces personals, 4.7% of the Alumni were Doctors, 9.2% Alumni were Engineers, 2.8% of the Alumni were Bureaucrats, 11.4% of the Alumni were Teachers, 3.6% of the Alumni were Bankers, 6.4% Alumni were

89 Businessmen and 28.1% Alumni were working in other departments. Majority of the Alumni 33.9% were Armed Forces Personal.

Table 4‎ .3 Number of children of the alumni Number of Children Frequency Percent No Child 213 59.2 1 43 11.9 2 36 10.0 3 29 8.1 4 20 5.6 More than 4 19 5.3 Total 360 100.0

Number of Children 70

60

50

40

30

20

10

0 No Child 1 2 3 4 More than 4

Graph 4‎ .3 Number of children of the alumni

Table and Graph 4‎ .3 show the number of children of the alumni. According to the results 59.2% of the alumni have no child, 11.9% alumni have 1 child, 10.0% alumni have 2 children, 8.1% of the alumni have 3 children,5.6% of the alumni have 4 children and rest of other 5.3% alumni have more than 4 children. Results clearly show that majority of the alumni have no child.

90 Table 4‎ .4 Percentage secured in last examination Percentage in Last Examination Frequency Percent 50-60 38 10.6 61-70 83 23.1 71-80 127 35.3 81-90 87 24.2 91-100 25 6.9 Total 360 100.0

Percentage of last examination 40 35 30 25 20 15 10 5 0 50-60 61-70 71-80 81-90 91-100 Percent

Graph 4‎ .4 Percentage Secured in Last Examination

Table and Graph 4‎ .4 illustrate the percentage secured by the alumni in last examination i.e. intermediate exam. According to results, 10.6% of the Alumni were falling in the group who secured 50-60% in last examination, 23.1% Alumni were falling in the group who secured 61-70% in last examination, 35.3% of the Alumni were falling in the group who secured 71-80% in last examination, 24.2% of the Alumni were those who secured 81-90% in last examination and 6.9% Alumni were those who secured 91-100% in

91 last examination. Majority of the Alumni were those who secured 71-80% in last examination.

Table 4‎ .5 Locality of the alumni Locality Frequency Percent Urban 198 55.0 Rural 162 45.0 Total 360 100.0

Locality wise distribution of alumni 60

50

40

30

20

10

0 Urban Rural

Graph 4‎ .5 Locality of the Alumni

Table and Graph 4‎ .5 represent the locality wise distribution of the Alumni. According to results 55.0% of the Alumni were from urban areas and 45.0% of the Alumni were from rural areas. Majority of the Alumni belonged to urban areas.

92 Table 4‎ .6 Type of Institutions Type of Institutions Frequency Percent Boarding 321 89.2 Non Boarding 39 10.8 Total 360 100.0

Type of institution 100 90 80 70 60 50 40 30 20 10 0 Boarding Non Boarding Percent

Graph 4‎ .6 Type of institutions wise distribution of alumni

Table and Graph 4‎ .6 represents the type of the institution of the alumni. Researcher distributed the types of institution in two categories, i.e. boarding and non-boarding. According to results, majority of the alumni 89.2% were from boarding institutions and other 10.8% Alumni were from non-boarding institutions.

4.1.2 Descriptive Data Analysis The descriptive statistics are used to define the basic features of the data in a study. These statistics provide meaningful summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of

93 data. These Statistics are used to present quantitative descriptions in a manageable form (Trochim & Donnely, 2001).

Skewness and Kurtosis are the two main and important characteristics of descriptive statistics. Skewness represents the measure of symmetry, or more accurately, the lack of symmetry. The distribution of data will be symmetric if it is seemed the same to left and right of the center point. In case of skewed distribution, the curve is extended to either left or right side (Mardia, 1974). If the plot is extended towards the right side more, it denotes positive Skewness, when the plot is stretched more towards the left direction, then it is called negative Skewness. Kurtosis measures whether the data is heavy-tailed or light-tailed relative to a normal distribution. In statistics, kurtosis is defined as the parameter of relative sharpness of the peak of the probability distribution curve (Mardia, 1974). It is used to indicate the flatness or peakedness of the frequency distribution curve and measures the tails or outliers of the distribution. Positive kurtosis represents that the distribution is more peaked than the normal distribution, whereas negative kurtosis shows that the distribution is less peaked than the normal distribution.

Table 4‎ .7 Skewness and Kurtosis Variable Std Mean Minimum Maximum Range Skewness Kurtosis Name Deviation Learning 3.05 0.367 39 121 82 -1.062 3.489 Environment Personality 2.72 0.327 39 92 53 .460 .784 Development Life Success 2.90 0.420 50 155 105 -.350 .360

Table 4‎ .7 shows above mentioned results of descriptive statistics. The mean of learning environment is 3.05 which is very good as it‘s above 3, and the Standard Deviation is 0.367 which is good as it‘s also not high. Additionally, the value of skewness for Learning Environment is –1.062 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is 3.489 which is somehow out of the box, as the range of kurtosis is -2 to 2, however, it is acceptable as the sample size is more than hundred.

As per the above mentioned results of descriptive statistics, the mean of personality development is 2.72 which is good as it‘s near to 3, and the Standard Deviation is 0.327

94 which is good as it‘s also not high. Additionally, the value of skewness for personality development is .460 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is .784 which is within the range too, as the range of kurtosis is -2 to 2.

As per the above mentioned results of descriptive statistics, the mean of Life Success is 2.90 which is good as it‘s near to 3, and the Standard Deviation is 0.420 which is good as it‘s also not high. Additionally, the value of skewness for Life Success is -.350 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is .360 which is within the range too, as the range of kurtosis is -2 to 2.

Table 4‎ .8 Frequency, reliability coefficient of learning environment Item A + SA DA + SDA Statement No. f % f % I availed numerous learning opportunities that met 1 316 87.8 44 12.2 my needs I received the same encouragement from the 2 302 83.9 58 16.1 teachers as other students did I observed that rules were equally applicable to all 3 293 81.4 67 18.6 during studying I got opportunities to learn about cultural 4 291 80.8 69 19.2 differences 5 I learnt disciplines during studying at my college 328 91.1 32 8.9 I strived to meet the high expectations set by the 6 316 87.8 44 12.2 teachers I was given various tasks with activities that were 7 305 84.7 55 15.3 challenging for me Teachers always helped me when I had trouble with 8 320 88.9 40 11.1 the work Opportunities for promoting co-curricular activities 9 278 77.2 82 22.8 were provided to all students The environment enabled me to develop critical 10 291 80.8 69 19.2 thinking abilities I cooperated with other students in various learning 11 328 91.1 32 8.9 activities I demonstrated positive learning attitude in 12 313 86.9 47 13.1 classroom 13 I learnt without fear of negative feedback 271 75.3 89 24.7 The environment assisted me to accomplish various 14 302 83.9 58 16.1 tasks The environment provided appropriate experience to 15 308 85.6 52 14.4 meet the challenges in my professional life I availed opportunities to engage in discussion with 16 304 84.4 56 15.6 teachers and other students 17 I exposed myself to real life experiences 300 83.3 60 16.7

95 I learnt art of speaking through persistent efforts of 18 288 80.0 72 20.0 my teachers I learnt managerial skills during studies which 19 302 83.9 58 16.1 helped me a lot in my professional life 20 Effective teaching techniques encouraged me to rethink about my understanding regarding syllabus 296 82.2 64 17.8 contents I responded positively to teachers' feedback which 21 303 84.2 57 15.8 helped me in attaining good grades The administration implemented the feedback given 22 256 71.1 104 28.9 by the students and parents during interactions I received unbiased analysis of my work that 23 264 73.3 96 26.7 developed sense of pride about the system The feedback given on my work helped me to 24 291 80.8 69 19.2 clarify things I had not fully understood 25 I interacted respectively with teacher (s) and peers 318 88.3 42 11.7 26 I followed classroom rules to work well with others 305 84.7 55 15.3 The environment helped me to collaborate with 27 298 82.8 62 17.2 other students during student centered activities I developed behavioral problems during studying in 28 214 59.4 146 40.6 my college My teachers used advanced technology while 29 206 57.2 154 42.8 teaching for better learning I used digital technology frequently for effective 30 186 51.7 174 48.3 collaborative learning I used digital technology to collect material and 31 197 54.7 163 45.3 evaluate information for learning Average 8890 79.7 2270 20.3

Table 4‎ .8 shows that Exploratory Factor Analysis (EFA) with Principal Component Method (PCM) and Varimax rotation was implemented to obtain uncorrelated items of the research tool. It includes 31 items (1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22, 23, 24, 25, 26, 27, 28,29,30 and 31), moreover, the frequency analysis of this factor demonstrate that 87.8% alumni availed numerous learning opportunities that met their needs, 83.9% alumni received the same encouragement from the teachers as other students did, 81.4% alumni observed that rules were equally applicable to all during studying 80.8% alumni got opportunities to learn about cultural differences and 91.1% alumni learnt disciplines during studying at their college. It is clear from data shows that 87.8% alumni strived to meet the high expectations set by the teachers. It is clear from data shows that 84.7% alumni were given various tasks with activities that were challenging for them, 88.9% teachers always helped them when they had trouble with the work.

96 The data shows that 77.2% alumni agreed that opportunities for promoting co- curricular activities were provided to all students. 81% alumni agreed that the environment enabled them to develop critical thinking abilities, 91.1% alumni cooperated with other students in various learning activities, 86.9% alumni demonstrated positive learning attitude in classroom, 75.3% alumni learnt without fear of negative feedback and 83.9% alumni agreed that the environment assisted them to accomplish various tasks. Data shows, 85.6% alumni agreed that the environment provided appropriate experience to meet the challenges in their professional life, 84.4% alumni agreed that they availed opportunities to engage in discussion with teachers and other students and 83.3% exposed themselves to real life experiences.

Data shows that 80% alumni learnt art of speaking through persistent efforts of their teachers, 83.9% alumni learnt managerial skills during studies which helped them a lot in their professional life and 82.2% alumni were agreed that effective teaching techniques encouraged them to rethink about their understanding regarding syllabus contents. 84% agreed that they responded positively to teachers‘ feedback which helped them in attaining good grades, 71.1% agreed that the administration implemented the feedback given by the students and parents during interactions. 73.3% alumni received unbiased analysis of their work that developed sense of pride about the system, 80.8% received the feedback given on their work helped them to clarify things they had not fully understood, 88.3% interacted respectively with teachers and peers.

It is clear from data displayed above that 84.7% followed classroom rules to work well with others, 82.8% agreed that the environment helped them to collaborate with other students during students centered activities, 59.4% alumni developed behavioral problems during studying in their college, 57.2% apprised their teachers used advanced technology while teaching for better learning, 51.7% used digital technology frequently for effective collaborative learning. 54.7% used digital technology to collect material and evaluate information for learning. As a whole, 79.7% alumni are satisfied with the learning environment at their respective cadet colleges during their study period. The mean is 3.05 also gives positive aspects.

