Dr. AS Khan - Education for all

Applicability of Teaching Aids in extension education 105: A Challenge

July 27, 2023

by Dr. AS Khan with No Comment Education Educational-Instructional Technology

Abstract
Introduction of Teaching Aids
- Basic Material
- Non-basic Material
Materials and Methods
Results and Discussion
Conclusion
Recommendations
References
For Knowledge Lovers

Abstract

Teaching aids are applicable in extension education also. Transference of the bookish knowledge is not enough for effective teaching so teaching should be supplemented with new teaching models or new emerging technology. However, do the students give importance to teaching aids for better instruction and learning? is the concerned area. This question is answered in this study by identifying the importance of teaching aids from students’ perspectives.
Data were collected through the questionnaires from secondary school students (aged 14-15 years). Collected data were analysed by employing frequency, percentage, mean and standard deviation. Findings indicated that teaching aids bring accuracy to get first-hand knowledge for obtaining the desirable objectives among students. Students’ learning becomes easy, quick and long-lasting as these aids leave a high level of impressions on students’ minds and behaviour eventually. Teaching aids help teach difficult and complex concepts. No one can deny the importance of teaching aids in students’ learning. This study urges more practice of technology aids in teaching and training process either being practiced formally or non-formally.

Introduction of Teaching Aids

The goal of education is attained when teaching acts as an art and as a science. When the imaginative and artistic abilities of the teachers are shown for creating worthwhile situations in class, it acts as an art and when teachers use logical, mechanical and procedural steps to attain goals, teaching becomes science (Shashank, 2005). Just transferring information to students is not teaching. Teaching is a planned activity about how to teach and guide the students for maximum learning. It is a dynamic process in which all efforts are put to maximize learning experiences. It is a way to improve thinking, understanding and the learning process by utilizing several methods, techniques and instructional aides to improve the
quality of instruction (Khan, 2011)…..

Basic Material

The curriculum is considered as basic material and adopted as a primary means to help students’
attainment of program outcomes. Subject-matter of the Textbook and the educational approach also need to be considered as the basic learning material for students’ proper learning. The construction of the content of instructional materials is an ongoing process. As the new technology is added, its contents will progress with the speed of its development…….

Non-basic Material

Specially designed materials according to the need of circumstances, resources for individualized learning,
library books, pamphlets etc. are non-basic material. These aids are used by the subject specialists, teachers and administrators. For the selection of non-basic material, it is required to select them based on
predetermined objectives and program outputs (nonbasic material, 2003)……

Materials and Methods

Sample: The respondents of the study were two hundred (200) students from five Government Secondary Schools. These Government Secondary Schools were randomly selected from District Rawalpindi. One section from the science and arts stream of the 9th and 10th class respectively was randomly selected. The age range of the students was 14-15 years. Ten students; five high achievers and five low achievers from each section were selected based on their previous results. These students belonged to different socio-economic statuses and have diverse abilities and intelligence. The students were asked to provide information about school, class, section, stream and age……

Results and Discussion

Effects of teaching aids were measured in terms of the impact of teaching aids on students’ learning, develop interest, get the first-hand experience, provide in-depth and variety of learning, effective learning, more clear concepts, learning become the most natural and consequently easiest, provide a concrete basis for the development of understanding and direct impact on what is taught in the classroom. The subject matter alone is not enough to cater to all the requirements of students’ learning so teaching should be supplemented with teaching aids. When teaching aids are used properly then the learning
process will be facilitated, learning will be secured and students will be encouraged to take part in the learning process (Nasab et al., 2015; Alshatri et al., 2019). Learning is inherent in the quality of instruction that may be ensured with the use of teaching aids. So, the use of teaching aids is indispensable (Lei and Zhao, 2007; Alkhresheh et al., 2020). Audio-visual skills are augmented by the appropriate use of teaching aids. Concrete things and actual demonstration of the concepts increase the first-hand experience (Ismail, 2011). A way forward for education success is the correct and proper use of teaching aids that can significantly enhance a student understanding of concepts. Abstract and difficult concepts transform into concrete ones (Isman et al., 2007) that retains in memory for a longer period……

Conclusion

In this research, it is discussed that how important the teaching aids are. Teaching aids are helpful for the
academic achievement of the students and they also increase the independent study of the students. The
teacher training improves the process by enabling the teacher to use the latest aids. These help the teacher in the planning of lessons, especially in lower classes. Investment in teaching aids will result in a rich teaching toolbox. Teaching aids have a positive effect on students’ behaviour as it produces and explores the ideas in detail and the students can learn more……

Recommendations

Based on the findings, the following recommendations are drawn:
• Information about sound philosophy, its importance and the working mechanism of teaching aids may be given in in-service training and especially in pre-service which may be proved as a good atmosphere to dig out the teachers’ problem about not to use these aids in the classroom.
• Proper training may be given to the teachers to use them accordingly and prepare them also if needed.
• The importance of instructional technology in instruction may be inculcated among teachers as some teachers think instructional technology is a hurdle to cover the syllabus and claim them a waste of time.
• Teaching may be supplemented with these useful aids to enhance students learning. Teaching aids may be best used if they cater critical thinking of students.
• A special place in the school may be allotted to keep expensive teaching aids safe. If such room is in schools, then proper caretaker will be recruited to issue and return these aids and proper stock register to be maintained for a record.
• Appreciation and support may be given by the school Principal to use these aids properly as students like those teachers who use them in classroom teaching for students’ concept clarification.
• Teaching aids may be selected very carefully according to the topic and mental level of students.
• Teaching aids may be used in such a way that they should give the real picture of the object used in
classroom teaching.
• Proper and adequate funds may be fixed to schools to purchase teaching aids.
• Teachers may use these aids to take formative and summative evaluations to check and enhance their
teaching.

References

Abbas, N. 1998. A comparative study of the availability and utilization of physical/instructional facilities
in public and private secondary schools. Pir Mehr Ali Shah Arid Agriculture University. Rawalpindi.
Abdullah, R. N., J. Abdul Muait and G. Ganefri. 2019. Students’ perception towards modern technology
as teaching Aids. Asian Journal of Assessment in Teaching and Learning, 9: 37-42.
Adebayo, O. O. and S. Q. Adigun. 2018. Impact Of Instructional Aids On Students’ Academic Performance In Physics In Secondary Schools In Federal Capital Territory (FCT) Abuja, Nigeria. European Scientific Journal, ESJ, 14: 366.
Aggarwal, J. 1995. Essentials Of Educational Technology Teaching Learninig Invovations In Education.
Aggarwal, J. C. 2014. Essentials of Educational Teaching Learning Innovation in Education. New Delhi:
Vikas Publishing House Pvt. Ltd. Place Published.
Al-khresheh, M. H., A. Khaerurrozikin and A. H. Zaid. 2002. The Efficiency of Using Pictures in Teaching
Speaking Skills of Non-native Arabic Beginner Students. Universal Journal of Educational Research, 8: 872-78.
Ali, I. 2002. Development model of using audio visual aids for literacy program Allama Iqbal Open
University Islamabad……

For Knowledge Lovers

1	A Pragmatic Study of Demand and Supply of Employability Skills among Engineer Scholars: Teachers Perspective
2	Adoption and Popularity of Adult Education
3	Applicability of teaching aids in extension education.
4	Appraisal of Self-efficacy: Qualitative Data Analysis
5	Availability of Career-related Practices in Pakistani Universities
6	Classroom Arrangement through Computer: A New Approach
7	Comparative Analysis of Self-efficacy and students Scholastic Performance across Streams
8	Concept Formation Teaching Model: A Way to Learn
9	Concept Formation Teaching Model: An Innovation in Teac hing
10	COVID-19 and Its Effect on Education System
11	Direct Instruction: A Motivational Teaching Approach
12	Philosophical Foundation of Education in Pakistan Context
13	Role of Concept Formation Teaching Model on Conceptual Change
14	Services for Students with Disabilities at Higher Education of Pakistan
15	Self-efficacy: Practicability in Students’ Scholastic Performance
16	Technology’s Role on Students Behavior
17	Usability of Educational Technology: Global Perspective
18	Types of Education

Classroom Arrangement through Computer 301: A New Sentiment Hurrah!

July 26, 2023

by Dr. AS Khan with No Comment Children Education Education

Abstract
Introduction of Classroom Arrangement
Method regarding Classroom Arrangement
Results and Discussion about Classroom Arrangement
Conclusion
References

Abstract

Classroom arrangement through computer is new approach in teaching-learning process. In the classroom,computers can be used for its better learning arrangements. Computers can be used either by the teacher or the learner but whatever way it is used, it is an important tool in the teaching-learning environment. Without proper classroom arrangement and management, it becomes difficult to create a proper environment for learning. It can also affect the learning behaviors of students.

