development of an evaluation model for bs 4 years...
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DEVELOPMENT OF AN EVALUATION MODEL
FOR BS 4 YEARS PROGRAM AT UNIVERSITY
LEVEL
AFRINA AFZAL
DEPARTMENT OF EDUCATION
BAHAUDDIN ZAKARIYA UNIVERSITY,
MULTAN
2017
DEVELOPMENT OF AN EVALUATION MODEL
FOR BS 4 YEARS PROGRAM AT UNIVERSITY
LEVEL
2
AFRINA AFZAL
PRESENTED FOR THE FULFILLMENT OF THE
REQUIREMENT, FOR THE DEGREE OF DOCTORATE OF
PHILOSOPHY IN EDUCATION IN THE DEPARTMENT OF
EDUCATION, BAHAUDDIN ZAKARIYA, UNIVERSITY,
MULTAN
2017
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DEDICATED TO
4
MY PARENTS
BROTHERS
AND SISTERS
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6
7
8
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ABSTRACT
During the recent years, rapid advancement in the field of science and technology has
demanded changes in the existing curricula for degree programs currently offered by
various universities of the country. The trends in education have changed rapidly over
the few years on the international scene. The government of Pakistan has shown a keen
interest in making rigorous changes in degree programs to remove all discrepancies
with the international standard. BS (Bachelor of Studies) 4-Year was therefore
established in 2002 in accordance with the recommendations of the higher education
commission and the national curriculum revision committee. BS 4-Year program was
therefore, established in 2002 in accordance with the recommendations of the Higher
education commission and the national curriculum revision committee. BS 4-Year is an
absolutely new program, initiated with the aim of preparing the students of Pakistan to
compete with other students at international level. Most of the universities in Pakistan
are offering BS 4- Year Program in the disciplines of basic sciences, social sciences and
languages. Still far as no study has been done to evaluate BS 4-Year Program, the
researcher selected this particular topic. The present study was delimited to BS 4-Year
Program in the subject of Education. The main objective of the study was to develop
an evaluation model for BS 4-Year Program in the Subject of Education. The sample
of the study comprised four (4) public universities of the Punjab, where the BS
Education program was functional at the time of commencement of the present research
work. The majority of permanent university teachers fifty three (53) (male & female)
from the Department of Education and three hundred and twenty-nine (329) students
(male & female) studying in different semesters of BS 4-Year program in Education
from the sample universities were taken as the sample. The Students’ sample was
selected by using Stratified random sampling technique. As research tool,
questionnaires for teachers and students were prepared separately and administered to
the respective samples and analyzed. Moreover, an opinionnaire for teachers about
instruction, teaching practice and assessment components was also designed,
administered and analyzed. The collected data were analyzed by using percentages,
means, z–test, product-moment correlation and factor-matrix. The researcher also
carried out document analysis for the review of curriculum content. As far as the
conclusions of the study were concerned, it was found that on maximum components
of the rating scale (Questionnaire), teachers and students showed their satisfaction.
However, on a few points regarding dissatisfaction were also observed. So, after
evaluating the components of BS Education 4-Year Program, an evaluation model for
BS 4 Year program in education was designed by keeping in view Stufflebeam CIPP
evaluation model.
ACKNOWLEDGEMENTS
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Thanks to ALLAH Almighty, the most beneficent, the most merciful, for giving
me the faith, courage, tenacity and passion to pursue and finish this personal goal of
completing Ph.D work. With the blessings of Holy prophet (peace be upon him), the
researcher is able to complete this research task in time.
The researcher is extremely grateful to Chairman, Department of Education,
B.Z.U. Multan Prof. Dr. Ahmad Farooq Mash’hadi for his guidance and encouraging
attitude throughout the various stages of this research.
My sincere and special thanks to my supervisor Prof. Dr. Muhammad Yousaf for
his thought provoking suggestions, which have been a great help in completion of this
dissertation.
The researcher would like to express her deepest gratitude to Prof. Dr. Shamim
Haider Tirmazi, whose invaluable scientific guidance, constant support, expert advice,
timely help and encouraging attitude made this study possible. Thanks a lot for being
generously committed to helping me to produce a quality project. I pray for him a very
happy and healthy life.
I also wish to give a heartfelt thanks to my father Dr. M. Afzal khan and all my
family members, who offered their endless support and constant prayers. This academic
journey would not have been possible without their love, care and patience. I am grateful
to them for instilling the character traits that allows me to dream big and to make a dream
a reality. Their wisdom gave me the patience I really needed to endure.
Lastly, the researcher would like to express her heartiest thanks to all those who
supported and prayed for me for the success and timely completion of this research work.
Once again thanks to all!
A. A
TABLE OF CONTENTS
Chap Description Page
No. No.