97 Table 4‎ .9 Frequency, reliability coefficient of Personality Development A + SA DA + SDA Item No. Statement f % f % I was an integral part of the learning environment 32 290 80.6 70 19.4 during my studies 33 I liked to have a lot of people around me 229 63.6 131 36.4 34 I talked to a lot of different people at various events 232 64.4 128 35.6 I was passive while participating in different 35 205 56.9 155 43.1 activities If necessary, I willingly manipulated people for 36 234 65.0 126 35.0 what I wanted 37 I sympathized with others' feelings 301 83.6 59 16.4 38 I was interested in others' problems 253 70.3 107 29.7 39 I felt others' emotions 307 85.3 53 14.7 40 I tried to be courteous to everyone whom I met 293 81.4 67 18.6 41 I would go my own way rather be a leader of others 257 71.4 103 28.6 42 I accomplished routine tasks right away 296 82.2 64 17.8 43 I often put things back in their proper places 275 76.4 85 23.6 44 I obeyed orders of my teachers 294 81.7 66 18.3 45 I used to make a mess of things 188 52.2 172 47.8 I often sought someone's help in solving my 46 249 69.2 111 30.8 problems 47 I had frequent mood swings 206 57.2 154 42.8 48 I was relaxed most of the time 197 54.7 163 45.3 49 I used to get upset easily 160 44.4 200 55.6 When I was under great deal of stress, sometimes I 50 177 49.2 183 50.8 felt like I was going into pieces 51 I was hard headed in my attitude 196 54.4 164 45.6 52 I had a lot of intellectual curiosity 256 71.1 104 28.9 53 I often had trouble in making sense of things 147 40.8 213 59.2 54 I had difficulty in understanding abstract ideas 155 43.1 205 56.9 55 I did not have good imagination power 119 33.1 241 66.9 56 I often felt inferior to others 130 36.1 230 63.9 Average 5646 62.7 3354 37.3

Table4‎ .9 revealed that Exploratory Factor Analysis (EFA) with Principal Component Method (PCM) and Varimax rotation was conducted for alumni questionnaires to extract the uncorrelated items of the research instrument. It includes 25 items (32,33,34, 35, 36,37,38,39,40,41,42,43,44, 45,46, 47, 48, 49,50,51,52,53,54,55 and 56), moreover, the frequency analysis of this factor demonstrate that 80.6% alumni was an integral part of the learning environment during their studies, 63.6% alumni liked to have a lot of people around them, 64.4% alumni talked to a lot of different people at various events and 35.6% disagreed

98 about the statement. Data shows that 56.9% alumni were passive while participating in different activities and 43.1% disagreed with the statement that they were passive while participating in different activities, 65% willingly manipulated people for what they wanted, 83.6% alumni sympathized with others‘ feelings and 70.3% alumni were interested in others‘ problems.

It is clear from the data displayed that 85.3% alumni felt others‘ emotions, 81.4% tried to be courteous to everyone whom they met, 71.4% would go their own way rather be a leader of others, 82.2% accomplished routine tasks right away, 76.4% alumni often put things back in their proper places, 81.7 % alumni obeyed orders of their teachers, 52.2% alumni used to make a mess of things and 47.8% disagreed with the statement. 69% often sought someone‘s help in solving their problems. 57% had frequent mood swings, 54.7% were relaxed most of the time and 55.6% were not used to get upset easily and 44.4% agreed with the statement.

It is clear from the data display that 50.8% alumni disagreed with the statement that when they were in distress sometimes, they felt like they were getting into pieces and 49.2% agreed with the statement. 54.4% were hard headed in their attitude. 71.1% had a lot of intellectual curiosity, 59.2% alumni disagreed that they often had trouble in making sense of things, 56.9% alumni disagreed that they had difficulty in understanding abstract ideas, 66.9% had good imagination power and 63.9% did not often feel inferior to others. As a whole, 62.7% alumni were satisfied and agreed with personality development at their respective cadet colleges during their study period, and 37.3% were disagreed about the factor. The mean is 2.72 which also gives positive aspects.

99 Table 4‎ .10 Frequency, reliability coefficient of life success Item A + SA DA + SDA Statement No. f % f % 57 I get others to do what I want 167 46.4 193 53.6 58 I have a job that pays me more than my peers earn 199 55.3 161 44.7 59 I have people who work for me 207 57.5 153 42.5 60 I have high income 202 56.1 158 43.9 61 I have public recognition 240 66.7 120 33.3 62 I have influence over others 235 65.3 125 34.7 63 I am enjoying high status occupation 241 66.9 119 33.1 64 I have money to buy things of my choice 272 75.6 88 24.4 65 I am able to help others 314 87.2 46 12.8 66 I do things that are useful to society 318 88.3 42 11.7 67 I have the opportunities to contribute in society 292 81.1 68 18.9 68 I have resources to help others 286 79.4 74 20.6 69 I am able to make difference between right and wrong 321 89.2 39 10.8 70 I help others to achieve their goals 313 86.9 47 13.1 71 I have a happy married life 248 68.9 112 31.1 72 I am a good parent 234 65.0 126 35.0 73 I have been rewarded of my efforts 243 67.5 117 32.5 74 I am upbringing my children to be independent adults 222 61.7 138 38.3 75 I have children who are successful in their lives 228 63.3 132 36.7 76 I have a stable married life 246 68.3 114 31.7 77 I am able to provide quality education to my children 264 73.3 96 26.7 78 I have inner peace and contentment 299 83.1 61 16.9 79 I enjoy my non work activities 277 76.9 83 23.1 80 I have a sense of personal worth 322 89.4 38 10.6 81 I am able to handle difficult situations 317 88.1 43 11.9 82 I am happy with my private life 313 86.9 47 13.1 83 I have personal satisfaction 305 84.7 55 15.3 84 I have self-respect 330 91.7 30 8.3 85 I have personal happiness 303 84.2 57 15.8 86 I am happy with my career / profession 303 84.2 57 15.8 87 I am committed to my organization 308 85.6 52 14.4 88 I am accepted at work 312 86.7 48 13.3 89 I am getting good performance evaluations 302 83.9 58 16.1 90 I am satisfied with my job 271 75.3 89 24.7 91 I have confidence of my bosses 285 79.2 75 20.8 92 I have economic security 231 64.2 129 35.8 93 I have good job benefits 233 64.7 127 35.3 94 I have long-term job security 228 63.3 132 36.7 95 I am earning regular salary increments 280 77.8 80 22.2 96 I am improving well-being of the workforce 292 81.1 68 18.9 Average 10803 75 3597 25

Table 4‎ .10 shows that Exploratory Factor Analysis (EFA) with Principal Component Method (PCM) and Varimax rotation was conducted for alumni survey forms to extract the uncorrelated items of the research instrument. It includes 40 items (57, 58, 59, 60, 61,62,63, 64, 65, 66, 67, 68,69,70,71,72,73,74,75,76,77,78,79, 80,81,82, 83,84, 85, 86, 87, 88, 89, 90,

100 91, 92,93,94,95 and96 ), moreover, the frequency analysis of this factor demonstrate that 53.6% alumni disagreed that they got others to do what they wanted and 46.4% agreed about the statement, 55.3% had a job that pays them more than their peers earn, 57.5% had people who worked for them. 56% had high income, 66.7% had public recognition, 65.3% had influence over others, 66.9% were enjoying a high-status occupation and 75.6% had enough money to buy things of their own choice.

It is clear from data display that 87.2% were able to help others, 88.3% alumni did things that were useful to society, 81.1% had the opportunities to contribute in society, 79.4% had resources to help others, 89.2% were able to make difference between right and wrong, 86.9% alumni helped others to achieve their goals, 68.9% had a happy married life, 65% were a good parents, 67.5% had been rewarded of their efforts, 61.7% were upbringing their children to be independent adults, 63.3% had children who are successful in their lives, 68.3% had a stable married life, 73.3% were able to provide quality education to their children, 83.1% had inner peace and contentment, 76.9% enjoyed their non-work activities, 89.4% had a sense of personal worth, 88.1% were able to handle difficult situations, 86.9% were happy with their private life, 84.7% had personal satisfaction, 91.7% had self-respect, 84.2% had personal happiness and 84.2% were happy with their career or profession.

The data shows that 85.6% were committed to their organization, 86.7% were accepted at work, 83.9% were getting good performance evaluations, 75.3% were satisfied with their job, 79.2% had confidence of their bosses, 64.2% alumni had economic security, 64.7% had good job benefits, 63.3% had long term job security, 77.8% were earning regular salary increments and 81.1% were committed in improving well-being of the workforce. As a whole, 75% alumni were satisfied and agreed with life success. The mean is 2.90 represents the positive aspects.

101 4.2 Confirmatory Factor Analysis Table 4‎ .11 Eigen Value Variables Eigen value Learning Environment 1.768 Life Success 1.734 Personality Development 1.687

Table 4‎ .11 as per the results of above-mentioned table, all of the variables are accepted for this study, as the values of all the variables are above 1.

4.2.1 Impact Analysis of Demographic Variables An ANOVA test is a method to catch on if survey or testing results are noteworthy. In other words, it helps to make out if needed to discard the null hypothesis or agree the alternate hypothesis.

Table 4‎ .12 One way ANOVA effect of age on learning environment Sum of Squares df Mean Square F Sig.

Between Groups 446.719 4 111.680 Within Groups 46060.278 355 129.747 .861 .488 Total 46506.997 359

Table 4‎ .12 shows the effect of age on learning environment. Learning environment is not significantly different F(4, 359) = .861, p < .488) with age among alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .13 One way ANOVA effect of age on personality development Sum of Squares df Mean Square F Sig. Between Groups 346.343 4 86.586 1.296 .271 Within Groups 23714.187 355 66.801

Total 24060.531 359

Table 4‎ .13 shows the effect of age on personality development. Personality development is not significantly different F(4, 359) = 1.296, p < .271) with age among

102 alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .14 One way ANOVA effect of age on life success Sum of Df Mean F Sig. Squares Square Between Groups 5114.877 4 1278.719 4.705 .001 Within Groups 96475.787 355 271.763

Total 101590.664 359

Table 4‎ .14 shows the effect of age on life success. Life success is significantly different F(4,359) = 4.705, p < .001) with age among alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups. Moreover, the value of F-stat is highly significant which shows the model fitness for the given model.

Table 4‎ .15 Multiple Comparison Tukey’s HSD (I) Age (J) Age Mean Difference (I-J) Sig. 20-30 Above 60 10.793* .026 31-40 Above 60 16.513* .001 Above 60 20-30 -10.793* .026 31-40 -16.513* .001

Table 4‎ .15 shows the effect of age on life success. The age of alumni 20-30 years is significantly different from the alumni of above 60 years with mean difference 10.793. Age of alumni 31-40 years is significantly different from above 60 years with mean difference 16.513. Age of alumni above 60 years is significantly different from 20-30 years and 31-40 years with mean difference -10.793 and -16.513.

Table 4‎ .16 One way ANOVA effect of occupation on learning environment Sum of Df Mean F Sig. Squares Square Between Groups 1458.810 7 208.401 1.628 .126 Within Groups 45048.187 352 127.978

Total 46506.997 359

Table 4‎ .16 shows the effect of occupation on learning environment. Learning environment is not significantly different F(7, 359) = 1.628, p < .126) with occupation

103 among alumni. Degree of freedom is between 7 and 359, and results shows that groups views are different with each other.

Table 4‎ .17 One way ANOVA effect of occupation on personality development Sum of Df Mean F Sig. Squares Square Between Groups 1260.358 7 180.051 2.780 .008 Within Groups 22800.173 352 64.773

Total 24060.531 359

Table 4‎ .17 shows the effect of occupation on personality development. The personality development is significantly different F(7, 359) = 2.780, p <.008) with occupation among alumni. Degree of freedom is between 7 and 3.59, and results shows that groups views are different with each other.

Table 4‎ .18 One way ANOVA effect of occupation on life success Sum of Df Mean F Sig. Squares Square Between Groups 15495.058 7 2213.580 9.050 .000 Within Groups 86095.606 352 244.590

Total 101590.664 359

Table 4‎ .18 shows the effect of occupation on life success. The life success is significantly different F(7, 359) = 9.050, p <.000) with occupation among alumni. Degree of freedom is between 7 and 359, and sig value pointed towards strong variances within groups and between groups.