Student may learn more effectively and efficiently in a cool environment. Different educationalists from the education field put in a lot of effort in this respect, suggesting many different methods for solving learning problems. In this paper an attempt has been made to demonstrate how computers may assist in the classroom arrangement for better learning environments.
Methodology/Technique – Different perspectives are investigated by collecting data from both students and teachers with different levels of familiarity with the use of computers in the learning environment.
Findings – Based on the analysed results,different techniques and strategies are proposed for use in the classroom to achieve better learning environments.

Introduction of Classroom Arrangement

Class room management is used as a process by the teacher to ensure that the class room study environment runs smoothly,even where the behavior of some students may disturb the class. Class management tools are also used to prevent these kinds of student disturbance; this is one of the hardest things to learn as a teacher. In 1981, the United States Association of the National Education estimated that 36% of the teaching staff surveyed suggested that if they were given a second chance to choose their career, they would not choose teaching a second time.This was predominantly due to the misbehaviour of students(Charles&Carl, 1986). Moskowitz and Hayman believe that when a teacher loses control of their classroom,it becomes very difficult for them to regain that control (Moskowitz & Hayman,1976).

Method regarding Classroom Arrangement

Corporal Punishment

For control of a class, corporal punishment is widely used by some organizers. However, despite being
legal in some schools, most of the community frown upon such punishment.

Rote Discipline

This method is also known as “lines,” and uses negative sanction to manage the classroom environment.
In this approach, students are assigned rules to write again and again.

Preventive Techniques

In these approaches a community of self respect among teachers and the students is developed. Here,
teachers use the preventive techniques, offering love and support without any condition whilst transparent rules and penalties are established. The students are given very fair and consistent feedback about their attitude and behavior (Bear, 2008). This may be obtained by a classroom agreement and this technique has to be created by both student and teachers. They must decide that how to deal with each other in the classroom.

The High-quality Behaviour Game

In this approach a reward is given for good behavior and then taken away for undesired behavior. This
approach may be used with pre-schoolers and also their elders however it is usually used for developing
students (Tingstrom et al., 2006).

Organized Approaches

CRCM (Culturally Responsive Class Room Management) is an approach involving setting up classrooms
with students who all possess the same behavioural problems, so as to implement the same rules and procedures for every student in that class.

Regulation with no stress, punishment or reward

The students who obey rules and regulations most likely do not affect the teachers ability to manage the
classroom. In this approach the young people are preparing for an environment where they know about the values and norms. They will be responsible for themselves and must maintain a self-disciplined society. This method produces a motivation in the young to achieve a high level of self-discipline (Marvin, M. 2001).

General Mistakes in Classroom Organization

To maintain good classroom management, it is necessary to keep an eye on the entire situation because the situation may become worse without the teacher knowing as a result of not defining what constitutes problem behavior (Charles, 1968). In addition, in some situations where two or more students misbehave, they may need to be punished differently. It must be understood that not every type of behaviour management strategy used by teachers will be effective for every child. Teachers must be flexible in order to effectively manage the classroom and they must be willing to take alternative measures to achieve the desired results (Charles, 1968). To make an approach workable, the teacher must work for it.

Teachers must also be consistent with their approaches to ensure classroom management by guiding and telling the student that rules must be followed and obeyed. The student has to be convinced that the rules are for their betterment of the class so that they do not ignore the rules. In this respect, approval of good behaviour is a good technique for classroom management. In the same way, it is important for teachers to give students opportunities to correct their behaviour when needed, rather than punishing them for even insignificant deviations from the established norm.

Results and Discussion about Classroom Arrangement

The methods of data collection used were observation, interview and questionnaire. Both structured and
unstructured interview methods were used to collect the data. From the results, it is observed that computers can help with classroom management. Students can use computers to learn by using it for different classroom tasks like thesis writing, assignment preparation etc. It also helps teachers deliver and prepare for lectures by using the Internet and programs such as Microsoft Power Point. The results also show that rewarding good behaviour and ignoring smaller behavioural inconsistencies by students who are usually….

Conclusion

From the results it is clear that computers may help both teachers and students thus assisting classroom
arrangement and management in a new and modern way. It has been shown that by applying different techniques, effective classroom arrangement and management can be achieved. The results also show that teachers must be versatile in their nature and their techniques. The techniques must be flexible to adopt and treat different students differently according to their nature.

In future this research may be extended to provide further clarification of the results. Sample sizes may also be increased according to the situation. A lot of research can be performed as it is a very broad area to work. More research may be conducted on how to make classroom management techniques more flexible with the aim of making classroom arrangements act like a community. Also teachers may be given more technique options to make the community more self-responsible.

References

Bear, G. G. (2008). Best Practices in Classroom Discipline. Best Practices in School Psychology, National Association of School Psychologists.
Bear, G. G., Cavalier, A. and Manning, M. (2005). Developing Self-discipline and Preventing and Correcting
Misbehaviour. Boston: Allyn & Bacon.
Berliner, D. C. (1988). Effective Classroom Management and Instruction: A Knowledge base for Consultation, Handbook of Research on Teaching. (3rd ed., pp. 328–375). New York: Macmillan.
Brooks, D. M. (1985). The First Day of School. Educational Leadership, 42(8), 76-78
Charles, M. (1968). Rules, Praise and Ignoring: Elements of Elementary Classroom Control. Applied Behavior Analysis
Charles, W. H. and Carl, G. D. (1986). Solving Discipline Problems. Allyn and Bacon. ISBN 0205086306.

Charles, W. H. and Carl, G. D. (1986). Solving Discipline Problems. Allyn and Bacon. ISBN 0205086306.
Culturally Responsive Classroom Management Strategies. Metropolitan Centre for Urban Education. Retrieved from www.steinhardt.nyu.edu/metrocenter.
Marilyn, G. E. (2008). The Caring Teacher’s Guide to Discipline: Helping Students Learn Self-control, Responsibility and Respect, K-6. p. 36. ISBN 1412962846.
Marvin, M. (2001). Discipline without Stress, Punishments or Rewards. Los Alamitos: Piper Press. ISBN 0-9700606-1-0.
Moskowitz, G. & Hayman, J. L. (1976). Success Strategies of Inner-city Teachers: A Year-long Study. Journal of Educational Research 69(8): 283–289.
Pintrich, P. R. & Groot, E. V. (1990). Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40.
Tingstrom, D. H., Sterling-Turner, H. E. & Wilczynski, S. M. (2006). The Good Behavior Game. Behavior Modification, 30 (2), 225-253.

Investigate Teacher Efficacy 101: Is it helpful to discriminate male and female teachers??

May 26, 2023

by Dr. AS Khan with No Comment Education Teacher Efficacy

Abstract
Introduction of Teacher Efficacy
Research Methodology
Discussion
Conclusion
References

Abstract

The purpose of the study was to investigate the sense of teacher efficacy between male and female teachers of secondary schools of Wah Cantt., Pakistan. Teacher efficacy is a simple idea with significant implications. The teacher’s efficacy belief is a judgment of their capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. The objective of the study was to investigate the sense of efficacy between male and female teachers. The study reflects that male and female teachers are efficacious and able to help the students
in their learning.

Introduction of Teacher Efficacy

The teacher should practice what he or she preaches. People are influenced only when a man/woman presents himself/herself as a model of their preaching. Words devoid of action fall flat and bring ridicule to the teacher (Khan, 1976)……….

Impact of Self-efficacy Belief

If students’ self-efficacy beliefs influence their ability to perform academically, it is no surprise that teacher-efficacy beliefs should also influence their work. However, the impact of teacher-efficacy extends beyond their own work to their students’ performance, making teacher-efficacy a rich venue for study. Teachers’ efficacy beliefs are a self-assessment of their capacity to bring about student engagement and learning. They influence how much effort they will put forth, how long they will persist in the face of difficulties, how resilient they are in demanding situations and how much stress or depression they experience. Those with higher efficacy show greater persistence and resilience with lower levels of stress and depression (Bandura, 1986; Ware and Kitsantas, 2007).

Importance of Teacher Efficacy

Chase, Germundsen and Brownstein (2001) explained the importance of teacher efficacy as teachers with a high sense of efficacy communicate high expectations for performance to students, put greater emphasis on instructions and learning with students are aware of student’s accomplishments are less likely to give up on low-achieving students and are more likely to work harder on their behalf. Additionally, teachers with high efficacy are more open to implementing and experimenting with new teaching strategies because they do not view change as an affront to their own abilities as teachers. In contrast, teachers with low efficacy tend to doubt that any amount of effort by teachers or school in general, will affect achievement of low-performing students. In sum, high teacher efficacy creates
direct and predictable links to increased student achievement, especially for lowperforming students.

