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