Table 4‎ .19 Multiple Comparison Tukey’s HSD (I) Occupation (J) Occupation Mean Difference (I-J) Sig. Armed Forces Any Other 15.910* .000 Doctor Any Other 13.765* .024 Teacher Armed Forces -10.276* .009 Any Other Armed Forces -15.910* .000 Doctor -13.765* .024

Table 4‎ .19 shows that occupation of armed forces is significantly different from any other occupation with mean difference 15.910, doctor occupation is significantly different

104 from any other occupation with mean difference 13.765, teachers occupation is significantly different from armed forces with mean difference -10.276 and any other occupation is significantly from armed forces and doctor occupation with mean difference -15.910 and - 13.765.

Table 4‎ .20 One way ANOVA effect of number of children on learning environment Sum of Df Mean F Sig. Squares Square Between Groups 796.739 5 159.348 1.234 .293 Within Groups 45710.259 354 129.125

Total 46506.997 359

Table 4‎ .20 shows the effect of children on learning environment. The learning environment is not significantly different F(5, 359) = 1.234, p < .293) with number of children among alumni. Degree of freedom is between 5 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .21 One way ANOVA effect of number of children on personality development Sum of Df Mean Square F Sig. Squares Between Groups 187.828 5 37.566 .557 .733 Within Groups 23872.703 354 67.437

Total 24060.531 359

Table 4‎ .21 shows the effect of children on personality development. The personality development is not significantly different F(5, 359) = .557, p < .733) with number of children among alumni. Degree of freedom is between 5 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .22 One way ANOVA effect of number of children on life success Sum of Df Mean Square F Sig. Squares Between Groups 6283.156 5 1256.631 4.667 .000 Within Groups 95307.508 354 269.230

Total 101590.664 359

Table 4‎ .22 shows the effect of number of children on life success. The life success is significantly different F(5, 359) = 4.667, p <.000) with number of children among alumni.

105 Degree of freedom is between 5 and 359, and sig value pointed towards strong variances within groups and between groups.

Table 4‎ .23 Multiple Comparison Tukey’s HSD (I) Children (J) Children Mean Difference (I-J) Sig. No Child 1 -11.510* .001 1 No Child 11.510* .001 4 16.086* .005 More than 4 14.502* .022 4 1 -16.086* .005 More than 4 1 -14.502* .022

Table 4‎ .23 shows that number of children of alumni are significantly different from 1 number of children with mean difference -11.510, number of children 1 are significantly different from no children, 4 children and more than 4 with mean difference is 11.510, 16.086 and 14.502, number of 4 children are significantly different from 1 number of child with mean difference -16.086 and more than 4 children are significantly different from 1 number of children with mean difference -14.502.

Table 4‎ .24 One way ANOVA effect of last examination on learning environment Sum of Df Mean F Sig. Squares Square Between Groups 1016.086 4 254.021 1.982 .097 Within Groups 45490.911 355 128.143

Total 46506.997 359 Table4‎ .24 shows the effect of last examination during studying at cadet colleges on learning environment. The learning environment is not significantly different F(4, 359) = 1.982, p < .097) with last examination among alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups.

106 Table 4‎ .25 One way ANOVA effect of last examination on personality development Sum of Df Mean F Sig. Squares Square Between Groups 261.403 4 65.351 .975 .421 Within Groups 23799.128 355 67.040

Total 24060.531 359 Table 4‎ .25 shows the effect of last examination during studying at cadet colleges on personality development. The personality development is not significantly different F(4, 359) = .975, p < .421) with last examination among alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .26 One way ANOVA effect of last examination on life success Sum of Df Mean F Sig. Squares Square Between Groups 2400.605 4 600.151 2.148 .074 Within Groups 99190.059 355 279.409

Total 101590.664 359

Table 4‎ .26 shows the effect of last examination during studying at cadet colleges on life success. The life success is not significantly different F(4, 359) = 2.148, p < .074) with last examination among alumni. Degree of freedom is between 4 and 359, and sig value revealed no variance within groups and between groups.

Table 4‎ .27 Location-wise comparison of learning environment Locality N Mean Std. Deviation t-value p-value Urban 198 93.88 11.304 -1.243 .215 Rural 162 95.38 11.458

Table 4‎ .27 shows that there is no significant difference between the mean score of urban (M=93.88, SD = 11.304) and rural (M = 95.38, SD = 11.458) alumni. The significant value is greater than .05 which shows that the difference is no significant and both localities have almost same views regarding learning environment t(360) = -1.243, Sig = .215.

107 Table 4‎ .28 Location-wise comparison of personality development Locality N Mean Std. Deviation t-value p-value Urban 198 68.06 7.929 .050 .960 Rural 162 68.01 8.516

Table 4‎ .28 shows that there is no significant difference between the mean score of urban (M=68.06, SD = 7.929) and rural (M = 68.01, SD = 8.516) alumni. The significant value is greater than .05 which shows that the difference is no significant and both localities have almost same views regarding personality development t(360) = .050, Sig = .960.

Table 4‎ .29 Location-wise comparison of life success Locality N Mean Std. Deviation t-value p-value Urban 198 117.55 16.602 1.587 .113 Rural 162 114.73 17.009

Table 4‎ .29 shows that there is no significant difference between the mean score of urban (M=117.55, SD = 16.602) and rural (M = 114.73, SD = 17.009) alumni. The significant value is greater than .05 which shows that the difference is no significant and both localities have almost same views regarding life success t(360) = 1.587, Sig = .113.

Table 4‎ .30 Type of institution-wise comparison of learning environment Type of institution N Mean Std. Deviation t-value p-value Boarding 321 94.90 11.358 1.666 .097 Non Boarding 39 91.69 11.321

Table 4‎ .30 shows that there is no significant difference between the mean score of boarding (M=94.90, SD = 11.358) and non-boarding (M = 91.69, SD = 11.321) alumni. The significant value is greater than .05 which shows that the difference is no significant and both type of institution have almost same views regarding learning environment t(360) = 1.666, Sig = .097.

108 Table 4‎ .31 Type of institution-wise comparison of personality development Type of institution N Mean Std. Deviation t-value p-value Boarding 321 68.07 8.123 .195 .846 Non Boarding 39 67.79 8.802

Table 4‎ .31 shows that there is no significant difference between the mean score of boarding (M=68.07, SD = 8.123) and non-boarding (M = 67.79, SD = 8.802) alumni. The significant value is greater than .05 which shows that the difference is no significant and both type of institution have almost same views regarding personality development t(360) = .195, Sig = .846.

Table 4‎ .32 Type of institution-wise comparison of life success Type of institution N Mean Std. Deviation t-value p-value Boarding 321 116.56 16.450 .906 .365 Non Boarding 39 113.97 19.710

Table 4‎ .32 shows that there is no significant difference between the mean score of boarding (M=116.56, SD = 16.450) and non-boarding (M = 113.97, SD = 19.710) alumni. The significant value is greater than .05 which shows that the difference is no significant and both type of institution have almost same views regarding life success t(360) = .906, Sig = .365.

Table 4‎ .33 One way ANOVA effect of institutions on learning environment Sum of Df Mean F Sig. Squares Square Between Groups 7708.064 23 335.133 2.902 .000 Within Groups 38798.933 336 115.473

Total 46506.997 359

Table 4‎ .33 shows the effect of institutions on learning environment. The learning environment is significantly different F(23, 359) = 2.902, p <.000) with institutions among alumni. Degree of freedom is between 23 and 359, and sig value pointed towards strong variances within groups and between groups.

109 Table 4‎ .34 One way ANOVA effect of institutions on personality development Sum of Df Mean F Sig. Squares Square Between Groups 4301.731 23 187.032 3.180 .000 Within Groups 19758.800 336 58.806

Total 24060.531 359

Table 4‎ .34 shows the effect of institutions on personality development. The personality development is significantly different F(23, 359) = 3.180, p <.000) with institutions among alumni. Degree of freedom is between 23 and 359, and sig value pointed towards strong variances within groups and between groups.

Table 4‎ .35 One way ANOVA effect of institutions on life success Sum of Df Mean F Sig. Squares Square Between Groups 21321.064 23 927.003 3.880 .000 Within Groups 80269.600 336 238.898

Total 101590.664 359

Table 4‎ .35 shows the effect of institutions on life success. The life success is significantly different F(23, 359) = 3.880, p <.000) with institutions among alumni. Degree of freedom is between 23 and 359, and sig value pointed towards strong variances within groups and between groups.

4.2.2 Correlation Analysis The Correlation is a factual instrument used to quantify the connection between two factors at least, for example how much the factors are related with one another, to what an extent that the adjustment in one is joined by the adjustment in another (Wright, 1921). Correlation was applied on the stipulated data and from the results, it is evitable that all the values are within the specified range and highly significant. There is a positively significant correlation exist among personality development and learning environment, as well as between personality development and life success.

110 Table 4‎ .36 Correlation analysis Learning Personality Variables Life Success Environment Development Learning Environment 1 .376** .380** .000 .000 Personality .317** Development .000 Life Success 1

Table 4‎ .36 shows that there is a very strong correlation exist among learning environment and personality development as well as between learning environment and life success.

4.2.3 Regression Analysis Regression analysis is an incredible factual technique that looks at the connection between variables at least. It is a technique that distinguishes of weightage of variables in the study (Seber & Lee, 2012). It further highlights which factors matter most, which variables can be overlooked, and how these components impact one another.

Table 4‎ .37 Regression analysis of learning environment effect on personality development Model 1 B Std Error t R2 Adj R2 F Stat sig .339 .053 6.439 .356 .581 41.465 .000

Table 4‎ .37 shows the results of linear regression analysis. As per the results of summary of model 1, the value of adjusted R-square is 0.581, which shows that 58.1% variation in learning environment brings incremental change in personality development. According to the results of ANOVA, F-stat is 41.465 and it is highly significant at .000 (99% Confidence Interval), which means that model is totally fit as per the requirements of the study.

According to the results of coefficient, the ―learning environment‖ is highly significant at 0.000 with positive beta coefficient of 0.339 which shows that one-unit change in learning environment may change 0.339 units in personality development.

111 Table 4‎ .38 Regression Analysis of Learning Environment effect on Life Success Model 2 B Std Error T R2 Adj R2 F Stat Sig .435 .063 6.868 .377 .621 47.175 .000

Table 4‎ .38 shows the results of regression analysis. As per the results of summary of model 2, the value of adjusted R-square is .621, which shows that 62.1% variation in learning environment brings incremental charge in life success. According to the results of ANOVA, F-stat is 47.175 and it is highly significant at .000 (99% Confidence Interval), which means that model is totally fit as per the requirements of the study.

According the results of coefficient, the ―Learning Environment‖ is highly significant at 0.000 with positive beta coefficient of 0.435 which shows that one-unit change in learning environment may change 0.435 units in life success.

112 4.3 Data Analysis for Principals 4.3.1 Demographic Analysis for Principals The data shows about the interview protocol tool which consists of 9 demographic information such as age (in years), religion, qualification, professional qualification, teaching experience (in years), administrative experience (in years), marital status, number of children and locality. Detail is explained in following tables and graphs:

Table 4‎ .39 Age wise distribution of principals Age (in years) Frequency Percent 31-40 1 8.3 41-50 9 75.0 51-60 2 16.7 Total 12 100.0

Age of principals 80 70 60 50 40 30 20 10 0 31-40 41-50 51-60

Graph 4‎ .7 Age wise distribution of the principals

Table 4‎ .39 and Graph 4.7 represent the age wise distribution of the principals. According to the results, 75.0% of the principals were from 41-50 age group, 8.3% of the

113 principals were from 31-40 age group and 16.7% of the principals were those whose age were 51-60 years.