1 Introduction 1
11
1.1 Statement of the Problem 3
1.2 Objectives of the Study 3
1.3 Significance of the Study 4
1.4 Delimitations of the Study 5
1.5 Rationale of the Study 6
1.6 Procedure of the Study 6
1.6.1 Population 6
1.6.2 Sample 7
1.6.3 Preparation of the Research Tools 7
1.6.4 Pilot-Testing of the Tools 8
1.6.5 Finalization of the tools 9
1.6.6 Administration of Tools 9
1.6.7 Collcection Analysis of Data 9
1.7 Terms Defined 9
2 Literature Review 11
2.1 Introduction to Evaluation 11
2.2 Characteristics of the Process of Evaluation 13
2.3 Functions of Evaluation 13
2.4 Types of Evaluation 14
2.5 Program Evaluation 17
2.6 Uses of program Evaluation 18
2.7 Program Evaluation Process 19
2.8 Designing a Program Evaluation 23
2.9 Program Evaluation Standards 23
2.10 Overcoming the Evaluation Constraints 24
2.11 Definition of Model 25
2.12 Characteristics of Model 26
2.13 Evaluation Models 26
2.14 Evaluation Models Best Suited for Particular Evaluation
Purposes
29
2.15 The CIPP Model of Evaluation 30
2.16 BS Programs in Pakistan 32
2.17 Significance of BS Degree 32
12
2.18 Structure of the BS Program 33
2.18-i Scheme of Studies (BS Education, BZU, Multan) 34
2.18-ii. Scheme of Studies (BS Education, UOS ) 37
2.18-iii. Scheme of Studies (BS Education , GC
University, Faisalabad)
2.18-iv Scheme of Studies (BS Education, IUB)
39
41
2.19 Instruction 43
2.20 Teacher’s role 44
2.21 Qualities of a good Teacher 45
2.22 Principles of good Instruction 46
2.23 Suggested Measures for Effective Instruction 48
2.24 Instruction and Teaching Methods 49
2.25 Factor for Selecting Teaching Methods 50
2.26 Teaching Practice 50
2.27 Objectives of Teaching Practice 51
2.28 Approaches to Teaching Practice 52
2.28.1 Model the Master Teacher 52
2.28.2 Master the Teaching Model 52
2.28.3 Teaching practice in Real Classroom Situation 52
2.28.3.1 Steps in Teaching Practice in Real
Classroom situation
52
2.28.3.1-a Visit to Practicing School 52
2.28.3.1-b Lesson Planning 53
2.28.3.1-c Teaching in Real Classroom Situation 54
2.28.3.1-d Evaluation of Teaching Practice 54
2.28.4 Micro-Teaching 55
2.29 Classroom Assessment 56
2.30 Components of Classroom Assessment 56
2.31 Purposes of Assessment in Instruction 57
2.32 Tools of assessment 58
2.33 Characteristics of good Assessment Tools 61
2.34 Planning an Assessment 62
2.35 Standards for Teacher Competence in Educational 65
Assessment of Students
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3 Research Methodology 66
3.1 Population 66
3.2 Sample 68
3.3 Research Tools 68
3.3.1 Description of the Tools 68
3.4 Validation of Research Tools 69
3.5 Administration and Collection of the Data 70
3.6 Tabulation of Data 70
3.7 Data Analysis 70
4 Data analysis techniques 72
4.A Analysis for Students Sample 72
4.A(i): Statement- Wise Analysis 72
4.A(ii): Comparison of Mean 113
4.A(iii): Person Measurement 115
4.A(iv): Significance of Mean Difference 123
4.A (v): Comparison of components on mean basis 125 4 B Data
Analysis for Teachers Sample 126
4.B(i) Teachers Response to the Scale Components 127
4.B(ii) Statement-Wise Analysis of Scale Components 130
4.B(iii) Percentage-Wise Analysis 139
4.B(iv) Gender-Wise Comparison 141
4.B(v) Factor Matrix (Inter-Correlation Between Components of the Scale) 142
4.C Analysis of opinionnaire for teacher 143
4 C (i) Analysis of Product Components 146
5 Summary, Findings, Conclusions and Recommendations 148
5.1 Summary 148
5.2 Findings 149
5.3 Conclusions 157
5.4 Recommendations 158
14
5.4.1 Reference CIPP Model of Program Evaluation
5.4.2 Proposed Model for BS 4- Year Education Program
5.4.3 Scale for Model
5.5 Suggestions for Future Researchers
160
162
167
168
References 169
Appendices 178
15
LIST OF TABLES
Table No. Description Page No.
2.1 Types of evaluation and its uses 14
2.2 Evaluation models best suited for particular evaluation purposes 30
2.3 Qualities of a good teachers 45
2.4 The many purposes of assessment form the view point of 57 parents, students, teachers,
administrators and policy makers.
2.5 Tool of assessment 59
2.6 Merits and demerits of assessment methods 64
3.1 Student’s Sample 67
3.2 Subdivision of scale for the Teachers 68
4.1 By joining this program, students’ vocational future is secured 73
4.2 This program develops communication skills of the students. 74
4.3 Students face no difficulty in learning the curriculum content 75
4.4 The curriculum content promotes good study habits among 76 students.
4.5 The curriculum content provides variety of learning experiences 77 to the students
4.6 The curriculum content is theoretical in nature. 78
4.7 Course outlines provide lists of useful recommended books 79
4.8 The curriculum content is according to the mental level of the 80
students
4.9 The curriculum content develops practical skills among students 81
4.10 The curriculum content inspires students to be creative 82
4.11 There is an adequate number of classrooms/lecture theaters to 83 teach different
courses
4.12 Multimedia facility is available in the classrooms 84
4.13 Writing boards are set in all classrooms 85
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4.14 Audio / visual aids are adequate to run classroom activities 86
4.15 Internet facility is available in the library 87
4.16 The library collection includes all the recommended books 88
mentioned in the syllabus
4.17 The library is accessible to all students 89
4.18 Teachers use a variety of instructional methods in their classes 90
4.19 Teachers use innovative strategies to promote critical thinking 91 among students
4.20 Teachers develop positive values among students 92
4.21 Teachers follow the content sequence 93
4.22 Use of educational technology makes teacher’s lectures 94 effective
4.23 Teachers enter their classes well-prepared 95
4.24 Teachers revise and repeat instructional content, when ever it is 96
needed
4.25 Students are encouraged to participate in class discussion 97
4.26 Students are motivated to ask questions 98
4.27 Students are satisfied with English as medium of instruction 99
4.28 Sessional assignments contribute to students’ better
100 understanding of the subject.
