Journal of Education and Social Studies
http://scienceimpactpub.com/journals/index.php/jess
<p>Journal of Education and Social Studies (JESS) is an open access double blind peer reviewed online journal published by Science Impact Publishers. This journal aims to provide an opportunity and a forum to communicate relevant and current issues in the area of education and social sciences. The vast scope of the journal includes all subjects of education, sociology, psychology, journalism, law, human resource management, anthropology, economics, political science, population studies, international relations, religious studies, linguistics and history.</p>Science Impact Publishersen-USJournal of Education and Social Studies2789-8067Effectiveness of Using the Web-Quest Technique to Improve Students’ Reading Comprehension Skills in An ESL Classroom
http://scienceimpactpub.com/journals/index.php/jess/article/view/771
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">The place of technological resources in the classroom can never be denied in the present globalized era. Integrating technology in ESL classes affects the creativity, curricular attitude, appropriateness, and interest of the learners in the learning environment. In this regard, action research was carried out in order to solve the problem of weak comprehension skills of the EFL learners of Grade 10. The problem was identified through pre-observations of the indicators. In order to overcome the identified problem, a tool was designed in the form of a pre-posttest. After the completion of the data collection, the researcher analyzed the quantitative and qualitative data that were recorded through pre-posttest and focused group discussion respectively. For the quantitative data, the researcher used SPSS to find out the statistical differences between the reading scores of the participants in the pre-posttest. The mean scores of the pre-posttest were compared which exhibited that there was a significant difference between the mean scores of the participants in their reading comprehension before and after the implementation of the Web-Quest technique. Moreover, a thematic analysis of the Qualitative data was made. The results of the study proved that there was a significant effect of using the Web-Quest technique to improve the reading comprehension skills of the participants.</span></p>Maria MukhtarFarhana Khurshid
Copyright (c) 2024 Maria Mukhtar, Farhana Khurshid
https://creativecommons.org/licenses/by/4.0
2024-02-062024-02-065111110.52223/jess.2024.5101Enhancement of Undergraduate Students' Consciousness about Multicultural Identity
http://scienceimpactpub.com/journals/index.php/jess/article/view/783
<p>The perspective of multicultural identity enables an individual to acknowledge and respect the prevailing diverse identities individually and socially. This particular approach provides liberty and acceptance towards unique individuals around us. As a practicing community, respect for one's originality and openness towards diverse practices need to be promoted for peace and harmony in any society. This research study aims to enhance the consciousness about multicultural identity through mixed method research, qualitative followed by quantitative research with an experimental intervention. Semantic content analysis of the curriculum of Pakistan Studies designed by HEC enlightened the researcher about existing gaps between the outline and recommended topics and sub-topics in the outline. Triangulation has been performed through focused group discussion to ensure the results and actual influence of the introduced phenomena on the Undergraduate students of B.Ed. (Hons) II (N=46). The findings clearly illustrate the significance of the pretest and posttest results of gender identity and psycho-social identity with effect sizes of r= 0.59 and 0.44, respectively. The research study suggested inculcating the phenomena of multicultural identity at the national level through policymakers and curriculum developers and practiced at the institutional level in educational settings to promote healthy and well-rounded individuals and progressive society.</p>Hina Rashid
Copyright (c) 2024 Hina Rashid
https://creativecommons.org/licenses/by/4.0
2024-02-112024-02-1151122210.52223/jess.2024.5102Student Achievement Spectrum: Investigating Pedagogical Diversity and Teacher Methodology Perceptions
http://scienceimpactpub.com/journals/index.php/jess/article/view/785
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.</span></p>Mukaram AzharMs SumeeraGhulam Mustafa ShaikhMuhammad IlyasMuhsin KhanRabil Hadi
Copyright (c) 2024 Mukaram Azhar, Ms Sumeera, Ghulam Mustafa Shaikh, Muhammad Ilyas, Muhsin Khan, Rabil Hadi
https://creativecommons.org/licenses/by/4.0
2024-02-142024-02-1451233310.52223/jess.2024.5103The Role of Artificial Intelligence in Shaping the Future of Education at Higher Secondary Level
http://scienceimpactpub.com/journals/index.php/jess/article/view/784