Table 4‎ .40 Religion wise distribution of principals Religion Frequency Percent Muslim 10 83.3 Christian 2 16.7 Total 12 100.0

Religion of principals 90

80

70

60

50

40

30

20

10

0 Muslim Christian

Graph 4‎ .8 Religion wise distribution of principals

Table 4‎ .40 and Graph 4.8 shows data about frequency and percentage of religion of the principals. In this table, the received data was distributed into Muslim, Christian, Hindu and other religions categories. In the Muslim religion category, there were 10 respondents who were 83.3% of total 12 principals and in the Christian religion category, there were 2 principals who were 16.7% of the total number of respondents.

114 Table 4‎ .41 Qualification wise distribution of principals Qualification Frequency Percent Masters 3 25.0 M. Phil 7 58.3 PhD 2 16.7 Total 12 100.0

Qualification of principals 70

60

50

40

30

20

10

0 Masters M.Phil PhD

Graph 4‎ .9 Qualification wise distribution of principals

Table 4‎ .41 and graph 4.9 illustrate data about frequency and percentage of qualification of the principals. The collected data was divided into three sub-categories i.e. Masters, M.Phil and PhD. In the first sub-category, 3 principals headmasters degree which were 25.0% of the total population. In the second sub-category, 7 principals which were 58.3% of the total population had M.Phil qualification. In the last sub-category, 2 principals had Ph.D degree and this was 16.7% of the total population.

115 Table 4‎ .42 Professional qualification wise distribution of principals Professional Qualification Frequency Percent B.Ed 1 8.3 M.Ed 5 41.7 MS. Ed 6 50.0 Total 12 100.0

Professional qualification 60

50

40

30

20

10

0 B.Ed M.Ed MS. Ed

Graph 4‎ .10 Professional qualification wise distribution of principals

Table 4‎ .42 and graph 4.10 show data about frequency and percentage of professional qualification of the principals. In this category, the collected data was divided into three sub- categories i.e. B.Ed, M.Ed and MS. Ed. In the first sub-category, 1 principals had B.Ed degree which was 8.3% of the total population. In the 2nd sub-category, 5principals had M. Ed degree which was 41.7% of the total population. In the last sub-category 6 principals had MS.Ed qualification and this was 50.0% of the total population.

116 Table 4‎ .43 Teaching experience wise distribution of principals Teaching experience (in years) Frequency Percent 6—10 1 8.3 11—15 5 41.7 16—20 4 33.3 21—25 1 8.3 More than 25 1 8.3 Total 12 100.0

Teaching experience 45 40 35 30 25 20 15 10 5 0 6--10 11--15 16--20 21--25 More than 25

Graph 4‎ .11 Teaching experience wise distribution of principals

Table 4‎ .43 and graph 4.11 postulates the teaching experience wise distribution of principals. In this section, the population was divided into five distinct categories i.e. from 6-10 years, 11-15 years, 16-20 years, 21-25 years and more than 25 years above teaching experience. In the first category, only 1 principal had 6-10 years teaching experience which was 8.3% of the total population. In the second category, 5 principals had 11-15 years teaching experience which was 41.7% of the total population. In the third category 4 principals had 21-25 years teaching experience which was 33.3% of total population. In the

117 last category, 1 principal had more than 25 years teaching experience which was 8.3% of the total population.

Table 4‎ .44 Administrative experience wise distribution of principals Administrative experience (in Frequency Percent years) 1—5 5 41.7 6—10 4 33.3 11—15 2 16.7 16—20 1 8.3 Total 12 100.0

Administrative Experience 45

40

35

30

25

20

15

10

5

0 1--5 6--10 11--15 16--20

Graph 4‎ .12 Administrative experience wise distribution of principals

Table 4‎ .44 and Graph 4.12 show the administrative experience of worthy principals in term of frequency and percentage. In this regards, the total population was divided into four different categories i.e. from 1-5 years, 6-10 years, 11-15 years and 16-20 years above administrative experience. In the first category 5principals had 1-5 years administrative experience which was 41.7% of the total population. In the second category 4 principals had 6-10 years administrative experience which was33.3% of the total population. In the third

118 category 2 principals had 11-15 years administrative experience which was16.7% of the total population. In the last category,1principal had 16-20 years administrative experience which was8.3% of the total population

Table 4‎ .45 Marital status wise distribution of principals Marital Status Frequency Percent Married 10 83.3 Unmarried 2 16.7 Total 12 100.0

Marital Status 90

80

70

60

50

40

30

20

10

0 Married Unmarried

Graph 4‎ .13 Marital status wise distribution of principals

Table 4‎ .45 and Graph 4.13 represent the marital status wise distribution of the principals. According to the results 83.3% of the principals were married and 16.7% of the principals were unmarried.

119 Table 4‎ .46 Number of children of the principals Number of Children Frequency Percent No Children 2 16.7 1—2 4 33.3 3—4 6 50.0 5—6 0 0 More than 6 0 0 Total 12 100.0

Number of children 60

50

40

30 Percent

20

10

0 1--2 3--4 5--6 More than 6

Graph 4‎ .14 Number of children of the principals

Table 4‎ .46 and Graph 4.14 show the number of children of the principals. According to the results,16.7% of the respondents had no child. 50% of the principals had 3-4 children, whereas 33.3% principals had 1-2 children.

120 Table 4‎ .47 Locality wise distribution of the principals Locality Frequency Percent Urban 7 58.3 Rural 5 41.7 Total 12 100.0

Locality wise distribution of principals 70

60

50

40

30

20

10

0 Urban Rural Percent

Graph 4‎ .15 Locality wise distribution of principals

Table 4‎ .47 and Graph 4.15 represent the locality wise distribution of the principals. According to results, 58.3% of the principals were from urban areas and 41.7% of the principals were from rural areas.

121 4.3.2 Qualitative Data Analysis Qualitative data analysis is a vigorous part of all qualitative research. Each research starts off with the assortment of worthy material. The collected material is then systematized and evaluated to lure conclusions on the theme of the research. This method of forming and evaluating the material collected through research is what is usually recognized as data analysis in the world of research. Qualitative data refers to non-numeric data such as: discussion records, minutes, filmed and audio soundtracks, pictures and typescript papers (Sutton & Austin 2015).

Qualitative data is often presented in the informant‘s own words (Creswell, 2003; Patton, 1987). NVivo software data analysis is mostly used for qualitative data analysis tool by the professionals as well as academicians. It is used for different kinds of projects. This research tool is specifically used for the subjective data analysis and deals with important inquiries, investigations and field work (Howitt & Cramer, 2007). Theme based results are the most generally utilized technique, among a wide scope of subjective information investigation approaches for distinguishing, depicting and translating topics to offer 'thick portrayal' (Braun & Clarke, 2006). NVivo12.0 programming has been used in this study for subjective investigation, thus considered to add meticulousness to the results (Welsh, 2002).

The researcher personally interviewed the principals of 12 cadet colleges and saved the collected data in interview form. For qualitative data analysis NVivo 12; a Microsoft word file was developed for each respondent and exported them in NVivo-12 software. The researcher saved the collected interview data of twelve principals in the form of questionnaire. The data was transformed into excel files by each respondent‘s name. For qualitative data analysis; these word files were exported in NVivo 12 software for the arrangement and analysis of interview data. Word Frequency query and text search query were used for thematic analysis of qualitative data. These queries results were saved in shape of summary, word cloud and tree map. Detailed analysis of the semi structured interview through NVivo software is as under:

122 4.3.1 Qualitative Data Analysis for Interview Questions

Nvivo software data analysis tool has been used to analyze the interview of worthy principals of twelve cadet colleges of Pakistan. The researcher prepared seventeen questions keeping in view the objectives of this study. After a lot of efforts, the researcher got access to the worthy principals for the interview. After analysis, numerous themes were emerged. Detail is given below:

4.3.2 Learning Environment The interview was conducted from the twelve worthy principals of cadet colleges. Almost all of them were very much conversant with the learning environment of cadet colleges. They very candidly responded to the questions and also apprised about the college premises and existing infrastructures which included building, classroom, sports grounds, allied facilities and surroundings. They also told us about the competency of teachers and their teaching skills which help the students in attaining good grades as well as helping in their professional life. The cadet colleges are having a lot of facilities which help the students in getting the best learning environment. These colleges are excellent in all aspects due to which their performance is much better than other government and private colleges. Proper curricular and co-curricular activities are carried out regularly while focusing on students‘ overall personality grooming and growth. Principals, teachers, and parents collectively contribute in creating conducive learning environment. It has been observed that principal role is quite crucial and demanding for which they are striving hard to attain the excellent atmosphere as well as results.

123

Figure 4‎ .1 Word Cloud

Figure 4‎ .2 Word Tree Map

Above figures are related to the understanding of various aspects of learning environment of cadet colleges in Pakistan. These pictures represent the results of word cloud and tree map. The sub-themes are abstracted from questions 1 (meaning of learning environment), 2 (role of Principal and other members in maintaining and creating learning

124 environment), 3 (factors in conductive learning environment), 9 (existing environment in college for learning environment) and 16 (current system‘s efficiency towards learning) fall in the category of learning environment. The themes that were close similarities or comparison in coding were kept apart. The concept of learning is related with the terms: principal, teachers, family, efficient factors - facilities, current environment and current system. Learning environment refers to learning at the campus which includes all the physical, social, psychological and educational activities. It is a wholesome package which provides an enabling environment in both educational and physical activities. Learning environment is basically constituted by teachers and it involves both classroom as well as extracurricular activities. Learning process is both for the teachers and the students. It is a process which requires particular behavior and attitude.

4.3.3 Personality Development Personality is the combination of various qualities in human beings. Balance personality is associated with individual who is physical, psychologically and socially fit. Cadet colleges are grooming the students with all round development of personality. Academics and supports are held side by side with special emphasis on personality growth and nourishment. Public speaking and debates are the routine culture of cadet colleges. Discipline life is the hall mark of these colleges which bifurcate its distinction with other colleges. Regular inspection is carried out. The students are taught mess manners and certain etiquettes which make the students gentlemen. Various activities are carried out collectively which create sociability. Character building is emphasized. The cadets are exposed to various activities which develop their confidences and improve their communication skills. Overall the colleges are contributing a lot in developing sound personality of the students which vision and sagacity.

125

Figure 4‎ .3 Word Cloud

126

Figure 4‎ .4 Word Tree Map

127 Above figures highlights the various aspects of personality development of cadet colleges Alumni in Pakistan. These pictures show the results of word cloud and tree map. The sub-themes are abstracted from questions 4 (concept of balanced personality), 5 (personality improvement),6 (teachers, principal and parents role in personality development), 7 (role of extra-curricular activities in personality development), 10 (identification of student‘s weak area towards personality development), 12 (role of family in personality development), 13 (differences in personality development of residents of cadet colleges and non-resident students of cadet colleges), 14 (important aspects neglected towards personality development) and 17 (impact of learning environment on personality development). The themes that were close similarities or comparison in coding were kept apart. The concept of personality is related with the terms: balanced personality, personality improvement, teachers, parents, principal, extra-curricular activities, weak areas, family, learning, grooming, development, skills, activities and confidence. The term ―balanced personality‖ is used in word query test and the results show that it is associated with individual who is physically, psychologically and socially fit. Reaction was observed towards social, spiritual, psychological situations and curriculum contribute to gain a balanced personality. Person who actively participates in classroom and co-curricular activities can be regarded as a balanced personality. Students with mature nature, practical approach, abide the rules and laws imposed by the institution are regarded as efficient individuals.