4.29 Teachers try to guide slow-learners 101
4.30 Teachers finish their lectures within scheduled time period 102
4.31 Systematic monitoring of students, during teaching practice, 103 results in useful
educational activity
4.32 Model lessons are delivered by specialist-teachers before 104 beginning
of the teaching practice
4.33 Attendance of student-teachers is compulsory during teaching 105
practice
4.34 Supervisor’s load is too heavy to guide students properly 106
4.35 There are sufficient physical facilities in the department for 107 effective teaching
practice
17
4.36 During teaching practice, prospective teachers learn class- 108 management skills
4.37 A structured evaluation sheet is used by the supervisors to 109 evaluate the lessons
4.38 During teaching practice, student-teachers are encouraged to 110 follow the procedure,
laid down in the lesson-plan
4.39 Teachers force student to study class-notes for preparation of 111
examination
4.40 Students are satisfied with the time allowed to complete the 112 examination papers
4.41 Mean Values on Statements 113
4.42 Score on rating scale 116
4.43 Pair wise Mean comparison 123
4.44 Comparison of components on mean basis 125
4.45 Teachers Components -wise Scores on Questionnaire 127
4.46 Parentages wise analysis 131
4.47 Factor – matrix 132
4.48 Score on scale - Context Component 134
4.49 Score on scale - Input Component (Physical Facilities) 135
4.50 Score on scale- Input component (Curriculum content) 137
4.51 Score on scale - Process Component (Instruction) 138
4.52 Score on scale - Process Component (Teaching Practice) 140
4.53 score on scale - Product Component (Assessment) 142
4.54 Responses to opinionnaire (Process Component) 143
4.55 Responses to opinionnaire (Product Component) 146
LIST OF PIE CHART
Pie Chart Description Page
No. No.
18
4.1 By joining this program, students’ vocational future is secured 73
4.2 This program develops communication skills of the students. 74
4.3 Students face no difficulty in learning the curriculum content 75
4.4 The curriculum content promotes good study habits among 76 students.
4.5 The curriculum content provides variety of learning experiences 77 to the students
4.6 The curriculum content is theoretical in nature. 78
4.7 Course outlines provide lists of useful recommended books 79
4.8 The curriculum content is according to the mental level of the 80
students
4.9 The curriculum content develops practical skills among students 81
4.10 The curriculum content inspires students to be creative 82
4.11 There is an adequate number of classrooms/lecture theaters to 83 teach different
courses
4.12 Multimedia facility is available in the classrooms 84
4.13 Writing boards are set in all classrooms 85
4.14 Audio / visual aids are adequate to run classroom activities 86
4.15 Internet facility is available in the library 87
4.16 The library collection includes all the recommended books 88 mentioned in the
syllabus
4.17 The library is accessible to all students 89
4.18 Teachers use a variety of instructional methods in their classes 90
4.19 Teachers use innovative strategies to promote critical thinking 91 among students
4.20 Teachers develop positive values among students 92
4.21 Teachers follow the content sequence 93
4.22 Use of educational technology makes teacher’s lectures effective 94
4.23 Teachers enter their classes well-prepared 95
4.24 Teachers revise and repeat instructional content, whenever it is 96 needed
4.25 Students are encouraged to participate in class discussion 97
19
4.26 Students are motivated to ask questions 98
4.27 Students are satisfied with English as medium of instruction 99
4.28 Sessional assignments contribute to students’ better
100 understanding of the subject.
4.29 Teachers try to guide slow-learners 101
4.30 Teachers finish their lectures within scheduled time period 102
4.31 Systematic monitoring of students, during teaching practice, 103 results in useful
educational activity
4.32 Model lessons are delivered by specialist-teachers before 104 beginning
of the teaching practice
4.33 Attendance of student-teachers is compulsory during teaching 105
practice
4.34 Supervisor’s load is too heavy to guide students properly 106
4.35 There are sufficient physical facilities in the department for 107 effective teaching
practice
4.36 During teaching practice, prospective teachers learn class- 108 management skills
4.37 A structured evaluation sheet is used by the supervisors to 109 evaluate the lessons
4.38 During teaching practice, student-teachers are encouraged to 110 follow the procedure,
laid down in the lesson-plan
4.39 Teachers force student to study class-notes for preparation of 111
examination
4.40 Students are satisfied with the time allowed to complete the 112 examination papers
LIST OF FIGURES
Figure No. Description Page No.
2.1 The concept of evaluation 12
2.2 Program evaluation steps 21
2.3 Evaluation process 22
2.5 Focal points of instruction 44
20
2.6 Components of classroom assessment 56
5.1 Component model 160
21
LIST OF APPENDICES
APPENDIX A Questionnaire for students 178
APPENDIX B Questionnaire for teachers 182
APPENDIX C Opinionnaire for the teachers 190
APPENDIX D List of Experts 193
22
LIST OF ABBREVIATION
Abbreviation Descriptions
BS Bachelor of Studies
BZU Bahauddin Zakariya University
GCU Govt. College university
IUB Islamiat University Bahawalpur
UOS University of Sargodha
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CHAPTER NO. 1
INTRODUCTION
Education has an immense impact on the human society. The importance of education
cannot be neglected by any nation (Gibbons, l998, p.68). Memone (2007, p.83)
indicated that Education is important due to two reasons: Firstly, it helps in the training
of human mind; tells persons how to think and how to make decisions. Secondly, person
can receive essential information about the external world. Without Education, man is
in a dark room and with Education he finds a bright future for himself. In the same
reference, Shakya (2013) admitted that Education is the most important factor for the
development of human civilization. Education provides the nation man powers,
promotes national unity and uplifts public awareness. A country needs different kinds
of man powers such as doctors, engineers, teachers, administrative officials,
economists, judges and other technical hands. Education provides the nation with these
educated hands. Thus, Education system plays a very important role in every nation‟s
success. So, it is important for nation to provide a good education for their peoples
(Ahmad, 2011, p. 6).
The characteristic of a good education is to encourage each and every student to think
critically and develop the ability to ask thought provoking questions.
Its also provide the tools, resources and conducive environment to acquire knowledge
& skills (Wahl and Campbell, 1998, p.12). In the opinion of Mohanthy (2000, pp. 60),
Education is a basic component of every country. Social, scientific, economical and
technological improvement of a country is possible through quality of education. Only
the quality of education ensures human resource development of a county. In the same
context, Khalid (2005, p.82) described that human resource development is the proper
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development of the human‟s in all aspects of their life. All these aspects are best
illustrated in the figure 1.1 as indicated by (Aggarwal, 2006, p.1).