What Should a Teacher Know and Do?

According to Kohll (1992) it implies that the teacher has knowledge and understanding about the academic aspect. The teacher should:

(i) have competence in his subjects of teaching and their contribution to the over all education of the child.
(ii) appreciate and understand the changing needs of the society in a scientific age
(iii) understand the psychological bases of education and the factors, which influence education.

Constraining and Guiding Influence: Student’s Inherent Qualities

Inherent qualities of the pupil do act as a constraining influence on the teacher. The pupil constraints are not only the obvious ones of intelligence and personality, but also refer to characteristics inculcated by parents. Children are profoundly influenced by what happens in the home and the teacher has very little power to influence in this area. What time children go to bed, how much and what type of language occurs in the home, how mother, father and siblings relate to one another, the emotional atmosphere of the home, the underlying definition of human nature which predominates, family expectations, the degree of parental harmony and coherence, all these factors profoundly effect the sort of child the teacher is coping with (Honey Ford, 1982).

Factors Affecting Teacher Efficacy

There are a number of factors that influence teacher efficacy. Pajares (1996) determined that three of the factors affecting a teacher’s self-efficacy………

Research Methodology

Sample of the Study

Research Instrument

To measure teacher efficacy, data was collected through 27 items questionnaire which was constructed and discussed with experts in concerned areas. It was improved in the light of their suggestion. Questionnaire was developed only for teachers.

Data Analysis

One-dimensional chi square was applied for data analysis. One-dimensional chi square can be used to compare frequencies occurring in different categories or the categories may be groups, so that the chi square is comparing groups with respect to the frequency of occurrence of different events (Gay, 2000). The data was analyzed by using Statistical Package for Social Sciences (SPSS).

Discussion

The purpose of the study was to investigate the sense of efficacy between male and female teachers of secondary schools of Wah Cantt. Gibson and Dembo (1984) conducted a study on teacher efficacy. He found the relationship between teacher-efficacy ratings and observable teacher actions indicate highly efficacious teachers do not shy away from students who are struggling with challenging coursework but develop novel ways of dealing with the complicated situation……..

Conclusion

Based on findings, following conclusions were drawn:

The teachers think that they can successfully teach even the most difficult topics. Similarly when they try really hard, they are able to teach even the most difficult students. The teachers feel confidence while teaching weak students. The teachers can alter their own teaching behavior to help the weakest students in their class. When a student is having difficulty with an assignment, teachers were usually able to adjust them to their level. The teachers have enough training to deal with students’ learning problems. The teachers have adequate skills and motivation to teach the most difficult students.

References

Airasian, P. W. (1994). Classroom Assessment. New York: McGraw-Hill, Inc., (Chapter
3).
Ashton, P. (1985). Motivation and the Teacher’s Sense of Efficacy. Inc., Ames and R.
Ames (Eds.), Research on Motivation in Education, Vol. II: The Classroom
Milieu. Orlando, FL: Academic Press. 1985. Retrieved 27 June, 2009 from
http://www.amazon.com.
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. Retrieved 21 June, 2009 from http:// www.amazon.com.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman and Company. Retrieved 29 June, 2009 from http://www.amazon.com.

Usability of Educational Technology 101: 100% true

May 19, 2023

by Dr. AS Khan with One Comment Education Educational-Instructional Technology

Abstract
Introduction
Methodology
Results and Discussion
Conclusion
References

Abstract

No one can deny the importance of usability of educational technology globally. To enhance and improve process of education, the work is continuously in progress. Different researchers and educationist are busy to facilitate the learner as well as the teacher. Technology is also on the way of progress to make it user friendly. Despite of the use of technology in every field, the user faces problems while using and updating it. For its efficient use, some guidelines are always required by keeping in view the use and challenges of technology. The study was conducted in the form of documentary analysis that how new educational technology can be used for education purpose to help and improve the process of teaching and learning. The objective of the study was to investigate the usability of educational technology in the field of education. The results and discussion shows that with the use of this, the process of teaching and learning will be efficient and effective. Usability of educational technology is proved to be helpful for removing misconceptions and strengthening concepts.

Introduction

2019 technology is not like branded gadgets but it will be more like to improve the infrastructure and use of resources, it will be more than the expected. Some experts say that the difference between the old and 2019 technology is the computerization. When making prediction not only about technology but even
about educational technology is a great room for the starting of science fiction. The engineers and the authors will use the work of writers and authors as a motivation for creation [2].

Methodology

A mix method approach was applied to analyze and interpret the results. Documentary analysis and two
algorithms from computer science were used to address the purpose of usability of educational technology..

Results and Discussion

1. Educational Technology Augmented Reality

In this field, the release of AR lasses were warmly welcomed in the market [4]. The students especially of medicine and manufacturing have focused to use like in surgery. Another example is that of limpid which can be used to visualize the data and workflow process [5]. Some of the experts take it as a next MOOC’s (Massive Open Online Course) [6].

2. Educational Technology 5G (5th Generation)

This is better if the Wi-Fi is able to run and connect hundreds of phones, laptops, tablets vending machine etc. [7]. This is 5G which will give a very high speed. It is possible to use home routers is a use of educational technology instead of Wi-Fi [8]. Some companies are trying to use 5G in a new way to
utilize teacher expertise and to facilitate the students with special needs [1].

3. Educational Technology Generation Zin Class

With high bandwidth, now the students’ wants to watch videos instead of reading text [9]. Students of generation Z think that they will use technology in positive way [10].

4. Educational Technology 2019 Inclusion

The educational institutions have to work to meet with the accessibility guidelines as some of the students complaint that they are unable to access the internet [11]. Just like students the teachers also some time feel difficulty to proper access to technology. Even the research indicates that students with disabilities have trouble to complete their studies [12]. The technology may help the students who have difficulty to attain physically because of having disabilities [13].

5. Educational Technology 2019 Security and Ransomware

It is another technology which will help to restore the data after loss by ransomware [14]. When you have loss access to your data as it hit the academics in 2016 [15]. After analysis and discussion it is observed that technology is a facility not the replacement of human being. Technology and educational technology is to be used for the acceleration of teaching learning process. Without educational technology, it is not possible to teach. keeping in mind that applying and adopting technologies in the field of education in the absence of proper training and arrangement will always lead to dissatisfaction of the teacher as well as the learners.

6. Experiments and Execution

After making discussion from theoretical side, now some data has been taken to perform the experiments. Two algorithms were used: one is our own develop SI (Salam, Irshad) algorithm and the
other one is a well-known Apriori algorithm. 50 record were loaded.

Conclusion

Usability of educational technology is addressed by this article. Many people think that educational technology may utilize classroom time more as compared to only giving information, may be this is true but in real usability of educational technology in classroom enhance students learning and motivation. Although the term usability of educational technology is having many doubts in itself as which technology is most suitable according to the mental and physical age of students, which consumes more time, which is better than this etc. etc. Actually usability of educational technology in the classroom depends upon the training and willingness of teachers.

References

[1] https://tophatcom/blog/technology-in-education-2019/
[2] Maddox, T (2017, September 22) Tech leaders share how Star
Trek inspired them to pursue a career in technology Retrieved
from https://wwwtechrepubliccom/article/tech-leaders-sharehow-
star-trek-inspired-them-to-pursue-a-career-in-technology/
[3] Asimov, I (2018, December 27) 35 years ago, Isaac Asimov
was asked by the Star to predict the world of 2019 Here is
what he wrote Retrieved from
https://wwwthestarcom/news/world/2018/12/27/35-years-agoisaac-
asimov-was-asked-by-the-star-to-predict-the-world-of-
2019-here-is-what-he-wrotehtml
[4] Robertson, A (2018, August 08) I tried Magic Leap and saw a
flawed glimpse of mixed reality’s amazing potential Retrieved
from https://wwwthevergecom/2018/8/8/17662040/magicleap-
one-creator-edition-preview-mixed-reality-glasses-launch

Comparative Analysis of Self-Efficacy 205: A Gateway to Students Success

March 17, 2023

by Dr. AS Khan with No Comment Education Self-efficacy

Abstract
Introduction
Effect of Motivation on Self-efficacy
- Self-efficacy and Attribution
- Developmental Perspective of Self-efficacy Belief
Methods
Results and Discussion
- Discussion
Conclusion and Future Work
References

Abstract

Comparative analysis of self-efficacy was done across schools’ streams. Self-efficacy is considered as the belief and confidence of students towards their efforts for achieving success and high scholastic performance during their academic pursuits.The present study was undertaken to assess the comparative analysis of self-efficacy and scholastic performance of the students pertaining to the high school male students in the province of Khyber Pakhtunkhwa, Pakistan. The main objective of the study was the comparative analysis the self-efficacy and scholastic performance of the students across various streams. A total of 5 out of the 17 Government Higher Secondary Schools for Boys located in Nowshera, Khyber Pakhtunkhwa covered the study population. The data was collected from 488 students with the help of a 19 items self-efficacy questionnaire. The data was analyzed applyingt-test by using Statistical Package for Social Sciences (SPSS-17). The study results revealed a significant difference between self-efficacy and scholastic performances of the students across various streams. The comparative analysis of self-efficacy and students’ scholastic performance shows that students having different scheme of studies have different levels of self-efficacy. The study contributes significantly towards understanding the exact nature of relationship between the self –efficacy and scholastic performance. On the basis of comparative analysis of self-efficacy and students’ scholastic performance, recommendations have been made to enhance self-efficacy for students’ motivation and success in their career. Further, it has been suggested to arrange different type of activities like competition program and expert lectures for awareness and boosting self-efficacy of students to enhance their performance.