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">This study examines the implications of Artificial Intelligence (AI) in enhancing educational methodologies at the higher secondary level, focusing on its impact on student engagement and learning outcomes, the experiences and challenges faced by educators in integrating AI tools, and the broader ethical and privacy considerations. Utilizing a qualitative methodology based on interviews with educators and students, the research aims to explore the nuanced perspectives on the role of AI in education, identifying both the potential benefits and drawbacks. Initial findings highlight the positive effects of AI on personalized learning experiences alongside significant challenges related to resource limitations and the need for comprehensive support for educators. Moreover, concerns about ethical implications and data privacy emerge as critical issues requiring careful management. The study concludes that while AI offers transformative potential for educational practices, ensuring effective integration, addressing ethical concerns, and preparing students for future technological challenges is essential for leveraging AI's full benefits in the educational sector.</span></p>Muhammad Azeem SarwarMs SaimaAfshan Gul
Copyright (c) 2024 Muhammad Azeem Sarwar, Ms Saima, Afshan Gul
https://creativecommons.org/licenses/by/4.0
2024-02-212024-02-2151344510.52223/jess.2024.5104Jinnah's Vision for Minorities in Pakistan: A Critical Analysis
http://scienceimpactpub.com/journals/index.php/jess/article/view/781
<p>This research article explores the role and vision of Mr. Jinnah, the founding father of Pakistan, in shaping the relationship between the nation and its diverse minority communities. This study is to examine the impact of Mr. Jinnah's leadership on minority communities during the partition and in the early years of Pakistan. It also explores his efforts to promote religious harmony and minority rights. Mr. Jinnah's leadership and his commitment to creating a democratic and inclusive Pakistan provide valuable insights into the challenges and opportunities associated with nation-building, religious and cultural pluralism, and the protection of minority rights. This study examines the historical context, Jinnah's political philosophy, and the measures he took to safeguard the rights and well-being of religious minorities in Pakistan.</p>Ishfaq NaveedTasleem Raza
Copyright (c) 2024 Ishfaq Naveed, Tasleem Raza
https://creativecommons.org/licenses/by/4.0
2024-02-222024-02-2251465510.52223/jess.2024.5105The Impact of ChatGPT on Language Evolution: A Linguistic Analysis
http://scienceimpactpub.com/journals/index.php/jess/article/view/791
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">This research sought to identify changes in terms of word choice, sentence structure, and semantics introduced by ChatGPT and how the functionality of ChatGPT impacts the pragmatics of the English language: politeness, deixis, and discourse markers. This study used corpus analysis as part of the methodology involving Natural Language Processing (NLP) tools for part-of-speech tagging and sentiments, analyzing changes in wordings, syntaxes, and semantic elements generated by ChatGPT as an advanced language modal. A qualitative approach, including user surveys and comparative analysis, proved useful in clarifying the changing patterns of politeness, deixis, and discourse markers in AI-supported communication. Henceforth, ChatGPT generates neologism, unique cultural references, verbal contextual adaptations, and a wide range of technical terms. Moreover, the researchers found that user preferences for communication mediums vary, which showed a complex field of users and their expectations in the context of language generated by ChatGPT. Thus, it was observed that ChatGPT contributes significantly to developing the pragmatic aspects of language use in the modern era. Hence, the study proposes that the ChatGPT polishes the usage of politeness terms and improves its deixis along with formal discourse markers. This highlights the need for continuous improvement, especially in areas such as politeness, deixis management, and integration of discourse markers for the developers.</span></p>Hina RafiqueImran NazeerJawaria Rehman
Copyright (c) 2024 Hina Rafique, Imran Nazeer, Jawaria Rehman
https://creativecommons.org/licenses/by/4.0
2024-02-232024-02-2351566810.52223/jess.2024.5106Exploring the Levels of Undergraduate University Students' Study Skills
http://scienceimpactpub.com/journals/index.php/jess/article/view/795
<p>The ability to study well is crucial to students' academic performance. The aims of this research were to investigate the study skills levels of undergraduate students, to determine the correlation between academic performance and the study skills of undergraduate students, and to identify any noteworthy variations in study skills based on gender and location. Multi-stage stratified random sampling technique was used to select representative sample of 2207 undergraduate students from Punjab, Pakistan's general public universities. With the author's consent, a modified version of the study skills evaluation questionnaire was adapted, and the academic performance scale was created, verified, and subjected to a reliability coefficient of .094 and 0.85. Four research hypotheses were developed and put to the test using the t-test, Pearson r, mean, and standard deviation. The results indicated a substantial difference in terms of gender and location, as well as a favorable link between study skills and academic performance. Moreover, the majority of undergraduate students employed study skills at a moderate level; therefore, it is recommended to design and incorporate study skills in educational courses for students in academic curricula.</p>Hina ZahraMushtaq Ahmad MalikAhamd Bilal Cheema