Figure 1.1: Aspects of Human Resource Development
The educational system of Pakistan is the least developed (Quddus, 1990,
p.56). The Education system in Pakistan is generally divided into six levels
:Preschool(for the age 3 to 5 years);Primary (levels one to five); Middle (levels six to
eight); High (levels nine and ten); Intermediate (levels eleven and twelve leading to a
Higher secondary school certificate) and University programs leading to undergraduate
and advanced degrees (Rao & Dutt, 2004, p. 218).
During the recent years, rapid advancement in the field of science and
technology has demanded changes in the existing curricula for degree programs
currently offered by various universities of the country. The trends in education have
changed rapidly over the few years on the international scene (Haider, 2008, p.82). The
Government of Pakistan has shown a keen interest in making rigorous changes in degree
programs to remove all discrepancies in the international standard. Bachelor of Studies
Human Resource
Development
Moral Development
Language development
Social Development
Physical and motor
development Creative expression
development
Cognitive or intellectual
development
Spiritual Development
Appreciation
Development
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(BS) 4-Year program was therefore initiated in Pakistan in 2002 with the
recommendations of the Higher education commission & the National curriculum
revision committee. This is an absolutely new program, introduced with the aim of
preparing the students of this region to compete with students at international level and
to develop the linkage between the local & foreign institutes. This program has been
playing enviable role to enable the students to get linguistic, literary, communicative,
critical, cultural and humanistic skills (Bahauddin Zakariya university, 2009, pp.96-98).
Being the part of teacher education, the researcher observed the effectiveness of BS
Education program. keeping in view the importance of BS 4-Year Program and finding
that no compact and comprehensive research study has yet been done for the evaluation
of BS 4-Year Program in Education, the
researcher selected this particular topic for the present study.
1.1 STATEMENT OF THE PROBLEM
The present study was designed to develop an Evaluation Model for BS 4-
Year Program in the subject of Education at university level.
1.2(A) OBJECTIVES OF THE STUDY
The objectives of the study were as under:
1. To examine the effectiveness of BS program as perceived by Students in the subject
of „Education‟ with reference to its components Context, Physical facilities,
Curriculum content, Instruction, Teaching practice & Assessment.
2. To determine the significance of mean difference between performances of
different University students.
3. To find out the students perception about the most accepted component of the
BS Education program.
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4. To assess the response of male and female teachers to the scale statements.
5. To evaluate the opinion of practicing teacher regarding Instruction, Teaching
practice and Assessment component of the BS Education program.
6. To suggest recommendations for the improvement of the components (listed in
objective 1).
7. To develop an evaluation model for BS 4 Year program in the subject of
Education.
1.2 (b) RESEARCH QUESTIONS
The following Research questions were prepared for the present study:-
1. Are students of Education, satisfied with the effectiveness of BS 4-Year
program in Education?
2. Do students of different Universities differ on the basis of mean-scores?
3. Are students responding to the components of BS Program, differently?
4. Are working teachers satisfied with the BS Program in Education at
University Level?
5. Is there any Gender – difference with reference to mean – performance
of teachers on scale?
6. Are components of BS Program related to one – another positively?
7. Do teachers react differently responding to the elements of opinionnaire
pertaining to the effectiveness of the BS program?
1.3 SIGNIFICANCE OF THE STUDY
The significance of the study is extremely important. Significance of the study in
thesis is the part where the researcher tells how his/her study would be beneficial to
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specific people or part of the society and how they could use it (Gupta & Gupta, 2013,
p.87).
The study may develop awareness regarding the importance of BS Education program
among administrators, teachers and students. The teachers with the help of
administrator may be able to revise the curriculum content of the said program in the
light of the recommendations of the study.
The study may facilitate the teachers and administrators to get the true picture of the
physical facilities available to run BS Education Program. This study may assist the
teachers to plan their instruction more effectively.
After studying this research work, the teachers may be able to arrange teaching
practice according to educational needs of students. The study may be valuable for the
teachers associated with the assessment of students of BS Education program at
university level.
The study may be useful for the policy makers and administrators to improve the BS 4-
Year program in the subject of Education.
1.4 DELIMITATIONS OF THE STUDY
The present study was delimited to:
1. BS 4-Year Program in the subject of Education.
2. Evaluation of the components of the BS 4-Year Program: Context, Curriculum
Content, Physical facilities, Instruction, Teaching practice and Assessment.
3. Four (4) Public universities of the Punjab offering BS 4-Year Program in
Education at the time of commencement of the research work.
4. Faculty members (Regular) (male and female) of the Department of
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Education in sample universities.
5. University students (male and female) who have been studying in BS 4-Year
program in Education years (2010, 2011, 2012).
1.5 RATIONALE OF THE STUDY
Semester system has been introduced to run BS 4_ Year program. This is a
multidisciplinary program, offering a unique blend of Compulsory, General,
Foundation and Optional courses. Most of the universities in Pakistan are offering BS
programs in the Basic sciences, Social sciences and Languages disciplines. This
program is committed to quality education and ensures the best possible utilization of
youth‟s talent that is being prevalent in the outdated B.A. 2-Year program. The degree
will be at par with the Bachelor‟s degree offered by prestigious universities around the
world and shall meet international standards and credit transfer requirement. The
students will become competitive in coping with challenges of the modern world. This
program consists of modern courses; this will provide an edge to universities over other
institutions in the country and comparatively with modest dues and the students will be
able to have better opportunities to learn. So keeping in view all the aspect related to
BS 4-Years program, the researcher selected this particular topic for the research.