Introduction

Self-efficacy is the one’s belief that he/ she has the power to produce desired result by carrying out a given task or activity according to the competency. Self-efficacy is a person’s perception of their capability to achieve the set objectives/ aims. It is a confidence about one’s own abilities to perform certain tasks in a certain manner to attain goals. It refers the expectancy that one can master a situation and produce a confident conclusion (Bandura, 2012).
Self-efficacy may be defined as a person’s personal opinion or self-perception of performance capabilities based on prior outcomes, attributions, ability, present circumstances, perceived similarity, effort required and persuader credibility. The importance of student characteristics is to impress upon the teacher that a student entering a classroom is not a “new” student but one with a history of experiences with learning. Experiences are based upon previous experiences and follow the expectancy principle (Schunk, 1995).
Goal setting plays an important part in efficacy theory and involves comparing present outcomes with desired standardsrealistically. Progress towards specific, proximal goals of moderate difficulty is seen as being able to increase a student’s self-efficacy. Metaphorically,these explicit goals are set to give students a bright light to walk towards which is not too far away and over ground with stable footing (Khan, 2001).
According to theories and researches related to self-efficacy, self-efficacy expectancy makes a difference in how people feel (affection), think (cognition) and act (motivation and behaviour). In terms of affection, a low sense of self-efficacy is associated with depression, anxiety and helplessness.

Such individuals also have low self-esteem and harbour pessimistic thoughts about their accomplishments and personal development. In terms of cognition, a strong sense of competence facilitates cognitive processes in a variety of settings including quality of decision-making and academic achievement. Lastly, in term of preparing action, self-related cognition is a major ingredient of the motivation process. Self-efficacy levels can enhance or impede motivation (Bandura 1995).
Khan (2001) conducted a research on self-efficacy to observe the effects of self-efficacy on the scholastic performance of the students.However, his research focused mainly on the area of science subjects. The outcome of the study showed that there was a positive correlation between self-efficacy and the score of the learners in science subjects.The results of his research concluded that self-efficacy had a significant effect on the scholastic performance of the students. These finding also suggest that there is no difference on gender basis. In short, from this study it is also clear that self-efficacy plays key role in the scholastic performance of learners.

Effect of Motivation on Self-efficacy

Motivation is a desire or aversion (wants to do something, or want to evade something). External or objective aspect of motivation is a goal or thing you desire to – and an internal or subjective aspect of motivation is that it is you who desire the thing or wants it to let it go.

Minimally, motivation needs the natural substrate for pleasure and pain sense. Motivation moves on to include the ability to make and generalize concepts which enable humans to exceed this minimum state with the greater range of needs and aversions (Motivation, 2020).

Self-efficacy and Attribution

Self-efficacy also seems to be related to attribution. People with a strong sense of self-efficacy for a given task attribute their failures to lack of effort. People with a low sense of self-efficacy tend to attribute their failures to lack of ability. If a student held in entity view and low sense of self-efficacy, motivation would be destroyed when failures were attributed to lack of ability (Bandura, 1997).
Ability feedback had a stronger effect on self-efficacy and performance (Schunk,1983). Skill training and attribution feedback role are mediated by Self-efficacy and had a direct effect on learned helpless graders performance. Attribution feedback displayed a moderate effect on students’ performance and a stronger indirect effect arbitrated by self-efficacy (Relich, Debus, & Walker, 1986).
Students with similar previous performance attainments and cognitive skills may differ in subsequent performance as a result of different self-efficacy perceptions because these perceptions mediated between prior attainments and academic performances.

As a consequence, such performances are generally better predicted by self-efficacy than by the prior attainments. Schunk (1991) suggested that variables such as perceived control, outcome expectations, perceived value of outcomes, attribution, goals and self-concept may provide a type of cue used by individuals to assess their efficacy believes.

Developmental Perspective of Self-efficacy Belief

Sensitivity to contextof self-efficacy belief makes it an ideal vehicle for the exploration of differences in perception of competence as a function of developmental factors. The competence perception always has different meaning at different time in the life of individual (Wighfield & Karpathian, 1991).
Nicholls (1984) suggested that young and the children have the tendency to see efforts and ability as complementary; but when they join the school and they grow in age.

Such things become contradictory.When a person or a learner understand in a right way that how to develop the academic self-efficacy belief, schooling influence and the developmental factors which make contribution to the change in self-efficacy will definitely require the longitudinal investigation which assess self-efficacy with allegiance to the theoretical guidelines.

For the better and right improvements, it is required to know about the different factors that how students use efficacy at various ages and school level. Even, it will be better to know that how they use it at different grades. (Nicholls & Miller, 1984).

Methods

A total of 5 out of the 17 schools participated in this research. To address study objectives and to draw comparison between Grade XI students of different streams studying at Government Higher Secondary Schools, a purposive sampling technique was applied. Total students were 488 in which 92,92,63,243 were studying in Pre-Medical, Pre-Engineering, Computer Science and Humanities group respectively. The students belonged to different social backgrounds and diverse abilities.
Departmental Board of Studies gives approval for the research after making review by the concerned supervisor. After this Board of Advanced Study and Research (BASAR) also approved, and the permission was given to conduct the present research. After proper approval the students were approached for the collection of data.

Results and Discussion

The independent-samples test was applied for comparative analysis of self-efficacy and students’ scholastic performance. The aim was to investigate the difference between mean scores of pre-medical students of GHSS A,B and C on self-efficacy.

The value of Levine’s Test of Equality (GHSS A & B = .00 and GHSS A & = .00) showed that equal variances were not assumed. Students of GHSS A, GHSS B and GHSS C have same self-efficacy. The results show statistical non-significant difference between self- efficacy scores of GHSS A and B t (41.72) = .79, p = .43; and GHSS A and C t (38.70) = 1.60, p = .11, therefore, the null hypothesis was accepted.
The independent-samples test was applied for comparative analysis of self-efficacy and pre-medical students’ scholastic performance. The investigation was done to find the difference between mean scores of pre-medical students of GHSS A and GHSS E on self-efficacy.

The value of Levine’s Test of Equality (GHSS A & E= .00) showed that equal variances were not assumed. Students of GHSS E have higher self-efficacy than the students of GHSS A. The results show statistical significant difference between the self- efficacy scores of GHSS Shidu and Keshgipayan t (36.23) = -2.76, p = .00, therefore, the null hypothesis was rejected.

Discussion

Triantoro and Ahmad (2013) did comparative analysis of self-efficacy and students’ scholastic performance. The comparative analysis of self-efficacy and students’ scholastic performance shows that pupils with higher level of self-efficacy contribute to higher goals as compare to the students with low level of self-efficacy; students with higher level of self-efficacy will be able to face the complex situation and to work in a stress as relate to the pupils with low S.E as they will be unable to do
the same.

Conclusion and Future Work

The present research was conducted for comparative analysis of self-efficacy across streams. The comparative analysis of self-efficacy and students’ scholastic performance concluded that some of the students have same self-efficacy while others differed significantly in this domain depending upon their class levels. Recommendations have been made to cater the this problem. The future research may be conducted in Government Girls Higher Secondary Schools in other part of the country to do the comparative analysis of self-efficacy and students’ scholastic performance between boys and girls at the same level and its impact on their scholastic performance.