4.3.4 Life Success During interview, the principals told about the contribution being made for the cadets who successfully compete in their lives. Life success is generally denoted to those people who are socially, economically and individually lead superior life than others. It is observed that the alumni of cadet colleges join elite profession after successfully leaving the cadet colleges. Their personality is groomed so well during the academic years in college that they excel in their lives. The principals also told about the alumni who are occupying higher status in the country including armed forces and other elite professions. The alumni of cadet colleges are contributing a lot in the society. Learning environment of cadet colleges definitely helps in getting better grades and ultimately leads them to be a successful person in their lives.

128

Figure 4‎ .5 Word Cloud

Figure 4‎ .6 Word Tree Map

129 Above figures highlights the various aspects of life success of cadet colleges Alumni in Pakistan. These pictures show the results of word cloud and tree map. The sub-themes are abstracted from questions 8 (current curriculum for leading a successful life), 11 (role of learning environment in life success of the students) and 15 (role of learning environment and personality development in life success of the students). The themes that were close similarities or comparison in coding were kept apart. The concept of life is related with the terms: current curriculum, learning, personality, students, environment, colleges, challenges, communication, satisfaction, training, needs, skills, stress, mission and excellence. Life success is a subject phenomenon and various interpretations can be drawn in this regard. Life success is considered in terms of social status and practical life. According to above mentioned pictures, successful life is comprised of multiple factors which are difficult to measure; however, best professionals, social status, wealth, contribution in the society, family relationship, self-satisfaction, personal fulfillment, professional growth and fulfillment are considered a few prominent dimensions of life success. Learning environment is a crucial factor in developing students professionally specially in residential institutes which state that learning environment of institution contributes in professional life of students by providing a sound academic background, personality grooming, moral values and confidence building among the students.

130 4.3.5 Impact of Learning Environment on Personality Development of Alumni

Figure 4‎ .7 Word Cloud

Figure 4‎ .8 Word Tree Map

131 Above figures highlights the impact of learning environment on personality development of cadet colleges in Pakistan. These pictures show the results of word cloud and tree map. According to the results of word cloud, institutional learning environment provide all out opportunities to the students to attain better grades and also help them in the development of personality and making a successful person in future. Curricular and co- curricular activities train them to learn the art of living towards a better citizen of the country with tremendous educational career. It is helpful to gain the desired growth of the students and make them socially, academically and physically strong that may lead towards strong personality. Additionally, the alumni of cadet colleges are well disciplined and well- groomed which ultimately lead a successful life.

4.3.6 Impact of Learning Environment on Life Success of Alumni

Figure 4‎ .9 World Cloud

132

Figure 4‎ .10 World Tree Map

Above figures highlights the impact of learning environment on life success of cadet colleges in Pakistan. These pictures show the results of word cloud and tree map. Learning environment of institution contributes a lot in the successful professional life of students by providing a sound academic background, personality grooming, inculcating moral values and develop confidence building. They also learn and acquire the desired traits and become useful members of the society. Learning environment is a crucial factor in developing students professionally, which is very important for the successful life of the students. The epitome of cadet colleges is to prepare the students, skillful and well-equipped individuals who would succeed in their practical lives and contribute for the wellbeing of the society.

133 4.3.7 Overall Impact of Learning Environment on Personality Development and Life Success of Alumni

Figure 4‎ .11 World cloud

Figure 4‎ .12 World Tree Map

Above figures highlight the impact of learning environment on personality development and life success of cadet colleges in Pakistan. These pictures show the results

134 of word cloud and tree map. Learning environment leaves long-lasting impression on personality development of the students of the cadet colleges during their academic sessions. They enter into college as a young boy and leave as grown up, confident and successful adult through better reading habits, competing in professional activities, better communication skills and with personal management. Cadet colleges follow the modern tendencies of teaching methodologies that has positive impact over learning environment, personality development and life success of students in Pakistan. The cadet colleges possess conducive learning environment which ultimately groom the students tremendously. Parents, teachers and principals collectively contribute in the grooming of the students which ultimately bring laurels in their lives.

4.3.8 Summary of Qualitative Data Analysis Qualitative data analysis is very much associated with the objectives of this research study. The study has explored various aspects of learning environment, personality development and life success of the students of the cadet colleges in Pakistan. Cadet colleges have better learning environment which has positive impact on the personality development of the students. Multidimensional aspects are catered for in these colleges with experienced and competent faculty members. Latest trends in teaching methodology are used in these colleges. Curricular and co-curricular activities are giving due preference which develop all round personality of the student. Special focus is also given towards spoken skills of the students which definitely help them getting more confidence and clarity in thoughts. Due to better infrastructure, conducive learning environment, qualified faculty, good managerial skills, experienced administration and attaining good grades ultimately help the students to be a successful person in their practical life.

4.4 Analysis of Observations The researcher personally collected observations in the form of ―observation sheet‖ and ―documentary record‖ from twelve sampled cadet colleges during the conduct of semi structured interview of worthy principals. Four-point Likert scale ―Excellent, Good, Satisfactory and Poor‖ was used for data collection. Further details are as under:

135 Table 4‎ .48 Data analysis of observation sheet of Cadet Colleges Excellent Good Satisfactory Poor Sr. No. Trait f % f % f % f % 1 Punctuality 8 66.7 3 25.0 1 8.3 0 0.0 2 Classroom management 7 58.3 3 25.0 2 16.7 0 0.0 3 Mess mannerism 6 50.0 3 25.0 2 16.7 1 8.3 4 Cleanliness of the area 8 66.7 3 25.0 1 8.3 0 0.0 5 Cleanliness of uniform 9 75.0 3 25.0 0 0.0 0 0.0 6 Confidence 7 58.3 3 25.0 1 8.3 1 8.3 7 General behavior 6 50.0 3 25.0 2 16.7 1 8.3 8 Library reading culture 8 66.7 2 16.7 1 8.3 1 8.3 9 Reading habit of newspaper 7 58.3 3 25.0 2 16.7 0 0.0 10 Dormitory layout in house 8 66.7 3 25.0 1 8.3 0 0.0 11 Prayers in congregation 11 91.7 1 8.3 0 0.0 0 0.0 12 Conduct of speeches in morning assembly 12 100 0 0.0 0 0.0 0 0.0 13 Attendance during Sermon by Khateeb in 10 83.3 2 16.7 0 0.0 0 0.0 mosque 14 Participation in games 12 100 0 0.0 0 0.0 0 0.0 15 General behavior during conducting 8 66.7 2 16.7 2 16.7 0 0.0 group discussion

Table 4‎ .48 represent about the analysis of ―Observation Sheet‖ of sampled cadet colleges. It is clear from the results that 66.7% are excellent in ―punctuality‖, 25% are good and 8.3% are satisfactory. 58.3% are excellent in ―classroom management‖, 25% are good and 16.7% are satisfactory. 50% are excellent in ―mess mannerism‖, 25% are good, 16.7% are satisfactory and 8.3% are poor. 66.7% are excellent in ―cleanliness of the area‖ 75% are excellent in maintaining ―cleanliness of uniform‖, 58.3% are excellent in ―confidence‖, 50% are excellent in ―general behavior‖, 66.7% are excellent in ―library reading culture‖, 58.3% are excellent in the ―reading habit of newspaper‖, 66.7% are excellent in maintaining ―dormitory layout in house‖, 91.7% are excellent in performing ―prayers in congregation‖, 100% are excellent in ―conduct of speeches during morning assembly‖. The data also reveals that 83.3% are excellent in ―attendance during sermon by Khateeb in Mosque‖, 100% are excellent in ―participating in games‖ and 66.7% are excellent in ―general behavior during conducting group discussion‖.

136 Table 4‎ .49 Data analysis of documentary record of cadet colleges Available Not available Sr. No. Nomenclature of Document f % f % 1 Daily Routine Program 10 83.3 2 16.7 2 Forecast of the Year 2018-19 9 75.0 3 25.0 3 Final Board Results of 11th& 12th classes 11 91.7 1 8.3 4 Record of Morning assembly speeches 10 83.3 2 16.7 5 General Knowledge tests schedule 8 66.7 4 33.3 6 Essay writing schedule 9 75.0 3 25.0 7 Story writing schedule 10 83.3 2 16.7 8 Debate / declamation schedule 11 91.7 1 8.3 9 Naat / Qirat Competition Schedule 12 100.0 0 0.0 10 Celebration of National Days record 8 66.7 4 33.3 11 Pakistaniat / Iqbaliat competition record 11 91.7 1 8.3 12 Group Discussion Record 10 83.3 2 16.7 13 Code of Punishment 9 75.0 3 25.0 14 Books in library (in number) 11 91.7 1 8.3 15 Dinner Night schedule 4 33.3 8 66.7 16 Social Night schedule 5 41.7 7 58.3 17 Guest Speakers schedule 11 91.7 1 8.3 18 Weak students / Evening classes schedule 8 66.7 4 33.3 19 Scouting Competition schedule 10 83.3 2 16.7 20 Hiking schedule 11 91.7 1 8.3 21 Record of excursion trips 9 75.0 3 25.0 22 Celebration of Parent‘s Day 8 66.7 4 33.3 23 Personality development Chart 7 58.3 5 41.7 24 Parent Teacher Meeting Record 9 75.0 3 25.0 25 Visitors Record 8 66.7 4 33.3

Table 4‎ .49 represent views of the respondents regarding ―Documentary record for Cadet Colleges‖. The data shows that 83.3% daily routine program record was available, 75% forecast of the year 2018-19 was maintained, 91.7% final board results of first year and second year classes was updated, 83.3% record of morning assembly speeches was available, 66.7% general knowledge tests schedule was well prepared, 75.0% essay knowledge tests schedule was prepared accordingly, 75.0% essay writing schedule was followed properly, 83.3% story writing schedule was followed properly and 91.% debate / declamation schedule was organized regularly. Data reveals that 100% Naat/Qirat competition schedule was held, 66.7% celebration of national day‘s record was available, 91.7% Pakistaniat / Iqbaliat competition record was observed, 83.3% group discussion record was maintained, 75% code of punishment was followed properly, 91.7% books in

137 library (in number) were available, 33.3% dinner night schedule was available and 66.7% was not available.

Data represents that 41.7% social night schedule was available and 58.3% was not available in Cadet colleges, 91.7% guest speakers schedule was available, 66.7% weak students / evening classes schedule was recorded, 83.3% scouting competition schedule was followed properly, 91.7% hiking schedule was maintained, 75% record of excursion trips was present there, 66.7% celebration of parents day was available, 58.3% personality development chart was placed there, 75% parent teacher meeting record was maintained and 66.7% visitors record was available in Cadet Colleges.

4.5 Measurement of Variables In this study, all of the variables were measured based on the extensive review of literature, and various quantitative techniques, such as: reliability, validity, regression, correlation, and factor analysis.

138 CHAPTER 5 5 SUMMARY, FINDINGS, DISCUSSION, CONCLUSION AND RECOMMENDATIONS This chapter postulates summary, findings, discussion, conclusion, and recommendations. The contents of the chapter are the results which were extracted from the procedure of data analysis in the previous chapters. The learning environment of cadet colleges in Pakistan was explored and further dilated upon its impact on personality development and life success of students in earlier chapters. After conducting data analysis and interpretation, the summary, findings of the research, conclusion and recommendations of the study seemed suitable to explain.