1.6 PROCEDURE OF THE STUDY
Procedure of the study was as under:
1.6.1 Population
Two groups –Teachers and Students were included in the study. A brief detail is
given below:
• Target population
29
The target population of the study were all university teachers and students
engaged in the BS Education Program at all public universities of the Punjab.
Target population means the actual population which the researcher would like
to generalize the results (Aggarwal, 2015, p.67).
• Accessible population
The Students studying in the years 2010,2011,2012 and the teachers involved in
teaching to BS Education program from four universities ( Bahauddin
Zakariya University, Multan, University of Sargodha, Government College
University, Faisalabad and Islamia University, Bahawalpur of the Punjab were
taken as accessible population: the population to which the researcher was able
to generalize study results (Aggarwal, 2015, p.68).
The detail is given in ch#03.
1.6.2 Sample
The majority of the regular university teachers (53) from the Department of
Education associated with BS Education program were included in the sample. 329
students were selected as a sample by applying stratified random sampling technique.
The detail is described in ch#03 as well.
1.6.3 Preparation of the Research Tools
a. Questionnaire for Teachers
The questionnaire is a data-gathering instrument through which respondents answer
questions or respond to statements in writing. It consists of series of questions or
statements that are submitted to those from which information is to be collected.
30
The written response in the language of respondents increases the validity of responses
(Iqbal, P. 36, 38). Keeping in view the importance of the questionnaire, the researcher
prepared five point Likert type scale for the teachers, covering the said components of
BS 4-Year Education Program at university level. This scale comprised 105 statements
put under different components.
b. Questionnaire for Students
Students play very important role in any educational program. So, a
questionnaire was also developed for the students to get information about the
components of the BS program in Education. It was a five point Likert scale, comprising
40 statements on different components.
c. Opinionnaire for the Teachers
A close-ended opinionnaire, comprising 12 questions about instruction,
teaching practice and assessment component was prepared for the teachers to get
information about their real practice in the educational environment.
1.6.4 Pilot-Testing of the Tools
For the tools validation, the researcher went through the tryout activities. For pilot
testing, fifty (50) questionnaires for teachers and one hundred and twenty (120)
questionnaires for students of B.Z. University were distributed. Initially, the instrument
for teachers, comprised 145 statement and the scale for students, had 90 statements. As
a result of pilot study, the number of statement in teacher scale was reduced to 130
while in case of students scale, the number of suitable statements, was found to be 80.
1.6.5 Finalization of the Tools
31
After pilot testing of the tools, the researcher finalized the tools by consulting various
experts. Experts evaluated the content of the research tools on the following bases:
• Conforming face validity
• Clear & accurate verbatim of scale statements
• Technical quality of statements
• Relevance with the study objectives
1.6.6 Administration of Tools
The researcher, herself easily went and collected data from BZU, Multan but in case
of other institutes, the researcher took help from the staff of the sample universities.
1.6.7 Collection & Analysis of Data
Data was collected, tabulated and analyzed by using suitable statistical methods. A
comprehensive detail is given in chapter No. 4.
1.7 TERMS DEFINED
1. B.S. Bachelor of studies
2. Model A Model is a simplified representation of reality which
is often depicted in diagrammatic form.
3. Students Studying in BS Education
4. Teachers Teaching BS Education Classes
5. C.I.P.P Context, Input, Process, Product where in:
5.I C Context means the importance & rationale of the BS
Education program
5.II I Input means physical facilities and curriculum content
32
of BS Education program
5.III P Process means instruction and teaching practice
being
adaptive in BS Education program
5.IV P Product means assessment system of
BS Education program
33
CHAPTER NO. 2
LITERATURE REVIEW
2.1 INTRODUCTION TO EVALUATION
Evaluation is a process of collecting information for judging the quality/ worth
of a performance, product, process or activity (Shadish, et.al, 1995, p. 10). While
discussing the same, Alkin (2004, p.15) defined evaluation as a process of making
judgment about students performance and behavior. Evaluation is designed to
determine the value or worth of a program, course towards making decisions about
adopting, rejecting and revising the innovation.
In the same regard, Mertens & Wilson (2012, p. 3) defined that evaluation is a
purposeful activity of collecting and analyzing information in order to determine the
effectiveness and impact of programs by defining areas needing change and
improvement. The conception of evaluation is best illustrated in Figure 2.1:
Evaluation is a process of
reviewing
Making informed decisions about
34
Selection of
different
programs
Incorporating
changes for
greater
efficiency
Terminating
the program
for better use
of resources
Figure 2.1: The Concept of Evaluation
In the same connection, Rossi &freeman (1993, p. 18) defined that evaluation is
the process of getting information to provide feedback about some object. Ali (2001,
p.33) described that evaluation process is done for determining standards for judging
quality, deciding whether these standards are relative or absolute, collecting relevant
information and applying the standards to determine value or quality.
In the view of Smith (2001, p.81) evaluation is the process of quantitative and
qualitative description of behaviors, things, events, parameters or variables. It also
includes value judgment of things or events being described. In the same context, Rist
(2011, p.27) summarized evaluation as a comprehensive, vast concept that judges the
worth or value of a program. It also involves whole process of education.
2.2 CHARACTERISTICS OF THE PROCESS OF EVALUATION
Khawaja (2001, p. 56-66) stated that the process of evaluation has following
characteristics:
• It determines changes occurring in education in light of the objectives of the
country‟s overall development.
35
• It establishes mechanisms for participation of different authorities in the education
system to reinforce the evaluation process.
• It uses specific studies to improve evaluation results.
• It gives reliable, appropriate and adequate information: reliable being based on
objective criteria; appropriate for decisions to be made at the right time; adequate
in respect of the kind and quantity of information required.
