{"title":"Comparative Analysis of Techniques Used for Teaching Grammar in Public and Private Primary Schools in Kwara State","authors":"Oyeyemi J Jekayinfa","doi":"10.32350/jarms.31.05","DOIUrl":"https://doi.org/10.32350/jarms.31.05","url":null,"abstract":"Purpose: it appears that students in private schools learn and understand grammar that those in the public schools in Nigeria. This study thus, compared the techniques used in teaching grammar in public and private schools in Kwara State. \u0000Design/methodology/approach: the descriptive research design was adopted for the study. Teachers of English Language in thirty (30) selected public and thirty (30) private primary schools in Kwara State participated in the study. The total number of 150 English Language teachers (90 and 60 teachers from public and private schools respectively) were sampled across JSS1, 2 and 3 classes in the selected schools using a simple random sampling technique. A researcher’s designed questionnaire (which was validated with the reliability coefficient of 0.83) was used for data collection while the data collected were analyzed using independent t-test at 0.05 alpha level. \u0000Findings: Findings revealed that English teachers from the private schools always generate questions, read aloud, monitor and promote cooperative talk among students unlike English teachers from the public schools who sometimes make use of these techniques for teaching grammar except the technique of read aloud. \u0000 Originality: A statistically significant difference existed in the techniques used by English teachers in public and private schools in teaching grammar in Kwara State, Nigeria. \u0000 Theoretical/ Practical implications: Both public and private senior English teachers should always interact with learners by monitoring and promoting cooperative talk among students, encourage the use of grammatical structures. The teachers must also allow students to make use of index cards and markers to fish out parts of speech.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115882481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effectiveness of early intervention on academic achievement of Hearing-Impaired children.","authors":"Muhammad Azzam Khan","doi":"10.32350/jarms.12.03","DOIUrl":"https://doi.org/10.32350/jarms.12.03","url":null,"abstract":"It is well recognized that hearing is critical to speech and language development,communication, and learning. In fact Communication development and behavioural skills areinfluenced by a child’s ability to hear. Hearing is a complex process of picking up sound and attachingmeaning to it. The ability to hear is critical to understanding the world around us. Children with ahearing loss often report feeling alone, without friends, and unhappy in school, particularly when theirsocialization with other children with a hearing loss is limited. Despite advance in technology and agreater emphasis on improving the academic performance of students with hearing impairments, thesekids continue to have a more difficult time with reading, math, science and social studies.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133699077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Educational Accountability through the Lens of Elementary School Teachers in Public Sector","authors":"K. Fatima, M. Abiodullah","doi":"10.32350/jarms.12.02","DOIUrl":"https://doi.org/10.32350/jarms.12.02","url":null,"abstract":"This study was designed to explore teachers’ perception about educational accountability in their job. The main objective of the study was to identify teachers’ perception about educational accountability in their job. This study was based on the job demands-resources models and results from previous studies. Researcher employed a cross-sectional survey research. The sample of this study were 375 elementary school teachers for quantitative data collection drawn from total population of district Lahore and Kasur through Taro Yamane’s formula. Furthermore, 18 participants for qualitative data collection. Proportionate stratified random sampling was used to select sample of 375 respondents from two districts Lahore and Kasur for quantitative data collection. Quantitative data was statistically analyzed through SPSS version 15 by using descriptive statistics (Mean, ranges, and standard deviation). Quantitative findings revealed that teachers’ had positive perception about educational accountability.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116804361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effect of the Flipped Science Classroom on Academic Achievement of Grade Seven students","authors":"Hameed Ur Rehman","doi":"10.32350/jarms.12.01","DOIUrl":"https://doi.org/10.32350/jarms.12.01","url":null,"abstract":"A pilot study was carried out in a local secondary school to measure the effectiveness of digital literacy in terms of flipped classroom teaching. A grade seven science class was purposefully flipped and compared with traditional teaching classroom arrangement to evaluate the student's academic achievement. The population of study comprises all male and female 259 students of class seven, first term of session 2019-20. Study sample was further divided into two groups: two sections of boys (61 male students) and two sections of girls (66 female students) were randomly selected as the experimental group, the flipped classroom. The remaining four sections (132 students) performed as a control group, the traditional classroom. Instructional strategies were the independent variable. Student's achievement grades in pretest, ongoing posttest assessments and term exam were dependent variables. Scores of pretest were compared with posttest ongoing assessments and school term exams. The analysis was made through t-test and ANCOVA. At the end of the thirteenth week, a Likert scale survey was conducted to evaluate the student's perception regarding the learning environment in flipped class. The results indicated that” (i) there is a statistically significant difference between achievement scores of the flipped class compare to traditional class students. Flipped class students achieved better results than conventional class learners. (ii) Analysis indicated that there is no significant difference in achievement scores among male and female students of the experimental and control group. (iii) Likert scale survey results showed students increased involvement, mutual interaction and in-depth learning in flipped classroom environment. This study is a contribution to a positive change in the prevailing education system of Pakistan by transferring a deeper understanding of the importance of student-centered learning. The technological tools motivate student of this age to collaborate academically and socially to become a self-standing, curious and creative learner.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134222983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"China Pakistan economic corridor (CPEC), its role in Pakistan economy and its social and environmental status.","authors":"Noman Arshed, Mahak Zahra Awan, Aaiza Mirza, Faheem Riaz, Muhammad Ghulam Shabeer","doi":"10.32350/jarms.22.01","DOIUrl":"https://doi.org/10.32350/jarms.22.01","url":null,"abstract":"China Pakistan Economic Corridor (CPEC) is a plan to kick start practical cooperation between China and Pakistan, as well as support China and the rest of West Central, which is expected to propel Pakistan's and China's already strong relationship to new heights. Hope for economic transformation and assistance in overcoming Pakistan's power shortage. The strategic significance of CPEC must be described and studied from various historical, economic, cultural, and political perspectives. As it aims to construct a network of roads, highways, and railways from Khunjerab, Pakistan's border with China to Gwadar. So, this initiative presents a significant opportunity for Pakistan's economic growth. Because of its depth, Gwadar is an important port. This article emphasizes the economic status of Pakistan influenced by CPEC, the effect of its infrastructure on GDP growth, Impact on trade and the revenue generated. Moreover, the effect of CPEC on the social and environmental aspects is also explained.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126574449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supply Chain Management: Moderating Affect of COVID-19 on the Relationship of Logistics Performance and Supply Chain Resilience","authors":"Iqra Saeed, K. Arshad","doi":"10.32350/jarms.21.03","DOIUrl":"https://doi.org/10.32350/jarms.21.03","url":null,"abstract":"The aim of the study is to examine the correlation between Logistic performance and Supply Chain resilience and with COVID-19 as moderator. Quantitative research was conducted for this study which questionnaire was adapted from (World Bank LPI_2018_Questionaitre) 12 number of respondents were responded on the closed ended questionnaire. The theory of constraint, the strength of the supply chain link that can dictate the effectiveness and efficiency of the supply chain partnership and the ultimate success of the supply chain. According to the results, positive relationship exists between the Logistics performance and Supply Chain Resilience. A very weakening effect was observed on COVID-19 pandemic as moderator. The results of hypothesis indicated that H1 Logistics performance index plays a substantial role in enhancing the supply chain resilience and H2 Covid-19 significantly moderates relationship of logistics performance index and supply chain resilience.","PeriodicalId":242178,"journal":{"name":"Journal of Applied Research and Multidisciplinary Studies","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122783765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}