5.1 Summary The key rationale of the current study was to investigate the impact of learning environment of cadet colleges on personality development and life success of students. The study was descriptive as well as exploratory in nature and data was gathered through questionnaire, interview guide and observations. The population of this study was comprised of worthy principals, teaching faculty, Intermediate students and alumni of recognized cadet colleges of Pakistan. Convenient and snowball sampling techniques were used for the present study. The sample of study comprised of 500 respondents which were alumni of 24 cadet colleges. Moreover, semi structured interview was conducted of worthy principals of 12 cadet colleges. Observations were also recorded through observation sheet and documentary record. Two questionnaires were prepared; one for alumni and other for the principals‘ interview keeping in view the objectives of the study. Pilot testing was conducted and after that the researcher himself administered research tools and collected data from the respondents. After data collection, the data was analyzed by using SPSS version 21.0. To describe the characteristics of respondents, descriptive statistics, t-test and One Way ANOVA were used. However, to analyze the subjective data, inferential statistics were used. Correlation and regression analysis were used to interpret the respondents‘ questionnaires. The qualitative data was analyzed by using NVivo12.0 software and major themes were extracted by using data reduction techniques. However, observation sheet and documentary

139 record were analyzed using excel sheets. The results show that learning environment is a contributory factor in grooming and developing the personality domains of the students. It also plays an important role towards incremental improvement in life success of the students. There exists a strong positive correlation between learning environment and personality development as well as between learning environment and life success. Also, there is a mutual impact among learning environment, personality development and life success. Resultantly, cadet colleges bring substantial change in their students by providing effective and conducive learning environment.

5.2 Findings Since this research uses mixed method and triangulation design, therefore it is important to draw the findings/results of qualitative and quantitate analysis separately. At the end, the results of both the techniques have been corroborated, compared and co-related with each other in the discussion paragraph.

5.2.1 Quantitative Analysis Findings Following findings have been drawn on the basis of descriptive and inferential data analysis while using SPSS version 21.0: 1. All age groups have been included in the survey. Majority (around 58 percent) belong to 20-30 age brackets while rest (42 percent) consists of other age groups. The combination of these divergent age groups is helpful in assessing the impact of learning environment on life success and personality development within various age groups. In simple words, the survey does not depend on a particular age group. Rather encompasses all the divergent views irrespective of age. 2. Alumni of cadet colleges are more inclined towards armed forces (around 34 percent). Perhaps, one reason could be that cadet colleges have been established to groom the youngsters for armed forces. Besides, 38 percent of the Alumni are attached with medical, engineering, bureaucracy, education, banks and business. While 28 percent are affiliated with other professions. All these professions are considered notable in the society and sometimes equated with the life success with a developed personality.

140 3. Effective learning environment is sometimes gauged through the results. The survey results in this regard show that a majority of 66.4% of the Alumni have secured more than 71% marks in their last exam while studying in the cadet colleges‘ i.e. intermediate level. Securing high marks reflect the efficacy of learning environment in the cadet colleges which thereafter results in personality development leading towards life success. The question regarding profession further justifies this notion. 4. A less difference is found between urban (55%) and rural respondent (45%). The results regarding profession and last exams show that the learning environment in cadet colleges can help both the urban and rural students in personality development as well as life success. 5. There are two types of respondent boarding (89%) and day scholars (11%). The learning environment of cadet colleges involves all-round curricular and co- curricular activities round the clock for boarding students. The combination of such activities helps in grooming of the students that ultimately help them in their life success. 6. Results of descriptive statistics show that the mean of Learning Environment is 3.05 which is very good as it‘s above 3, and the Standard Deviation is 0.367 which is good as it‘s also not high and somehow close to zero. Additionally, the value of skewness for learning environment is -1.062 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is 3.489 which is somehow out of the box, as the range of kurtosis is -2 to 2 but accepted due to large sample size. 7. Mean of Personality Development is 2.72 which is good as it‘s near to 3, and the Standard Deviation is 0.327 which is good as it‘s also not high and somehow close to zero. Additionally, the value of skewness for personality development is .460 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is .784 which is within the range too, as the range of kurtosis is -2 to 2. 8. Mean of Life Success is 2.90 which is good as it‘s near to 3, and the Standard Deviation is 0.420 which is good as it‘s also not high and somehow close to zero. Additionally, the value of skewness for life success is -.350 which is within the range as the range of skewness is -1.96 to 1.96, and the value of kurtosis is .360 which is within the range too, as the range of kurtosis is -2 to 2.

141 9. 80% alumni were satisfied and agreed with the learning environment of cadet colleges. The mean is 3.05 which also give positive aspects. Learning environment is not significantly different F(4, 359) = .861, p < .488) with age among alumni. Learning environment is not significantly different F(7, 359) = 1.628, p < .126) with occupation among alumni. The learning environment is not significantly different F(5, 359) = 1.234, p < .293) with number of children among alumni. The learning environment is not significantly different F(4, 359) = 1.982, p < .097) with percentage secured in last examination during study tenure. There is no significant difference between the mean score of urban (M=93.88, SD = 11.304) and rural (M = 95.38, SD = 11.458) alumni. The significant value is greater than .05 which shows that the difference is not significant and both localities have almost same views regarding learning environment t(360) = -1.243, Sig = .215. There is a no significant difference between the mean score of boarding (M=94.90, SD = 11.358) and non- boarding (M = 91.69, SD = 11.321) alumni. The significant value is greater than .05 which shows that the difference is not significant and both type of boarding and non- boarding students have almost same views regarding learning environment t(360) = 1.666, Sig = .097. The learning environment is significantly different F(23, 359) = 2.902, p <.000) with institutions among alumni. 10. As a whole, 62.7% alumni are satisfied and agreed with the personality development and 37.3% are disagreed during their study tenure at cadet colleges. The mean is 2.72 which give positive aspects. Personality development is not significantly different F(4, 359) = 1.296, p < .271) with age factor among alumni. The personality development is significantly different F(7, 359) = 2.780, p <.008) with occupation among alumni. The personality development is not significantly different F(5, 359) = .557, p < .733) with number of children of alumni. The personality development is not significantly different F(4, 359) = .975, p < .421) with percentage secured in last examination among alumni. There is no significant difference between the mean score of urban (M=68.06, SD = 7.929) and rural (M = 68.01, SD = 8.516) alumni. The significant value is greater than .05 which shows that the difference is not significant and both localities have almost same views regarding personality development t(360) = .050, Sig = .960. There is no significant difference between the

142 mean score of boarding (M=68.07, SD = 8.123) and non-boarding (M = 67.79, SD = 8.802) alumni. The significant value is greater than .05 which shows that the difference is not significant and both type of boarding and non-boarding alumni have almost same views regarding personality development t(360) = .195, Sig = .846. The personality development is significantly different F(23, 359) = 3.180, p <.000) with institutions among alumni. 11. As a whole, 75% alumni are satisfied and agreed with the life success. The mean is 2.90 which gives positive aspects. Life success is significantly different F(4,359) = 4.705, p < .001) with age among alumni. The age of alumni 20-30 years are significantly different from the alumni of above 60 years with mean difference 10.793. Ages of alumni 31-40 years are significantly different from above 60 years with mean difference 16.513. Ages of alumni above 60 years were significantly difference from 20-30 years and 31-40 years with mean difference -10.793 and - 16.513. The life success is significantly different F(7, 359) = 9.050, p <.000) with occupation among alumni. Occupation of armed forces are significantly different from any other occupation with mean difference 15.910, doctor occupation are significantly different from any other occupation with mean difference 13.765, teacher occupation are significantly different from armed forces with mean difference -10.276 and any other occupation are significantly different from armed forces and doctor occupation with mean difference -15.910 and -13.765. The life success is significantly different F(5, 359) = 4.667, p <.000) with number of children among alumni. Number of children of no child are significantly different from 1 number of children with mean difference -11.510, number of children 1 are significantly from no children, 4 children and more than 4 children with mean difference 11.510, 16.086 and 14.502, number of children 4 are significantly different from 1 number of child with mean difference -16.086 and more than 4 children are significantly different from one, number of children with mean difference -14.502. The life success is not significantly different F(4, 359) = 2.148, p < .074) with last examination among alumni. There is a no significant difference between the mean score of urban (M=117.55, SD = 16.602) and rural (M = 114.73, SD = 17.009) alumni. The significant value is greater than .05 which shows that the

143 difference is not significant and both localities have almost same views regarding life success t(360) = 1.587, Sig = .113. There is a no significant difference between the mean score of boarding (M=116.56, SD = 16.450) and non-boarding (M = 113.97, SD = 19.710) alumni. The significant value is greater than .05 which shows that the difference is no significant and both type of institution have almost same views regarding life success t(360) = .906, Sig = .365. Life success is significantly different F(23, 359) = 3.880, p <.000) with institutions among alumni. 12. As per the results of the regression, the coefficient beta (β) is 0.339, which shows that one-unit change in learning environment may change 0.339 units in personality development of the students. Hence, with the improvement in learning environment of the cadet colleges, there is incremental betterment in personality development of the students. Additionally, the hypothesis H1 of this study has also been approved that there is a significant impact of learning environment on personality development of the students. 13. The results of the regression demonstrate that the coefficient beta (β) is 0.435, which shows that one-unit changes in learning environment may change 0.435 units in life success of the students. Hence, with the improvement in learning environment of the cadet colleges, there is incremental betterment in life success prospects of the students. Additionally, the hypothesis H2 of this study has also been approved that there is a significant impact of learning environment on life success of the students. 14. The results of the correlation demonstrate that there is a strongly positive correlation exists among learning environment and personality development, as well as between learning environment and life success of the students. Additionally, the hypothesis H3 of this study has also been approved that there is a significant relationship exist among learning environment and personality development of the students, as well as learning environment and life success of the students.

5.2.2 Qualitative Analysis Findings The study has also explored various aspects of learning environment on the basis of interviews, observations and also identified various aspects on the basis of established literature. For this analysis N-Vivo version 12.0 has been used to ascertain various themes. The findings of thematic analysis in this regard are as under:

144 1. Learning environment is a summation of internal and external conditions and influences that have an impact on individuals‘ learning. Learning environment refers to learning at the campus premises which includes all the physical, social, psychological and educational activities. Learning process involves head of the institution, faculty members, curriculum design and behavior with the students, teaching methodologies, classroom environment, and the support system. 2. Learning environment of institution contributes in professional life of the students by providing a sound academic background, personality grooming, inculcate moral values, develop confidence building and create awareness towards career progression among the students. Persistent learning is acquired which paves the way towards attaining the desired traits, resultantly making them useful and productive citizen of the society. The epitome of such institutions is to prepare the students with practical acumen and guide them to lead a successful life in the time to come. 3. Life success is directly related to institutional learning environment which provides all out opportunities to the cadets to attain better grades and also help them in making a successful person in future. Curricular and co-curricular activities train them to learn the art of living a better citizen of the country with tremendous potential and bright educational career. It is helpful to gain the desired growth in the students and make them socially, academically and physically strong. The alumni of cadet colleges are better professionals and active member of the society. 4. Learning environment of Cadet Colleges provide all round opportunities to the students, steer them towards right path and also influences over personality development and guide them to lead a successful life. It leaves long lasting effect on their personality. They enter into college as young boy and leave as grown up, confident and successful adult through better reading habits, competing in professional activities, developed communication skills and learning art of personal management. 5. Cadet colleges follow the modern tendencies of teaching methodologies that have positive impact over learning tendencies, substantive growth in personality development and shaping the future into a successful and good citizen of Pakistan. These colleges are no doubt contributing a lot with the help of conducive learning

145 environment focusing on overall grooming and training of the cadets. Role of parents in this regard is also very crucial that is required time to time. 6. The graduates of cadet colleges have joined one of the best professions in and outside the country. Attainment of life success can be measured through social, economic, political influences, professional excellence and contribution to overall national growth. 5.3 Discussion Being a developing country, Pakistan is passing through critical times where the dearth of resources and true implementation of policies by various tentacles is seriously affecting the growth in various sectors particularly education sector. Although, the government is trying her best to provide quality education to the masses at large but due to heavily populated country, it is somehow compromised. To fill this gap, cadet colleges in the country are playing an effective contribution in providing better standards of education to the masses with better grooming and preparing futuristic leadership whose ultimate goal is to lead professional life with ultimate aim to serve the country in the best possible manner. The current study is an attempt to investigate the impact of learning environment of cadet colleges on personality development and life success of the students. An endeavour has been made to set up interrelationships between them on the basis of best instruments accessible after appropriate adjustment in the light of pilot contemplates.