2.3 FUNCTIONS OF EVALUATION
According to Pathak (2012, p. 17), Evaluation is mainly used for:
• identifying the value exhibited in programs policy or procedure
• determining the objectives, goals and purposes of a program
• finding the criteria for measuring success
• Collecting, analyzing and interpreting the information
• defining the extent of success & failure
• showing the relationship (impact of programs on certain variables)
• knowing unplanned undesirable effects
• suggesting the alteration, replacement, discontinuance of the program or of unique
features of the program
• Establishing a continuing review of program results
• Evaluating the educational value and utility of the program
In the same context, Royse, et.al. (2006, p. 17) enlisted the following functions of
evaluation:
• Its help in providing the basis for any future educational reforms & policies.
• Its help the concerned authorities in identifying the strengths & weaknesses of the
curriculum, teaching materials, teaching techniques and other school
36
activities.
• Its provide a true picture of each pupils progress.
• The results of evaluation are especially useful in guidance & counseling.
• Its provide a comprehensive information about the effectiveness of teaching
and other classroom activities.
2.4 TYPES OF EVALUATION
Liviton (2003, p. 33-35) mentioned the five major types of evaluation and the appropriate
conditions for their uses as shown in the table 2.1:
Table 2.1 Types of Evaluation & its Uses
Evaluation type Definition Uses
Formative
Evaluates a program
during development for
making early
improvements
Helps to refine or
improve program
Gives information on
program effectiveness
When starting a new program
To assist in the early
phases of program development
Summative Provides information on
program effectiveness
To help in deciding
whether to continue
Conducted after the
completion of the
program design
or end a program
To help in
determining
whether a program
should be expanded
to other locations
Process Concentrates on
program implementation
To identify
inefficiencies in
program
Outcomes Determines the changes
in practices that result
from program activities
To measure benefits
of the program
Impact Focuses on long term
results To see impact on
policy
37
In the same reference, Kumar (2005, p. 279-282) indicated that evaluation can also
be classified on the basis of following perspectives:
1. Types of Evaluation from the Perspective of Focus of the Evaluation
On the basis of these perspectives, there are four types of evaluation.
i. Program / Intervention Planning Evaluation.
This type of evaluation is used to determine the need for a program.
Following questions can be asked during such type of evaluation.
• Is there a need for the proposed program?
• If yes, what is its extent?
• How should the success or failure of the program be assessed?
ii. Process Evaluation
It is also known as monitoring evaluation. This is used to determine the
efficiency of the service delivery.
Following questions can be answered while process evaluation:
• How satisfied are stakeholders with the way the service is being delivered?
• How can service delivery be improved?
• What are the issues with the way the service is being delivered?
iii. Outcome Evaluation
It is also known as impact evaluation. This is used to know the effectiveness
of a program. Following questions may be answered during outcome
evaluation:
• What are the outputs of the program?
• How has the program affected stakeholders?
38
• To what extent has the program achieved the objectives set out at the planning
stage?
iv. Cost – Benefit Evaluation
It is used to determine the cost of delivering the service. During cost- benefit
evaluation, followings questions may be asked:
• What is the cost of delivering the service?
• Do the results justify the cost?
• Do benefits justify the cost?
2. Types of Evaluation form a Philosophical Perspective
On the basis of the perspectives, there are four types of evaluation.
i. Goal Oriented Evaluation
It is also known as objective oriented evaluation. This approach focuses on the
evaluation of out comes to determine the achievement of objectives.
ii. Consumer Oriented Evaluation
It is also known as client centered evaluation. According to this Philosophy,
consumers are the best judges of a program. Qualitative and quantitative
methods are used to find out how client feel about various aspects of a
program.
iii. Improvement Oriented Evaluation.
The philosophy of this evaluation is that evaluation is mainly done for
improvement purposes.
iv. Holistic Evaluation
It is also known as illuminative evaluation. Holistic evaluation tries to assess
the performance of a program in its totality.
39
2.5 PROGRAM EVALUATION
Program evaluation is a process of collecting, analyzing and interpreting
efficiency, effectiveness and information to determine accountability of a department,
program or agency. In the view of Scriven (1991, p. 59), program evaluation is a
systematic process of determining the success of a specific program. Discussing the
same, Boyle & Crosby (1997, p. 81) stated that program evaluation is the systematic
assessment of the processes and outcomes of a program with the aim of furthering its
development & improvement.
In the same context, Fischler (2014, p. 2) defined program evaluation as an
ongoing monitoring of program or one time studies of program, processes, outcomes
and or program impact.
(www.fischlerschool.nova.edu_resourcess_uploads_35_files_arc_Doc_progeval.pdf)
Fitzpatrich, et.al (2004, pp. 5-6) summarized that program evaluation is a process of
arriving at a definite, objective and valid conclusion regarding specified objectives and
questions related to a program‟s overall effectiveness.
2.6 USES OF PROGRAM EVALUATION
Mika (1996, pp. 10-11) mentioned that program evaluation is mainly used for:
demonstrating program effectiveness to funders.
improving the implementation and effectiveness of programs.
better management of limited resources.
documenting program accomplishments.
justifying current program functioning.
supporting the need for increased levels of funding.
40
satisfying ethical responsibility to stakeholders to demonstrate positive and
negative effects of program participation.
documenting program development and activities to help ensure
successful replication.
In the same regard, Sanders & Sullins (2006, p. 89) enlisted the uses of program
evaluation as:
using the information to improve program.
demonstrating to stakeholders that resources are being well spent and that
the program is effective.
comparing actual outcomes with intended outcomes.
suggesting realistic intended outcomes.
focusing attention on issues important to program.
promoting program.
retaining or increasing funding.
enhancing the image of the program.
providing direction for program staff.
identifying strengths & weaknesses in program implementation.
2.7 PROGRAM EVALUATION PROCESS
All program evaluations consisted on a process of planning, collecting data and
reporting results effective. Program evaluation is done in steps. These steps are
described by (Royse, et.al, 2006, pp. 90-93) as:
41
Step 1: Description of the Program Context
This is the first step in planning of program evaluation. In this step, the program
evaluator describes the program context, its purposes, expected effects and available
resources etc.
Step 2: Identification of Stakeholders and their Needs
In this step, the program evaluators identify stakeholders and their needs.