References

Aslam, A., & Ali, M. S. (2017). Effect of Self-efficacy on Students’ Achievement in Science: A case of Secondary School Students in Pakistan. European Journal of Education Studies. 3(11). 220-234. doi: 10.5281/zenodo.1050292
Bandura,A.(2012).Self-efficacy Theory.Retrieved from http://currentnursing.com/theory/self_efficacy_theory.html
Bandura, A. (1995). Self-efficacy in Changing Societies. New York: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.
Khan, A. S. (2001). A relationship study between Self-efficacy and Academic Achievement in Science Subjects at Secondary Level of Rawalpindi. (Unpublished M.Ed Thesis). PAF College of Education for Women, Rawalpindi.
Motivation. (2020). Wikipedia, the free encyclopaedia. Retrieved from https://en.wikipedia.org/wiki/Motivation.
Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Developmental Psychology, 21, 76-82.

Self-Efficacy Practicability 204: Is Comparative Analysis useful? A Free trial

March 15, 2023

by Dr. AS Khan with 17 Comments Children Education Self-efficacy

Abstract
Introduction
Methods
Results and Discussion
- Discussion
References

Abstract

Prediction of self-efficacy practicability was found in urban and rural students. Self-Efficacy is the belief of students on their abilities and the amount of effort to arrange and organize for the goal achievement. The objective of the study was to find out self-efficacy practicability across schools location. All students of 5 Government Higher Secondary Schools for Boys covered the study sample. The data was collected from 488 students of Government Higher Secondary Schools for Boys with the help of 19 items self-efficacy questionnaire. The data was analysed by using t-test, analysis of variance and post-hoc for multiple comparison with the help of Statistical Package for Social Sciences (SPSS-17). The difference was found between self-efficacy practicabality across schools’ location. Recommendations were drawn to enhance self-efficacy for students’ motivation and success in their career. Self-efficacy of rural students was high and the scholastic performance of these students was not good. It is discussed that work must be done to enhance and improve the scholastic performance of the rural students.

Introduction

Motivation is the core area in educational psychology. The man is trying to investigate and inquire it since man’s existence on earth. Motivation becomes more important when the educators face different types of problems while the students react in different situations in the process of teaching and learning. This may be on the basis of difference in energy level and performances where they want to work or not ready to work; are the results of the concept of motivation (Rasheed, 1997).
Motivation is purposive and dynamic in nature. This is the base for the satisfaction of behaviour and activity. If there is no proper motivation, then it is not easy to achieve the level of satisfaction. Motivation works like a charge to complete the activities or to perform the job better. For the purpose to make the environment better and to serve the organism in a best way; it is important to know deeply the properties of human behaviour (Arif, 1992).
To know in depth the scope and real concept of human behaviour, it is necessary to explore the level of motivation. Without proper knowledge about the level of motivation, it is not possible to comprehend the above phenomena. To know properly that how the person is to strive and act, it requires making the proper evolution of the concepts and theory of motivation. The visualization in totality of personal and non-personal experiences requires full understand the importance and the psychology of motivation (Crowl, Kaminsky, & Podell, 1997).

Maslow (1987) believed that first human requires fulfilling its basics needs like food, water and shelter. After this human require security and then recognition and appraisal. Finally, in short, he made a hierarchy of that from basic to self-actualization.

Achievement motivation based on the characteristics of personality, it’s the product of the two needs which have a conflict: First is about the need to gain or achieve success and that is to prevent from failure. The theory of the locus of control classify and differentiate on the basis of the belief one have that the control of event and their live basis on what. While studying attribution theory that somehow it is divided into internal and external attributes which are the cause of gaining success or some time failure.

Bandura (1977) gave difference in motivation on the basis of efficacy expectation and self-efficacy. Efficacy expectations can be explained that of the personal belief one has the capacity to achieve the goal and consistent in achieving the goal with the help of required effort.
In self-efficacy, people judge their capabilities for the organization and execution of their efforts to gain the desired and required performance. It is the most important concept in human behaviour and performs a key role in the selection of making the choice and also it gives explanation and answers to the questions that how human effort will be to face the challenges and complete the task in the face of living life. This also give a detail explanation that what will be the degree of anxiety and level of confidence while performing a job of some human (Pajares, 1996).

This is very important concept because it gives explanation that even with the same knowledge, abilities and skills human are still different in their behaviour and show different behaviour, it explains that with the help of our belief it is easy to predict capabilities that one possess. It means that to complete the task competently require self-efficacy on one side along with the skills and knowledge on the other side (Bandura, 1986). Teachers’ responsibility is to transfer and transform knowledge to make students’ personalities harmonized and balanced to enable them to cope all situations of life by giving awareness about their potentials and skills.

Methods

From 17, 5 Government Higher Secondary Schools for Boys took part in the study. Purposive sampling technique was applied to address study objectives and to draw comparison on self-efficacy practicability (SE) and scholastic performance (SP) between Grade XI students of science and arts groups studying in urban and rural Government Higher Secondary Schools for Boys.

Out of 5, 3 Government Higher Secondary Schools for Boys (GHSS A, B & C) were located in urban area and 2 Government Higher Secondary Schools for Boys (GHSS D & E) were in rural area. Out of 488 Grade XI students, 320 and 168 students were studying in urban and rural Government Higher Secondary Schools respectively having Pre-Medical, Pre-Engineering, Computer Science and Humanities groups. The students had different social background and diverse abilities.

The Departmental Board of Studies (DBS) gave approval after the thorough review of study by supervisor. After the approval of the study from the Board of Advanced Study and Research (BASAR), permission was granted to conduct the study. After getting approval, the students were approached to collect the data.
Adapted 19 items questionnaire developed by Khan (2001) was validated by experts of the field.

44 students took part for try-out of the study to check its reliability (0.842) that was not included in actual sample. Prior filling the questionnaire; the purpose of the study, confidentiality of data, freedom of withdrawal and code of ethics were explained to them. Demographic sheet was taken from sample students. The questionnaire had 9.5 cut-off score.
Collected data with the help of questionnaire was tabulated and compiled. For marking the
questionnaire 00 was given to wrong answer and 01 to correct answer. t-test, analysis of variance (ANOVA)
and Post-hoc multiple comparison were applied. Significance was tested at .05 level as the criterion for the rejection of null hypotheses. Statistical Package for Social Sciences (XXIII) was used for statistical analysis.

Results and Discussion

The independent-samples test was applied to investigate the difference between mean scores of all
groups of Grade XI students. The results show statistical significant difference between the self- efficacy
scores among rural and urban schools across science and arts groups except one humanity group of one rural (GHSS E) and urban (GHSS A) school that shows statistical non-significant difference. It means that there was a significant difference between mean scores of rural and urban Government Higher Secondary Schools for Boys. Students studying in rural Government Higher Secondary Schools have high self-efficacy as compared to urban schools’ students.

Discussion

Research was aimed at predictive analysis of self-efficacy practicability and its impact on students’ scholastic performance. Self-efficacy practicability refers to the individual’s ability to perform the task with personal belief in their competence to shape and execute the extent of effort and performance required to succeed in life.

With the help of self-efficacy practicability individuals become aware about their potentials to accomplish the task with in time. The study objective was to compare self-efficacy practicability across schools location. Collectively, a comparison of urban and rural schools across science and arts groups on self-efficacy practicability, rural schools’ students are highly efficacious as compared to urban schools’ students.

Furthermore, even comparing all urban and rural schools’ students, rural schools’ students show better behaviour on account of self-efficacy practicability. On contrary, academically urban schools’ students secured good marks. Results showed different facts that in one hand rural schools’ students are better in self-efficacy while urban schools’ students are better in academic performance.
In multiple comparison of self-efficacy practicability and scholastic performance, Pre-medical, Computer Science and Humanities groups, sometimes statistical significant and sometimes statistical non-significant difference was found.