First objective of the study was to find out various aspects of learning environment. Learning environment refers to learning at the campus which includes all the physical, social, psychological and educational activities. It is a wholesome package which provides an enabling environment in both educational and physical activities. Learning environment is basically constituted by principals, teachers and it involves both classroom as well as extracurricular activities. It is a process which requires particular behaviour and attitude. Administration, balanced curriculum, community participation, social activities and teaching behaviour are the factors that play their role in making the learning environment, a conducive and it is associated with availability of physical facilities, teaching staff behaviour and discipline of the students. Principal is responsible for administrative activities and to ensure the availability of ideal institutional environment and also coordinates with the

146 parents. 80% alumni were satisfied and agreed with the learning environment of cadet colleges. The mean is 3.05 which also give positive aspects.

Previous studies pertaining to learning environment discussed the classroom environments in two countries: Australia and Indonesia. They involved 567 students, from Australia and 594 students from Indonesia using what is happening in class (WIHIC). Outcome data analysis indicated that, for scales such as the task orientation and the equity, the Australian students had more positive ideas about their classrooms. On the other hand, the Indonesian students viewed their classroom environment more positively than the Australian students for scales such as involvement and the investigation, (Fraser, Aldridge, & Adolphe, 2010).

Hiemstra opines that learning environment is a broader field that encompasses multiple diverse variables, thus it is not easy to comprehend and enhance learning environment: An environment required for learning encompasses the real and substantial surroundings, psychical and intellectual conditions, social or cultural directions that exert an influence on the growth and development of an adult who is busy in a learning activity. In this context, it turns out to be complex endeavor to comprehend the varied and multifarious facets of learning environment and to render these environments efficacious subsequently (Hiemstra, 1994).

Second objective was to measure the impact of learning environment on personality development. According to the results, balanced personality is associated with the individual who is physically, psychologically and socially fit. Reaction towards social, spiritual, psychological situations and curriculum contribute to gain a balanced personality. Students with mature nature, practical approach, abide the rules and laws imposed by the institution are regarded as balanced personality of individuals. Concerted focus on all aspects of personality like character building, spiritual and moral character, intellectual growth, confidence building and co-curricular activities are some measures which are taken to improve the personality of the cadets in cadet colleges. Institutions‘ manners, active participation, socialization, games and teachers are key factors which are helpful for the students to improve their personality. Debates, games, learning opportunities, social nights

147 at colleges and adventure activities provide students an environment to groom their personality. Parents, teachers and principals have a significant role in the personality development of the students. As a whole, 62.7% alumni are satisfied and agreed with the personality development and 37.3% are disagreed during their study tenure at cadet colleges. The mean is 2.72 which give positive aspects

In this context, previous study highlights quality education lacking has direct impact on incoherent and poor development students‘ personality in Pakistan. Pakistan falls in lowest category of nations due to unstable and non-reliable education policies (Abbasi & Basit, 2018). Currently, multifarious educational systems exist in Pakistan, which are inconsistent in nature. Rather, coordinating with each other, these systems are diverting the students in unknown directions. Teachers-training element is also lacking in educational institutions, whereas existing teachers-training programs are insufficient to fulfill contemporary requirements. There is a dire need to overcome all types of anomalies in current syllabi and discoveries of variable to enhance linkages between de-radicalization and education system. It can only be possible, in case our education system is inclined towards students‘ personality development and provision of favourable learning environment (Abbasi & Basit, 2018).

Educators should give careful consideration to screen the personality qualities of learners by utilizing the strategies like class observation and feedback evaluation. Educators can build up the characteristics of satisfactory among the understudies by giving them aggregate assignments and supports cooperation. There ought to be compensate framework for the understudies who show splendid outcomes, dedicated and self-restraint. From the instructive point of view, to improve the principles among understudies the instructive establishment ought to fortify self-restraint, perseverance, and structure. So as to build up the transparency attribute among the understudies, the instructive organizations and the educators ought to humor them in intelligent exercises. They ought to be furnished with the straight to the point condition where they can share their contemplations and thoughts decisively and limitations. Understudy with high neuroticism ought to be dealt with appropriately. The instructors ought to empower them on each stage, support their spirits and see their modesty as a positive point (Raza & Shah, 2017).

148 Third objective was to analyze various dimensions of life success. Life success is again a subject phenomenon and various interpretations can be drawn in this regard. Normally, life success is considered in terms of social status and leading a practical life successfully with honour and prestige. According to both the results, successful life is comprised of multiple factors which are difficult to measure; however, best professionals, social status, wealth, contribution in the society, family relationship, self-satisfaction, personal fulfillment, professional growth and fulfillment are considered a few prominent dimensions of life success.

The previous research encompasses the models on the students‘ integration, educational productivity and the effectiveness of instruction. Alongside, literature related to the effect of the higher education on the workplace performance is also covered in their work. In this context, they examined relationships between quality of academic learning environment, process and outcomes of learning, and career success of the students. At a Dutch university, 3324 respondent graduates answered to a questionnaire for the large-scale conventional classes. The outcomes indicate indirect influence of the university education on their career success. Learning environment enhances motivation of the students, which then enhances learning outcomes of students. Further, success in the subsequent phases of an individual‘s career is influenced by the expertise gained by the students during early involvement in the extra-curricular activities. Thus, it is asserted that learning environment is vital for the learning of students and for their involvement in the extra-curricular activities, and that these two are the basic elements of the university education which are the determinants of the career success (Vermeulen& Schmidt, 2008).

Fourth objective was to determine the influence of learning environment on cadets‘ life success. According to the results, Institutional learning environment provides all out opportunities to the cadets to attain better grades as more than 71% marks obtained by the students of sampled cadet colleges during their intermediate results. It also helps in making them a successful person in future. Curricular and co-curricular activities train them to learn the art of living respectfully with tremendous career. It is helpful to gain the desired growth in the students and make them socially, academically and physically strong. The alumni of cadet colleges are better professionals and active member of the society. Overall, the present

149 learning environment of cadet colleges is doing its best to facilitate students in improving their personal and professional growth. It makes them capable and facilitates them to fulfill their personal and professional needs quite effectively. It also helps them to improve their potentials due to which their contribution towards personal and professional development is enormous. The research further highlights that cadet colleges are producing such talented students who excel in their profession with distinction. These alumnae compete in the professional exams excellently and hold almost all the elite portfolios / professions in the country including Armed Forces and others alike. As a whole, 75% alumni are satisfied and agreed with the life success. The mean is 2.90 which gives positive aspects.

Previous researches argue the significance of life success for an individual‘s perceptions regarding satisfaction of their work roles and development in the careers and psychological contract cannot be undermined (Baruch, 2004; Sullivan, 1999). Alongside, study of the life success perhaps needs to consider role of the Person-Environment (PE), with a view to help individuals to identify their career decisions and options to understand development of their future. The PE helps and facilitates in determining as to how best the career actors fit in a working group because ―fit‖ encompass feeling more comfortable with society and in organization (Ballout, 2007).

Fifth objective was to examine the mutual impact of learning environment, personality development and life success. As per the results, there is a strong positive correlation exist between learning environment and personality development, as well as between learning environment and life success of the students. Moreover, one-unit change in learning environment brings 0.3-unit change in personality development and 0.4-unit change in life success. It shows that for a balanced personality development as well as life success, the state has to improve learning environment. In nutshell, this research while employing qualitative and quantitative techniques proves the assumption that learning environment brings tangible improvement in personality development and life success of the students.

The study carried out by Vermeulen and Schmidt (2008) expands on the literature encompassing the models on the student integration, educational productivity and the effectiveness of instruction. Alongside, literature related to the effect of the higher education

150 on the workplace performance is also covered in their work. In this context, they examined relationships between quality of academic learning environment, process, personality development, outcomes of learning, and career success of the students.

5.4 Conclusion Cadet colleges are playing pivotal role in providing better education to the masses in the country due to better infrastructure, well set traditions and professionalism. The credit goes to effective learning environment of cadet colleges which needs to be understood in a comprehensive environment. This study has concluded that learning environment is amalgamation of both internal and external aspects that have an effect on the learning of the students. Likewise, cadet colleges provide physical, social, psychological and educational activities round the clock as part of a better learning environment. The role of head of the institution, faculty members, curriculum, teaching methodologies and classroom environment cannot be ignored in this regard.

Moreover, the learning environment of cadet colleges is a contributory factor in grooming and developing the personality domains of the students. Result shows that with the improvement in learning environment, there is phenomenal improvement observed in personality development of students. Further, the learning environment of cadet colleges contributes positively in preparing the students to lead better and a successful life. Result shows that with the improvement in the learning environment, there has been observed incremental improvement in the life success of the students. Also, there is mutual impact of learning environment, personality development and life success. There exists a strong positive correlation between learning environment and personality development, as well as between learning environment and life success of the students.

The ultimate objective of any education system is to groom its masses in a manner that positively contributes in the overall national growth. This grooming and national growth is interchangeable concepts with personality development and life success which are directly affected by the learning environment. Cadet colleges of Pakistan are oasis in the education system of Pakistan that are contributing towards better personality grooming and social stature. If the cadet colleges can bring substantial change in their students only with the

151 provision of effective learning environment, the same model can be applied in other public sector educational institutions of Pakistan.

5.5 Recommendations This research has assessed the impact of learning environment on personality development and life success in the cadet colleges of Pakistan. It has been found that learning environment is a summation of internal and external conditions which not only influence but also have an impact on individuals‘ learning. Therefore, it is important to upgrade/ enhance the effectiveness of learning environment. The quantitative results show that one-unit change in learning environment brings 0.339 percent change in the personality development and 0.435 percent change in life success. Moreover, the qualitative results reflected important themes including physical and educational environment; teachers, parents and students; curriculum and co-curricular activities; principle and administration; socialization; teaching methodology; training activities; and communication skills. The discussion shows that improvement in above mentioned themes will help in improving the learning environment which impacts personality development and life success. Based upon the discussion and results, following recommendations are proffered.