Step 3: Specifying the Purposes of Evaluation
This is an important step. In this step, the program evaluator determines the
purposes of evaluation.
Step 4: Designing of an Evaluation Plan
An evaluation plan highlights how to implement the evaluation, what
information is to be collected, the research method (s) to be used and a time schedule for
accomplishing tasks.
Step 5: Collection of Data
Data is collected by keeping in view indicators, data sources and methods to use
and the quality and quantity of the information. There are different methods to collect
information. Leviton (2003, p. 89) listed following methods:
Questionnaires
Surveys
Checklists
Interviews
42
Documentation review
Observation
Focus groups
Case studies etc.
Step 6: Analysis of the Data
Data is analyzed by keeping in view various techniques.
Step 7: Making Conclusion & Recommendations
After analyzing the data, conclusions are being made.
Step 8: Reporting Result
In this step, the program evaluator reports the results to the concerned stakeholders.
All these steps are best illustrated in figure 2.2:
Steps
In the same context, Rossi & Freeman (1993, pp. 67-69) summarized the program
evaluation process as shown in figure 2.3:
Figure 2.2: Program Evaluation Process
Program Evaluation
43
Program Improvement
Accountability Purpose Gaining Knowledge
Program‟s Structure Program‟s Results Program‟s Design
Effectiveness
Economic Professional
Qualitative
Quantitative
Figure 2.3: Evaluation Process
2.8 DESIGNING A PROGRAM EVALUATION
1 . Specify the Purpose
2 . E xplaining the issue
3 . Describing the Model
4 . Identifying the Methods
44
According to Powell, Steele, Douglah (1996, p. 2), there is no specific pattern
for conducting a good program evaluation. In view of Posavac & Carey (2007, p. 29)
program evaluation is a process of concentrating on questions and topics of concern,
collecting relevant information and then analyzing and interpreting the information for
a specific purpose. Priest (2001, P. 34) suggested following key questions should be
considered before designing a program evaluation:
1. What is the program? In what context does it exist?
2. What components of the program will be evaluated while judging program
performance?
3. What type or level of performing should be considered for the program to be
considered successful?
4. What evidence will be used to indicate how the program has performed?
5. What resources will be available to collect the information?
2.9 PROGRAM EVALUATION STANDARDS
These standards are very practical and will provide a solid foundation for
program evaluation. These standards are indicated by Joint committee on standards for
educational evaluation (1994) as:
• Relevance
A good evaluation should be in consistent with the objectives.
• Comprehensiveness
An evaluation should be precise and comprehensive in its scope.
• Diagnostic value
An evaluation should diagnose the strengths and weaknesses of the program.
45
• Valid
An evaluation should serve the purpose for which it is designed.
• Continuity
An evaluation should be done on continuous basis. It should provide continuingly
feedback on the strengths and weaknesses of the program.
• Objectivity
An evaluation results should be judged objectively.
• Efficiency
An evaluation should be low in cost built maximum in its output.
• Feasible
An evaluation should be feasible.
• Accurate
An evaluation should be accurate.
Useful
An evaluation should be useful.
2.10: OVERCOMING THE EVALUATION CONSTRAINTS
Rogers and Badhem (1992, p.8) suggested that evaluation constraints can be
overcome in following ways:
• Evaluation should be limited to a few specific focuses
• While evaluating, only essential information be collected
• Evaluation should be short
• Evaluation should be simple
46
• Evaluation should be worthwhile and credible for staff
2.11 DEFINITION OF MODEL
Kuhne (2005) defined the term „Model‟ as: a model is information
On something (context, meaning)
Created by someone (sender)
For somebody (receiver)
For some purpose (usage, context).
In the views of Wilson (1999, p.2), a model is a description of something. It provides
a framework for thinking about a problem.
According to Merriam Webster online dictionary (2008), a model is an example
for imitation, very good or excellent, or serving as or capable of serving as a pattern.
(www.merriam_webster.com/distionary/model)
It is important to emphasize that a model is not the real world but merely a
human construct to help in better understanding of real world systems. In general, all
models have information, input, an information process and an output of expected
results.
(serc.carleton.edu/introge/models/whatIsAModel.html)
2.12 Characteristics of Model
Gordon & Oliva (2012) listed the following characteristics of models:
Serves as guideline to action, can be found for almost every form of
educational activity.
Purpose a solution to a piece of a problem.
47
Attempt to solve a specific program.
Create or replicate a pattern on a grounder scale
2.13 Evaluation Models:
The following Models are frequently stated in the evaluation literature:
• Behavioral Objective Model
This model is used to determine the degree to which the objectives of a program,
product or process have been achieved.
• The Four Level Model
This model is used to assess training and development programs. This model has
four levels of training reactions learning, behavior and results.
• Responsive Evaluation Model
This model demands evaluators to be responsive to the information‟s needed by
stakeholders.
• Goal- Free Model
This model concentrates on the actual outcomes instead of intended outcomes of
a program.
• Adversary / Judicial Model
This model analyses the arguments for and against the program.
• Consumer- Oriented Model
In this model, consumers chooses among competing programs or products.
• Expertise/ Accreditation Model
By using this model, exert gives opinion to determine the quality of programs.
48
• Utilization- Focused Evaluation
This model analyzes the type of information needed by stakeholders.
• Participatory /Collaborative Evaluation
The role of collaborative forms of evaluation is to involve stakeholders in the
evaluation process.
• Empowerment Evaluation
The focus of this evaluation is to use evaluation concepts, techniques and findings
for the purpose of improvement and self-determination.
• Organizational Learning
This model views evaluation as ongoing process and integrated into all work
practices.
• Theory Driven Evaluation
This model concentrates on theoretical instead of methodological issues.
• Success-case Method
It defines outcomes and success cases.
(http://www.sagepub.com/Upm-data/5068_preskill_chapter-5.pdf)
In the same context, Payne (1994) also described the four types of models.