The results with reference to groups on self-efficacy practicability and scholastic performance show the variations. Post-hoc analysis among Pre-Engineering groups of urban and rural Grade XI schools’ students on self-efficacy practicability and scholastic performance shows significant difference. It means that there is no significant difference between self-efficacy and scholastic performance across schools’ location.
The study conducted by Aslam and Ali (2017) on the effect of self-efficacy on students’ success in education shows that learners with high educational self-efficacy were well in academic achievement as related to the students with low self-efficacy. Significant difference was found by Pavani and Agrawal (2015) between high self-efficacious students and their academic achievement. High self-efficacious students fix higher goals to achieve and are able to face the complex situation and to work in a stress as relate to the pupils with low self-efficacy as they will be unable to do the same (Triantoro and Ahmad, 2013). Self-efficacy contributes to academic efficacy (Herrera, Al-Lal and Mohamed, 2020; Yokoyama, 2019; Addison, Wade, and Benjamin, 2018; Tiyuri et al., 2018; Akram and Ghazanfar, 2014; Zimmerman & Bandura, 1994; Zimmerman, Bandura, & Martinez-Pons, 1992).
Use of cognitive and meta-cognitive strategies to get good grades in classroom is more frequent in efficacious students (Pintrich & Garcia, 1991). Academic self-efficacy contributes to secure good grades, in-class seat work and home work. Self-efficacy plays a facilitative role in the process of cognitive engagement that raises the self-efficacy beliefs and, thereby, higher performance is acquired to be successful in the classroom (Pintrich & De Groot 1990). Self-efficacy is the most important variable in performing a given activity. It is the belief of a person to perform the assign task for the achievement of the goal (Bandura, 1986). Self-efficacy intervene the effect of dynamic learning approaches on the outcome of the learner. This shows that self-efficacy significantly controls self-reliance of individual to proceed for the best learning outcomes or scholastic performance (Kustyarini, 2020). Self-efficacy is related to students’ academic achievement so institution must have to work on the improvement of students’ academic self-efficacy (Matovu, 2021).
Research on self-efficacy and achievement suggests that performance in schools is improved and self-efficacy is increased when students a) adopt short-term goals so it is easier to judge progress; b) are thought to use specific learning strategies such as outlining that help them focus attention; and c) received rewards based on performance, not just engagement, because performance rewards signal increasing competence (Graham & Weiner, 1996). Sensitivity to context of self-efficacy belief makes it an ideal vehicle for the exploration of differences in perception of competence as a function of developmental factors (Wighfield & Karpathian, 1991).
To have proper understanding about how to develop the academic self-efficacy belief, it is important to know the different factors that how students use efficacy at various age and school level to get good marks. Self-efficacy plays a very important role in the life and development of the students. Self-efficacy is a trigger of one’s dispositions by which human know their strengths. The subject teacher has to guide the students to know their capabilities and potential to excel in life. Teachers are responsible to make students’ aware about their abilities to achieve goals successfully which ultimately enhance students’ self-efficacy.
Self-efficacy is the individual confidence on his competences to execute the level of energy required to surpass in life. This is general perception that highly efficacious students secured high marks in examination but results may differ from this myth. As study shows that efficacious students secured low and low efficacious students received good grades. This may be because of their unawareness about potentials. So, proper awareness may be given to them to boast in life by giving them lectures on self-efficacy and its relevancy to set and attain achievable life targets. Students-centred approaches to cater their inner may be the good strategy applied by the teachers. Other techniques to make them aware about their efficacy are to arrange curricular, co-curricular and extra-curricular activities.

References

Addison, J., Wade, H., & Benjamin, J. (2018). Increasing Student Self-Efficacy through Research Experiences: A Qualitative Study. Paper presented at Postcard Session: Experiential Learning as a High-Impact Student Experience American Society for Engineering Education, Creek.
Aggarwal, J. C. (3rd Ed.). (2014). Essentials of Educational Technology. Delhi: Vikas Publishing House Pvt Ltd.
Arif, M. M. (1992). Advanced Educational Psychology, Lahore: Majeed Book Depot.
Aslam, A., & Ali, M. S. (2017). Effect of Self-efficacy on Students’ Achievement in Science: A case of Secondary School Students in Pakistan. European Journal of Education Studies. 3(11). 220-234. doi: 10.5281/zenodo.1050292 Akram, B., & Ghazanfar, L. (2014). Self-efficacy and the Academic Performance of the students of Gujrat University, Pakistan, Academic Research International. 5(1), 283-290.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1977). Self-Efficacy: Towards a unifying Theory of Behavioural Change. Psychological Review, (84)2, 191-215.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A., & Admas, N. (1977). Cognitive Therapy and Research, Analysis of Self efficacy Theory of Behavioural Change. Front. Psychol., 1(4), 287-310. doi: 10.3389/fpsyg.2017.01193
Crowl, T. K., Kaminsky, S., & Podell, D. M. (1997). Educational Psychology Windows on Teaching. Medison: Brown and Benchmark.
Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group. Frontiers in Psychology, 10, 3075. doi: 10.3389/fpsyg.2019.03075
Khan, A. S. (2001). A relationship study between Self-efficacy and Academic Achievement in Science Subjects at Secondary Level of Rawalpindi. (Unpublished M.Ed Thesis). PAF College of Education for Women, Rawalpindi.
Khan, A. S. (2011). Existing level of Understanding of Concepts in the Subject of Chemistry among class ix students and effects of teaching chemistry through “concept formation teaching model” on students’ achievement. (Doctoral Dissertation). Retrieved from prr.hec.gov.pk
Kustyarini, K. (2020). Self-Efficacy and Emotional Quotient in Mediating Active Learning
Effect on Students’ Learning Outcome. International Journal of Instruction, 13(2), 663-676.
doi: 10.29333/iji.2020.13245a
Maslow, A. H. (3rd Ed.). (1987). Motivation and Personality. Boston: Addison-Wesley.
Matovu, M. (2021). Academic self-efficacy and academic performance among university undergraduate students: an antecedent to academic success. European Journal of Education Studies, ISSN 2501-1111. Retrieved from https://oapub.org/edu/index.php/ejes/article/view/3005, doi: 10.46827/ejes.v0i0.3005.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Pavani, S., & Agrawal, G. (2015). A Study of Self-Efficacy and Academic Achievement among College Students. Online Journal of Multidisciplinary Research, 1(1), 28-32.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

Self-efficacy role in Academics 203: Correlation is the best

March 10, 2023

by Dr. AS Khan with 21 Comments Self-efficacy

Abstract
Introduction
Results and Discussion
References

Abstract

The self-efficacy role in academics is the students’ personal belief in their ability to arrange and execute the amount of effort and performance to succeed in subjects. Self-efficacy is the trigger of life success. Is self-efficacy playing any role in students’ academic success? is the concern area of this study. The data were gathered from 488 learners of Government Higher Secondary Schools for Boys with the help of 19 items self-efficacy questionnaire. The data was analysed by product-moment correlation coefficient to know linear association between two variables. The research concluded that self-efficacy role in academics was not found. This may be due to non-awareness of students regarding self-efficacy role in academics and their lives. Recommendations were drawn to enhance self-efficacy role in academics for students’ motivation and success in their career.

Introduction

Teaching is the art of teacher’s creativity and skills to create an environment in the classroom in which learning and reception of instantaneous education goal is possible. By teaching; coherent, sequential and procedural steps are followed to accomplish set goals (Joshi, 2005).
Teaching is not only transference of information through any medium to the learners, but it is also based on planning, directing, supervising and controlling students’ learning with the objective to acquiring maximum learning experiences. A lot of teaching methods are available to achieve this objective but that teaching method is considered as most appropriate which inculcate thinking, understanding, comprehension and application. Responsibility of the teacher does not limit him to select suitable teaching method but also he is responsible to boast students’ beliefs about their capabilities, abilities and potentials (Khan, 2011)…………….

Results and Discussion

Positive/negative, weak and non-significant correlation between scores of self-efficacy and scholastic performance was found. Self-efficacy is a relative term which individual takes according to his own understanding. It is a trigger of success, sometimes he knows the difficulty of task but unaware to execute the amount of effort to complete it. This research finding is aligning with the findings of Shahid, Jabeen, and Ansari (2016) who conducted a research on educational self-concept and educational achievement among under-graduate students. They found weak positive relationship between academic self-concept and scholastic performance. Self-efficacy role in academics is not deniable but educationists have to work on this. Gungor, (2020) and Yokoyama, (2019) found self-efficacy role in academics of students. He suggested that self-efficacy role in academic can be enhanced for overall development of the students.

Many research findings depict self-efficacy role in academics of students. A significant direct relation of the self-efficacy role in academics to master in academic matter was found (Herrera, Al-Lal and Mohamed, 2020; Addison, Wade, and Benjamin, 2018; Tiyuri et al., 2018; Liu and Lu, 2017; Broadbent, 2016; Ahuja, 2016; and Akram and Ghazanfar, 2014). They researched that self-efficacy role in academics is proved statistically.
The quality of education depicts from students’ performance in the classroom. Their scholastic performance shows that how much they are capable to lead a successful life. Some of the grade XI students show optimum achievement in final examination. This may be due to their mastery over subject matter which may be more enhanced by taking into account their concern about subjects. To boost their motivational level, there is a need to engage them in co-curricular activities e.g. arrange science competition, programming competition, educational visits, educational galas, book fairs and study tours in which they understand their potential to do something unique that ultimately affect their scholastic performance.