1. Teachers play an important role regarding learning process of students therefore a consistent effort is required for their capacity building. Refresher courses, each year and programs relating to ―Train the Trainers‖ must be introduced on regular footing. 2. Improvement in teaching methodology is seriously required. Effective use of latest digital teaching technologies can boost the teaching standards and resultantly the learning environment. The concept of e-learning must be adopted to keep abreast with the emerging challenges. 3. The physical environment of colleges including class rooms has a direct bearing on the learning environment. Increasing population vis-à-vis lesser number of colleges is creating pressures on the existing physical infrastructure. This is the time to invest more in education infrastructure by creating more colleges. 4. Principles are responsible for administration of the colleges and acts as an oversight upon students and teachers besides interaction with the parents. Therefore, appointment of competent principles having sound administration experience

152 coupled with a long-standing teaching exposure is critical in imparting an effective learning environment. 5. Maximum participation of students in co-curricular activities including games, social clubs, debates etc. must be ensured in all the academic institutions that help in better socialization of the students and also shape a balanced personality.

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171 APPENDICES Appendix-A

Questionnaire For Worthy Alumni

Assalam o Aalaikum!

I am working on PhD in Education thesis entitled ―Impact of Learning Environment of Cadet Colleges on Personality Development and Life Success of Students in Pakistan‖. This study cannot be completed without your cooperation and help. You are requested to fill the following questionnaire. Your honest opinion will be appreciated in this regard. I assure you that the information provided by you will be kept confidential and used for research purpose only.

Yours’ Sincerely Shahid Yaqub Abbasi, PhD Scholar Email: [email protected] Department of Education The Islamia University of Bahawalpur

Part I: Demographic Information Code: ______

1. Age (Years): (a). 20-30 (b). 31-40

(c). 41-50 (d). 50-60

(e). 61-70 (f). Any other

2.Occupation: (a). Armed Forces (b). Doctor

(c). Engineer (d).Bureaucrat

(e). Teacher (f).Banker

(g). Businessman (h). Any other

3.Children: (a). No Child (b). 1

(c). 2 (d). 3

(e).4 (f). Any other

172 4.Last Examination (%): (a). 50-60 (b).61-70

(c). 71-80 (d).81-90

(e). 91-100

5. Locality during study at Cadet College: (a). Urban

(b). Rural

6. Type of institution: (a). Boarding (b). Non Boarding

7. Institution‘s Name: ______Instructions: Please read each statement carefully, decide to what extent you agree with it, and put a check () on the appropriate column. Remember, there is no right or wrong answer. Responses:1.SDA = Strongly Disagree, 2.DA = Disagree,3.A = Agree, 4. SA = Strongly Agree

Sr # Items SDA DA A SA

Learning Environment 1. I availed numerous learning opportunities that met my needs. 2. I received the same encouragement from the teachers as other students did. 3. I observed that rules were equally applicable to all during studying. 4. I got opportunities to learn about cultural differences. 5. I learnt discipline during studying at my college. 6. . I strived to meet the high expectations set by the teachers. 7. I was given various tasks with activities that were challenging for me. 8. Teachers always helped me when I had trouble with thework. 9. Opportunities for promoting co-curricular activities were provided to all students. 10. . The environment enabled me to develop critical thinking abilities. 11. . I cooperated with other students in various learning activities. 12. I demonstrated positive learning attitude in classroom. 13. I learnt without fear of negative feedback. 14. . The environment assisted me to accomplish various

173 Sr # Items SDA DA A SA

tasks. 15. . The environment provided appropriate instructions to meet the challenges in my professional life. 16. I availed opportunities to engage in discussions with teachers and other students. 17. I exposed myself to real life experiences. 18. I learnt art of speaking through persistent efforts of my teachers. 19. I learnt managerial skills during studies which helped me a lot in my professional life. 20. Effective teaching techniques encouraged me to rethink about my understanding regarding syllabus contents. 21. I responded positively to teachers‘ feedback which helped me in attaining good grades. 22. The administration implemented the feedback given by the students and parents during frequent interactions. 23. I received unbiased analysis of my work that developed sense of pride on the system. 24. . The feedback given on my work helped me to clarify things I had not fully understood. 25. I interacted respectfully with teacher(s) and peers. 26. I followed classroom rules to work well with others. 27. The environment helped me to collaborate with other students during student centered activities 28. I developed behavioral problems during studying in my college. 29. My teachers used advanced technology while teaching for better learning. 30. I used digital technology frequently for effective collaborative learning. 31. I used digital technology to collect material and evaluate information for learning. Personality Development 32. I was an integral part of the learning environment during my studies. 33. I liked to have a lot of people around me. 34. I talked to a lot of different people at functions. 35. I was passive while participating in different activities. 36. If necessary, I willingly manipulated people for what I wanted.

174 Sr # Items SDA DA A SA

37. I sympathized with others‘ feelings. 38. I was interested in others‘ problems. 39. I felt others‘ emotions. 40. I tried to be courteous to everyone whom I met. 41. I would go my own way rather be a leader of others. 42. I accomplished routine tasks right away. 43. I often put things back in their proper places. 44. I obeyed orders of my teachers. 45. I used to make a mess of things. 46. I often sought someone‘s help in solving my problems. 47. I had frequent mood swings. 48. I was relaxed most of the time. 49. I used to get upset easily. 50. When I was under great deal of stress, sometimes I felt like I was going into pieces. 51. I was hard headed in my attitude. 52. I had a lot of intellectual curiosity. 53. I often had trouble in making sense of things. 54. I had difficulty in understanding abstract ideas. 55. I did not have good imagination power. 56. I often felt inferior to others. Life Success 57. I get others to do what I want. 58. I have a job that pays me more than my peers earn. 59. I have people who work for me. 60. I have high income with resulting benefits. 61. I have public recognition. 62. I have influence over others. 63. I am enjoying a high status occupation. 64. I have money to buy things of my choice. 65. I am able to help others.

175 Sr # Items SDA DA A SA

66. I do things that are useful to society. 67. I am having opportunities for personal creativity. 68. I have resources to help others. 69. I am able to make difference between right and wrong. 70. I help others to achieve their goals. 71. I have a happy married life. 72. I am a good parent. 73. I have been rewarded of my efforts. 74. I am upbringing my children to be independent adults. 75. I have children who are successful in their lives. 76. I have a stable married life. 77. I am able to provide quality education to my children. 78. I have inner peace and contentment. 79. I enjoy my non work activities. 80. I have a sense of personal worth. 81. I am able to handle difficult situations. 82. I am happy with my private life. 83. I have personal satisfaction. 84. I have self-respect. 85. I have personal happiness. 86. I am happy with my career / profession. 87. I am committed to my organization. 88. I am accepted at work. 89. I am getting good performance evaluations. 90. I am satisfied with my job. 91. I have confidence of my bosses. 92. I have economic security. 93. I have good job benefits. 94. I have long-term job security. 95. I am earning regular salary increments. 96. I am improving well-being of the workforce.

176 Part III: 104. Besides above all, if you would like to give any comments in this regard. ______

177 Appendix-B Interview for Worthy Principals

Assalam o Aalaikum!

I am working on PhD in Education thesis entitled ―Impact of Learning Environment of Cadet Colleges on Personality Development and Life Success of Students in Pakistan‖. I would be very grateful, if you could spare some time and share your very valuable opinions and experiences by answering the questionnaire attached herewith. I promise you that your response would be kept confidential and would be used in a general way for academic purpose only.

Yours’ Sincerely Shahid Yaqub Abbasi, PhD Scholar Email: [email protected] Department of Education The Islamia University of Bahawalpur

Part I: Personal Information 1. Age (Years): (a). 20-30 (b). 31-40

(c). 41-50 (d). 51-60

(e). Above 60

2.Religion: (a). Muslim (b). Christian

(c). Hindu (d). Any other

3.Qualification (a). Graduations (b).Masters

(c).M Phil (d).Ph.D

(e). Any other

4.Professional Qualification: (a). B.Ed (b). M.Ed

(c).MS.Ed (4). Any other ______

178 5.Teaching Experience (in Years) (a). 1-5 (b).6-10

(c).11-15 (d).16-20

(e).21-25 (f). More than 25

6.Administrative Experience (in Years) (a). 1-5 (b).6-10

(c).11-15 (d).16-20

(e).21-25 (f). More than 25

7.Marital Status (a). Married (b).Unmarried

8.Number of Children (a). No child (b). 1-2

(c). 3-4 (d). 5-6

(e). More than 6

9.Locality (a). Urban (b). Rural

10.Institution‘s Name ______Part II: Q.No.1: According to your point of view, what does the term, ―learning environment‖ mean? Ans: ______

179 Q.No.2: In your opinion, what is the role of Principal and faculty members in creating an ideal learning environment for the students? Ans: ______

Q.No.3: What factors play their role in creating conducive learning environment for the students? Ans: ______

Q.No.4: How would you describe a person who has a balanced personality - cognitively, emotionally and behaviourally? Ans: ______

180 Q.No.5: What measures do you take to improve students‘ personality? Ans: ______

Q.No.6: How can you differentiate the role of teachers, parents and principal in personality development of a student? Ans: ______

Q.No.7: What is the role of co-curricular activities in the personality development of students? What co-curricular activities do you conduct in your institution? Ans: ______

181 Q.No.8: Are you satisfied with the existing curriculum being taught in your institution? Does it provide sufficient knowledge and skills to the students which help them achieving professional excellence in their practical life? Ans: ______

Q.No.9: Do you think the learning, skills and instructions imparted in your college help students to cope up with the prospective challenges faced by them? Ans: ______

Q.No.10: Which areas / skills do you emphasize for the professional development of the students? Ans: ______

182 Q.No.11: In your opinion, to what extent learning environment of the institution contributes effectively in professional life of students and how? Ans: ______

Q.No.12: Family plays an important role in the development of students‘ personality. How do you ensure the grooming and personality development of those students who reside inside the college premises? Ans: ______

Q.No.13: How do you compare the overall personality development of a residential and non-residential students studying in a cadet college? Ans: ______

183 Q.No.14: Which aspects are neglected in developing the students‘ personality while remaining away from their families? Ans: ______

Q.No.15: What is the overall impact of learning environment of your college in the development of personality and life success of your students? Ans: ______

Q.No.17: Do you think, present educational system of cadet colleges fulfills professional as well as personal needs of the students? Ans: ______

184 Part III: General Comments Q.No.17: Would like to give any comments regarding the impacts of learning environment of cadet colleges on personality development and life success of students in Pakistan? ______

185 Appendix-C Observation Sheet Name of Institution ______Type of Institution ______

Sr. Trait Excellent Good Satisfactory Poor Remarks No. 1 Punctuality 2 Classroom management 3 Mess mannerism 4 Cleanliness of the area 5 Cleanliness of uniform 6 Confidence 7 General behavior 8 Library reading culture 9 Reading habit of newspaper 10 Dormitory layout in house 11 Prayers in congregation 12 Conduct of speeches in morning assembly 13 Attendance during Sermon by Khateebin mosque 14 Participation in games 15 General behavior during conducting group discussion

186 Appendix-D Documentary Record Name of Institution ______Type of Institution ______

Serial Nomenclature of Document Available Not available

No.

1 Daily Routine Program

2 Forecast of the Year 2018-19

3 Final Board Results of 11th& 12th classes

4 Record of Morning assembly speeches

5 General Knowledge tests schedule

6 Essay writing schedule

7 Story writing schedule

8 Debate / declamation schedule

9 Naat / Qirat Competition Schedule

10 Celebration of National Days record

11 Pakistaniat / Iqbaliat competition record

12 Group Discussion Record

13 Code of Punishment

14 Books in library (in number)

15 Dinner Night schedule

16 Social Night schedule

17 Guest Speakers schedule

187 18 Weak students / Evening classes schedule

19 Scouting Competition schedule

20 Hiking schedule

21 Record of excursion trips

22 Celebration of Parent‘s Day

23 Personality development Chart

24 Parent Teacher Meeting Record

25 Visitors Record

188