Copyright (c) 2024 Hina Zahra, Mushtaq Ahmad Malik, Ahamd Bilal Cheema
https://creativecommons.org/licenses/by/4.0
2024-02-292024-02-2951698010.52223/jess.2024.5107Attitude of Government School Teachers Towards Including Children with Disabilities in Mainstream Education: A Case Study of Larkana
http://scienceimpactpub.com/journals/index.php/jess/article/view/790
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">This study aims to examine attitude of government school teachers towards integration of Children with Disabilities (CWD) in mainstream education. Their perception of the phenomenon, challenges and possible solutions in their views were covered. Qualitative method, particularly case study design, was used for data collection, and its interpretive approach was utilized in order to gain detailed data from the participants. In the case study, a school in Larkana was selected. Utilizing purposive sampling and criterion-based selection, ten teachers from the school were chosen as respondents to obtain data. Out of ten respondents, eight teachers eventually became part of the study, and the data was collected from them. The data collection tools were semi-structured interviews and focus group discussions. The obtained data was subjected to content analysis during which different themes emerged: the establishment of an inclusive school, the role of teachers in mainstream schools to implement inclusive education in schools, and the role of the Education and Literacy Department in establishing inclusive schools. In case the mainstream school is converted into an inclusive school, the respondents were aware of the challenges that they might face and the role that they will have to play concerning differentiation, individualized type of support, and collaboration. Findings revealed that the respondents considered the school unfit for turning into an inclusive school due to missing men and material resources, overcrowded classrooms that will make it difficult to teach children with disabilities, and lack of support from local educational authorities. They recommended contextually responsive support for teachers along with their specialized training, keeping into account the real classroom environment, to successfully convert a mainstream school into an inclusive school. Reducing teacher student ratio and recruitment of teaching assistants were also recommended. </span></p>Muhammad IlyasMs SumeeraMuhsin KhanMuhammad JunaidMaria Sarwar Soomro
Copyright (c) 2024 Muhammad Ilyas, Sumeera, Muhsin Khan, Muhammad Junaid, Maria Sarwar Soomro
https://creativecommons.org/licenses/by/4.0
2024-03-012024-03-0151819110.52223/jess.2024.5108A Phenomenological Analysis of Social Studies Students' Lived Experiences Teachers: Building Concepts of Democratic Citizenship and Education
http://scienceimpactpub.com/journals/index.php/jess/article/view/794
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">The purpose of the study was to explore how social studies teachers <a name="_Hlk151543205"></a>conceptualised democracy, developed ideas about democratic citizenship and implemented their perspectives and experiences into teaching. The study used a phenomenological approach to qualitative research design. Total 528 students and 50 teachers were selected using a purposive sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualised democracy as a political system, civic participation and influence of government decision-making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives by utilising experiential learning, incorporating student’s ideas into teaching methods and employing technology. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learning about the democratic process. This study reveals the need for educators, teachers, and policymakers to collaborate to develop instructional practices, incorporate experiential learning experiences and improve social studies curricula to promote student engagement.</span></p>Nayyar SultanaAleena ChaudhryAmna Afzal
Copyright (c) 2024 Nayyar Sultana, Aleena Chaudhry, Amna Afzal
https://creativecommons.org/licenses/by/4.0
2024-03-172024-03-17519210010.52223/jess.2024.5109Self-Harming Behaviors and Psychopathy Traits in Abused Children
http://scienceimpactpub.com/journals/index.php/jess/article/view/802