Self-efficacy role in academics is the individual belief about his own capabilities to organize and execute the level of effort and performance needed to excel in subjects. The individuals’ success is determent by different levels of self-efficacy. Low efficacious students may perform low scholastically and high efficacious students may perform better in their examination. This may be due to their non-awareness about their potentials. So, there is a need to address this area by giving proper awareness to them by inviting guest speakers from education department to deliver lectures on self-efficacy, its importance and relevancy to achieve determined life goals. Policy makers and curriculum developers may focus their attention to make students vigilant to take challenging problems for mastery, develop deeper interest in the activities and build a stronger sense of commitment to polish their abilities and strengths by embedding self-efficacy in curriculum.

References

Addison, J., Wade, H., & Benjamin, J. (2018). Increasing Student Self-Efficacy through Research Experiences: A Qualitative Study. Paper presented at Postcard Session: Experiential Learning as a High-Impact Student Experience American Society for Engineering Education, Creek.
Aggarwal, J. C. (3rd Ed.). (2014). Essentials of Educational Technology. Delhi: Vikas Publishing House Pvt Ltd. Ahuja, A. (2016). A Study of Self-Efficacy among Secondary School Students in relation to Educational Aspiration and Academic Achievement. Educational Quest. International Journal of Education and Applied Social Sciences, 7(3), 275-283.
Akram, B., & Ghazanfar, L. (2014). Self-efficacy and the Academic Performance of the students of Gujrat University, Pakistan, Academic Research International. 5(1), 283-290.
Bandura, A. (1977). Self-Efficacy: Towards a unifying Theory of Behavioural Change. Psychological Review, (84)2, 191-215. Bandura, A. (1994). Self-efficacy. In. V. S. Ramachudran (Ed), Encyclopaedia of Human Behaviour, New York Academic Press, 4, 71-81.
Bandura, A. (2012). Self-efficacy Theory. Retrieved from http://currentnursing .com/ theory/self_efficacy_theory.html Broadbent. (2016). Speech, Deputy Governor for Monetary Policy of the Bank of England, the London School of Economics, London.
Gay, L. R., Mills, G. E., & Airasian, P. (5th Ed.). (2005). Educational Research. Islamabad: National Book Foundation.
Gazette Book. (2018). Board of Intermediate and Secondary Education, Mardan: Khyber Pakhtunkhwa.
Government of Pakistan. (1998-2010). National Education Policy. Islamabad: Ministry of Education.
Government of Pakistan. (2001-2005). Education Sector Reform: Action Plan. Islamabad: Ministry of Education. Government of Pakistan. (2017). National Education Policy. Retrieved from www.moent.gov.pk/userfiles1/file/National%20Educaiton%20Policy%202017.pdf…………

Self efficacy is the innate disposition.

Why important to appraise Self efficacy 202: Qualitative Data Analysis

March 9, 2023

by Dr. AS Khan with 14 Comments Self-efficacy

Self efficacy refers to an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).

Abstract
Self efficacy
Self efficacy Theory
Self efficacy Levels
Factors affecting Self efficacy
Sources of Self efficacy
Methodology
Recommendations
References

Abstract

Self efficacy is the ability of someone to arrange and execute for the accomplishment of a task up to its maximum. Sometime one possess the capabilities to perform a task but due to the lack of confidence or any other reason they are unable to execute it. Objective of this research to arrange and analyse the available literature to find out and extract word clouds for sources of SE, SE theory and levels of SE. NVIVO 11 Plus was applied to generate the words cloud for exact match, specialized match and generalized match. Finally, conclusions were drawn and recommendations were made. It was concluded that it can be improved and enhanced. Institution and community has to arrange different gathering for learners and people.

Self efficacy

The concept of SE is that if someone asks to contribute the education fund of a college but the condition is to swim 10 laps in a pool. The person will surely try to do it because the person thinks that he/she can do it but when someone asks to bring increase in the tuition rupees but now the condition is to swim with in English Channel. This time the person will think about the possibility as now the task is difficult as compare to the previous one. In this case the person will go for it if have a good or outstanding swimming ability but if the swimming ability of the person is average so it will not be easy to go for it. Its shows that it is the belief of someone for the successful execution or completion of a task. So it is a theory and also a construct for the social cognitive theory………

Self efficacy Theory

The theory of SE consisted of four factors: mastery experiences (past success or failure in a particular area), vicarious experiences (observing others who are like us in success or failure), verbal persuasion (encouragement from others) and somatic and emotional stage (sweaty palms or relaxed responses taken as signs of the ability to do the task) (Bandura, 1994)…………..

Self efficacy Levels

There is evidence that high sense of SE supports motivation, even when the feeling of efficacy is unrealistically high. Children and adults who are optimistic about the future, believe that they can be effective and have high expectation or more mentally and physically healthy, less depressed and more motivated to achieve.

Factors affecting Self efficacy

It depends on students’ previous record; teachers’ message given to the students; and success and the failure of others effecting students’ SE…………..

Sources of Self efficacy

It plays a very vital role in achieving the goals in the life of individual. If someone want to increase the level of SE of a person there must be specific sources with the help of which it’s become possible to engage the learners for the purpose of improvement of it. This will not only help to know better about one’s SE but also to increase and properly arrange the SE. With the help of this it will be easy not only to guide the learner but even to nourish their abilities in term of SE. Family, peers and schools are the sources of SE………………..

Methodology

To deal with the objective of the study i.e. to arrange and analyse the available literature to find out and extract word clouds for sources of self-efficacy, self-efficacy theory and levels of self-efficacy, NVivo 11 was applied for visualizing the data in the form of word cloud…………..

Recommendations

On the basis of visualization of data, a way forward was recommended.

Different settings and gatherings can be arranged to improve self-efficacy. Parents for their children, teachers for their students and school leaders has to arrange in community and environment.
Different challenging tasks and programs may be arranged to aware and improve the self-efficacy in the institution by the managers and their team.
Research has to be conducted for the proper identification of the levels of self-efficacy.
Future research can be conducted by selecting different techniques of Nvivo.
Research can be replicated by other researchers by taking other distinct variables of self-efficacy.

References

SELF-EFFICACY 201: A PREDICTOR OF SUCCESS

March 8, 2023

by Dr. AS Khan with 12 Comments Self-efficacy

Self-efficacy is the persons’ self-belief or self-perception about their capabilities and potentialities to complete the task within prescribed time on the basis of prior achievement, abilities, attributions and persuader persistency and credibility [17]. Self-efficacy is the personal judgment about whether they are able to do that particular activity or not. It shows the confidence of the students about the performance of the specific tasks within given time with perfection. Self-efficacy does not mean that students believe about their success. Actually it indicates that when students have strong belief on the skills and abilities to do any activity well, they will put required effort to complete it by keeping in view the other factors that may affect their performance. So self-efficacy is not only the belief or prediction about the competency of skills and abilities but also the ability to judge, organize, assess and tackle the forthcoming obstacles to manage the situation as they occur.

Abstract
Introduction
Self-Efficacy
- Levels of Self-efficacy
  - High Self-efficacy
  - Low Self-efficacy
Predictors of Self-efficacy
Methodology
Conclusion
Suggestive Measures to Improve Self-efficacy
References

Abstract

Self-efficacy is the persons’ judgement about their capabilities to organize and execute the action to attain the desired level of performance. Personal belief about capabilities to complete the task successfully show the behavioral choices, persistance, performance and attitude. It helps to explain why people differ widely even having same knowledge, skills and abilities. Will I succeed or fail? Will I be liked or laughed at? Should I do it or not? Answers of these questions are based on personal efficacy (competence). Expectations of success or failure at a particular task is influenced by the sense of self-efficay in that area. High self-efficacy students engage in more effective self-regulatory strategies at each
level of ability. High self-efficacy has been demonstrated by high academic achievement. On the contrary, low self-efficay destroy the personality that leads to anxiety, depression and other negative traits. Some low self-efficacious students give up on or never begin a task that leads to failure. 264 students of secondary classes from private and government high schools of Rawalpindi were randomly selected to administer a self-prepared 21 item Likert scale. Product-Moment Correlation Coefficient was applied by using Statistical Package for Social Sciences (SPSS). The results showed that academic achievement was associated with sense of self-efficacy. Self-efficacious students are competent to approach difficult tasks to
take mastery. High self-efficacious students show their competency as they put required effort to get their targets. They are able to solve even more difficult problems. Self-efficacy increases the self competency among students.

Introduction

Psychology focuses on motivation and it is the central concern of educational psychology. Educators take benefit from the knowledge about motivation as students reacts differently to different activities of teaching-learning. Motivation works in those areas in which students want to do work or avoid of doing activity besides having energy and even interest in that area [15].Motivation is multi-dynamic process which makes life purposive. Man can not take satisfactory success in the absence of adequate environment and for this satisfaction adequate environment should be properly charged by motivation. It is necessary to identify motivational properties of human behavior to make them better [1].It is difficult to comprehend the actual concept of human behavior without proper understanding of motivational level of organism. Total visualization of personal and non-personal experiences can not be possible without fully grasping the knowledge of motivation [6].

Self-Efficacy

Self-efficacy is the optimistic belief about the dealing of challenging encounters [8]. It is not fake idea about one’s self abilities. The person is not called as self-efficacious until or unless he is able not only to face but also complete that task satisfactorily.Human endeavor are affected by self-efficacy. It is the belief of a person about the power to affect and change specific conditions and situations by their own actions, to face the challenges competently and make the choices wisely. So person’s approaches and successful completion of goals, tasks and challenges shows their strong sense of self-efficacy.

Levels of Self-efficacy

Self-efficacy is categorized as high and low.

High Self-efficacy

High self-efficacious persons believe that they can do well even the difficult task. They perceive difficult task to take mastery rather than to be avoided. High self-efficacious students challenge themselves with difficult and innovative tasks and they are internally motivated. They set a high degree of effort to convene their commitments and attribute their failure to internal factors that are under their own control. If they feel disturbance to achieve their set goals, they recover quickly [11] and move to retain their mental state and ultimately achieve personal goals by encouraging themselves.Strong self-efficacious students feel fulfillment and calmness with decisiveness and certainty. They are internally motivated and self-paced [8]. People of strong self-efficacy see challenging and complex problems to be mastered, have more interest in hands-on activities, make a determined commitment to activities and goals and recover themselves in less time from disparity and disappointments [5].

Low Self-efficacy

Low efficacious students believe that they can not succeed as they are not able to concentrate and extend effort so they think that challenging tasks should be avoided. They have low aspiration that lead to fatigue, boredom and disappointment [11].They experience anxiety, hopelessness and anger [8]. They avoid complex tasks, perceive tasks beyond their access and abilities, focus on personal failure and negative and unwanted results and loose confidence quickly about their abilities [5] and feel themselves as the most depressed, deprived and unprivileged person.

Predictors of Self-efficacy

According to empirical researches, a strong predictor of success is one’s personal belief in innate dispositions to cope up then only possession of knowledge and operational skills to complete the task is not enough [8]……..

Methodology

Sample, instrument, scoring and data analysis are the part of methodology.

Sample

Instrument

Scoring

Data Analysis

Conclusion

The purpose of this article is to investigate self-efficacy of 9th and 10th class science students. Self-efficacy and academic achievement in science subjects seems to be closely related with one another. High efficacious students show their better performance in annual examination as compared to low efficacious students. High efficacy is attributed to high level of competency in academics. Similarly a positive relationship between self-efficacy and academic achievement has been found in several researches.

Suggestive Measures to Improve Self-efficacy

Self-efficacy can be improved by taking precautionary measures.

References

HOW EDUCATION WORKS IN CAPACITY BUILDING?103: A NEW PERSPECTIVE

March 6, 2023

by Dr. AS Khan with 12 Comments Education

Capacity building is the way to build-up new capabilities. Generally capacity building is related to enhancement, improvement or strengthening of individuals or organizations’ capacity to attain their goals (Lusthaus et. al., 1999). It increases the abilities of individuals at community level and resources at organization level to manage change (Coutts et. al., 2005) according to the demand of change. Capacity building focuses on the increase of abilities of any enterprise i.e. individuals, groups or associations etc. to do core tasks, solve immediate problems and deal current and developmental needs without any bias (UNESCO, 2006).

A B S T R A C T
INTRODUCTION
Education Role in Capacity Building
CONCLUSIONS
RECOMMENDATIONS

A B S T R A C T

Education is the life process by the continuous development and reconstruction of experiences. It involves the capacity of all those abilities which will enable individuals to control environment, adjust him in that environment and fulfill his all responsibilities and possibilities. The purpose of education is to change the behavior of individuals and shape their personality in the desirable and acceptable manner. Education can spearhead the development of any country by building individuals’ capacity. Generally capacity is that ability of person or organizations that is necessary to carry out the tasks and responsibilities to achieve predetermined pre-selected goals. Capacity building concerns with any set of actions of individuals, societies, communities and organizations to improve their abilities to perform tasks effectively and successfully in selected area. Education plays a vital role in the development, improvement and strengthening their capacity to keep the nation on the track of prosperous life. No one can deny the importance of education in the development of country and this development is not possible until and unless individuals, societies and organizations build their capacities to pull off nation’s mission.

See More: Capacity Building in Education

INTRODUCTION

History of capacity building starts from early 1960s to 1990s. In 1950-60s capacity building was concerned
with institutional building. In 1960-70s, focus was changed to development management. In 1970-80s,
more emphasis was on the development of private sector and in 1980-90s, it became entrenched within
development organizations (Wubneh, 2003). During 1960-70s teaching methodology was gradually changed from training to workshops, teaching to sharing experiences, instructing to facilitating (Adam, et al., 2007) and passive learning to active learning. According to Adam et. al., (2007), from 1980s to onwards, supporters changed their strategy and moved their attention from person to group and from groups to organizations. From 1990s the new idea of capacity building was emerged and accepted by organizations and now it takes the position of an approach to development. Now emphasis is on increase of knowledge, skills, abilities, capabilities and competencies of individuals at different level to be more
effective and efficient in their work. Now capacity building is considered as the compulsory part of
development of organizations to achieve sustainability (Sessions, 1993)……

See More: Abrogation of Child Abuse

Capacity

Generally capacity is the ability of countries to cope up with challenges by their manpower, resources,
actions and organizations. Hussein (2006) argued that capacity is the general ability of individuals,
communities or organizations to do their assigned responsibilities necessary to achieve predetermined
goals……

Capacity Building

The capacity concept is very broad and comprehensive that includes building and development of capacity (Hilderbrand, 2014) said that capacity is the way or mean to complete a task or achieve objectives effectively. According to Kuhl (2009), capacity building is the way to build-up new capabilities.
Generally capacity building is related to enhancement, improvement or strengthening of individuals or
organizations’ capacity to attain their goals (Lusthaus et. al., 1999)….

Levels of Capacity Building

Researches show that capacity building has three levels……..

Education Role in Capacity Building

Capacity building is the continuous process to improve individuals, organizations and institutions, not a one-time experience. Specifically it is an internal process which can be improved or accelerated by external assistance. The emphasized area of capacity building is to deal “what is or exists”, not ought to be. Its concerned areas are to utilize and strengthen existing capacities…….

CONCLUSIONS

Capacity is the ability or innate disposition of a person or entity to be self-sustained. Capacities are developed from inner due to external knowledge. Capacity works on three levels i.e. individual,
organizational/institutional and societal level….

RECOMMENDATIONS

Following are the recommendations for building the concepts…….

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Table of Contents

Abstract

Introduction of Teaching Aids

Basic Material

Non-basic Material

Materials and Methods

Results and Discussion

Conclusion

Recommendations

References

For Knowledge Lovers

Table of Contents

Abstract

Introduction of Classroom Arrangement

Method regarding Classroom Arrangement

Corporal Punishment

Rote Discipline

Preventive Techniques

The High-quality Behaviour Game

Organized Approaches

Regulation with no stress, punishment or reward

General Mistakes in Classroom Organization

Results and Discussion about Classroom Arrangement

Conclusion

References

Table of Contents

Abstract

Introduction of Teacher Efficacy

Impact of Self-efficacy Belief

Importance of Teacher Efficacy

What Should a Teacher Know and Do?

Constraining and Guiding Influence: Student’s Inherent Qualities

Factors Affecting Teacher Efficacy

Research Methodology

Sample of the Study

Research Instrument

Data Analysis

Discussion

Conclusion

References

Table of Contents

Abstract

Introduction

Methodology

Results and Discussion

1. Educational Technology Augmented Reality

2. Educational Technology 5G (5th Generation)

3. Educational Technology Generation Zin Class

4. Educational Technology 2019 Inclusion

6. Experiments and Execution

Conclusion

References

Table of Contents

Abstract

Introduction

Effect of Motivation on Self-efficacy

Self-efficacy and Attribution

Developmental Perspective of Self-efficacy Belief

Methods

Results and Discussion

Discussion

Conclusion and Future Work

References

Table of Contents

Abstract

Introduction

Methods

Results and Discussion

Discussion

References

Table of Contents

Abstract

Introduction

Results and Discussion

References

Table of Contents

Abstract

Self efficacy

Self efficacy Theory

Self efficacy Levels