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">This study aimed to explore child abuse and neglect in relation to psychopathy and self-harming behaviors. A cross-sectional correlational research design was used to carry out the research. A sample of 100 children (50 boys & 50 girls) was selected at age ranging from 12-18 years through purposive sampling. The data was collected from two NGOs in Lahore through purposive sampling. An adapted and translated Child Abuse Screening Tool was used to identify children with different levels and types of abuse and neglect. Urdu version of the Youth Psychopathy Inventory was used to find out psychopathy traits. The deliberate Self-Harm Inventory was translated into Urdu for the purpose of assessing self-harm behavior in participants along with a demographic questionnaire. Pearson product-moment correlation showed there was no significant relationship between psychopathy and child abuse. It was identified that there were no significant gender differences between psychopathy traits and self-harming behaviors in abused children. The current study is significant because it addresses the pressing public issue prevailing in the country day by day, and it has a negative impact on the victim’s survival. The findings revealed that child abuse leads victims towards self-harm and can develop psychopathic traits. On the basis of results, further study is needed to be conducted on these variables, as self-harm was more reported in abused children as compared to psychopathic traits. The variables used in this study needed to be addressed broadly to evaluate the clear impact of abuse in this study, the limitation was the availability of limited data due to the sensitivity of the topic or legal issues that could be addressed in future studies. </span></p>Iqra BatoolTazvin IjazMuhammad Bilal Arif
Copyright (c) 2024 Iqra Batool, Tazvin Ijaz, Muhammad Bilal Arif
https://creativecommons.org/licenses/by/4.0
2024-03-182024-03-185110111310.52223/jess.2024.5110Empowerment at the Crossroads: Opportunity as a Mediator in the Nexus Between Micro Financial Services and Women's Economic Wellbeing, Moderated by Vulnerability
http://scienceimpactpub.com/journals/index.php/jess/article/view/803
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">Women’s empowerment is globally recognized, with economic empowerment being a key aspect—enabling decision-making, income growth, and asset ownership. This study investigates the mediating role of opportunity and microfinance elements, along with social capital, in enhancing women’s economic empowerment. Data was collected from 205 female clients across three microfinance banks in Pakistan using closed-ended questionnaires. Employing Partial Least Squares-Structural Equation Modeling (PLS-SEM), the study reveals strong positive correlations between women entrepreneurs’ sales performance and their ability to secure loans, acquire new skills, and establish networks. Social capital plays a pivotal role in boosting business outcomes. The relationship between loan availability, savings, skill development, social capital, and bonding is mediated by opportunities for business improvement. Vulnerability moderates the relationship between opportunity and women entrepreneurs’ sales success, allowing for business expansion. Microfinance components positively impact women’s economic empowerment.</span></p>Raqia YasmeenAli SajjadHafiza Sana KiranMuhammad Haseeb ShakilQurat-ul-ain Rasheed
Copyright (c) 2024 Raqia Yasmeen, Ali Sajjad, Hafiza Sana Kiran, Muhammad Haseeb Shakil, Qurat-ul-ain Rasheed
https://creativecommons.org/licenses/by/4.0
2024-03-212024-03-215111413010.52223/jess.2024.5111Exploring Head Teacher’s Perspectives Regarding the Execution of the Single National Curriculum (SNC) in Public Primary Schools
http://scienceimpactpub.com/journals/index.php/jess/article/view/804
<p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">The Single National Curriculum (SNC) is envisioned to provide a balanced platform for all learners belonging to all sections of society to burgeon fair and equal opportunities for all children. This research was supposed to explore the views of the school head teachers. A purposive sampling technique was used in the research. A sample of 12 primary head teachers of government schools were selected. It was a qualitative study and Interview protocols were used to assemble data from primary school head teachers. Qualitative data were analyzed and themes were generated manually. Results showed that the majority of the head teachers believed that SNC would help remove social disparities and promote equity in education, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Primary teachers' demographics, perceptions, and inferential analysis revealed that SNC would help remove social disparities, improve language and literacy skills, increase critical and creative thinking, and contribute to personal, social, and emotional development. Head teachers in Pakistan view the implementation of the SNC positively, believing it has the potential to create a more equitable and accessible education system. However, they emphasize the need for proper training, guidance, and monitoring to ensure the success of SNC. Overall, the findings suggest a collective understanding of the benefits of SNC and a commitment to realizing them through cooperation, and collaboration and further to widen fair and equal educational opportunities for all learners.</span></p>Kiran IqbalSajid HasanSaima NasreenMuhammad Imran
Copyright (c) 2024 Kiran Iqbal, Sajid Hasan, Saima Nasreen, Muhammad Imran
https://creativecommons.org/licenses/by/4.0
2024-03-212024-03-215113113910.52223/jess.2024.5112