These models are:
1. Management Models
These models provide information to management about programs, products
etc. The most popular management models are:
• Michael Patton‟s utilization focused evaluation
• CIPP Model
2. Judicial / Adversary – Oriented Models
These models are based on the judicial metaphor.
49
3. Anthropological Models
These models uses qualitative approaches for program evaluation. The popular
anthropological models are:
• Robert Stake‟s model
• Goal – free model
• Responsive evaluation
4. Consumer Models
These models are based on Michael Scriven approach which emphasizes
consumer product metaphor,
Owen & Rogers (1999, p. 45) in the same connection, listed the following
Evaluation models:
• Behavioral objectives model
• Goal – Free model
• Art criticism model
• Transaction model
• System analysis model
These models throw light on the followings aspects of evaluation:
1. What should be evaluated?
2. Who should be evaluated?
3. Who ought to receive the results of Evaluations?
4. What actions should be taken as consequences of Evaluations?
In the same regard, Rahman (2004, p-11) proposed following models of
evaluation.
• Tyler‟s evaluation model
50
• Stufflebeams CIPP Model
• Hammond‟s evaluation model
• Scriven‟s goal- free evaluation model
• Parlett and Hamilton model
• Kirk Patrick‟s evaluation model
2.14 EVALUATION MODELS BEST SUITED FOR
PARTICULAR EVALUATION PURPOSES
In the view of Owen & Rogers (1999, p. 67), there are no hard and fast rules
about using of the model for a given purpose. He also provides additional guidance on
selecting a model from among the most widely used ones for six common program
evaluation purposes as given in the table 2.2:
Table No. 2.2: Evaluation Models Best Suited for Particular Evaluation Purposes
Evaluation Model
Attainment
of the
Program’s
goals and
objectives
Program
improve
ment
Accredita
tion of the
program
Developm
ent of
theory
about
interventi
on
Meeting
informati
on needs
of
diverse
audiences
Overall
impact of
program
Goal- based (Tyler,
1942) X X X X
Goal- free evaluation
(Scriven,1972) X X X
Theory –based
(weiss,1972) X X X
context, input, process,
and product (CIPP)
(stufflebeam,
1993)
X X
Utilization-focused
(Patton,1978) X X
Responsive (stale.
1975) X X X X X
Connoisseurship
(Eisner,1979) X
Ethnographic
(Guba,1978) X X
51
Multilevel
(Guskey,2000,
Kirkpatrick,2001)
X X X
2.15 THE CIPP MODEL OF EVALUATION
The CIPP model is a social systems model applied to program evaluation.
CIPP stands for:
C Context evaluation
I Input evaluation
P Process evaluation
P Product evaluation
These components are or can be viewed as separate forms of evaluation, but
they can also be viewed as steps or stages in a comprehensive evaluation. The detail of
these steps is given below:
1 Context evaluation
2 Input evaluation
3 Process evaluation
4 Product evaluation
1. Context Evaluation.
Context Evaluation is the delineation and specification of the projects
environment, its unmet needs, the population and sample of individuals to be served,
and the project objectives.
2. Input Evaluation
Input evaluation identifies and assesses systems capabilities (personnel, budget,
space, etc.); determine methods that meet objectives and needs; studies relation at cost
and potential benefits of each proposed method.
52
3. Process Evaluation.
Monitors projects operations; identifies or predicts defects in the procedural design
or in its simple mentation; maintain records of procedural events and
activities.
4. Product Evaluation.
Relates outcome measures to objectives, to input data and to process evaluation;
determines effectiveness. (Stufflebeam & shinkfield, 2007, pp.86-87).
2.16 BS PROGRAM IN PAKISTAN
University of Karachi, Pakistan initiated the BS 4 Year Program in 2007 with
the aim of producing high quality professionals, scientists and improve academic
standard in this region through dissemination of knowledge. Most of the universities in
Pakistan are offering BS 4- Year Program in the following disciplines of basic sciences,
social sciences and languages:
• Arabic
• Urdu
• Physics
• Mass communication
• Commerce
• English
• Geography
• Philosophy
• Botany
• Sociology etc.
(www.uok.edu.pk/faculties/businessadministration/bs.php)
53
2.17 SIGNIFICANCE OF BS DEGREE
On successful completion of Four Year BS studies, the students
• can apply for any post of 17 grade.
• can teach different subjects at secondary level with professional skill &
competence
(www.iiu.edu.pk)
• will be entitled to receive BS degree which is considered equivalent to masters
degree.
• will be able to get various jobs in following areas.
i. School teacher ii. Private
tutor iii. Home tutor iv.
Education consultant
v. Education counselor vi.
Online tutor vii. Vice
principal viii. Principal
(ilm.com.pk/courses/arts/b-ed/)
2.18 STRUCTURE OF THE BS EDUCATION PROGRAM
Four Year BS program consists of eight semesters. In all, there are 45 courses of study
spread over four years. Total credit points in BS program are 45* 3 = 135. There is a
compulsory 3 credit hours of research project report and supervised internship program
of 8 weeks.
2.18-i. Curriculum Content (BS Education, BZU, Multan)
1st Semester
54
Code Subject Credit Hours
ENG-101 English I 3
PAKS-101 Pakistan Studies 2
STAT-101 Statistics 3
SOC-101 Sociology 3
GSCI-101 General Science 3
Edu-101 Introduction to Education 3
2nd Semester
ENG-102 English II 3
ISLS-101 Islamic Studies 2
STAT-102 Statistics II 3
PHIL-101 Philosophy 3
ECO-101 Introduction to Economics 3
EDU-102 Orientation of System of
Education in Pakistan
4
3rd Semester
ENG-201 English III 3
COMP-101 Introduction to Computer 3
PSY-101 Introduction to Psychology 3
HIST-101 History 3
EDU-201 Society, School & Teacher 4
4th Semester
ENG-202 English IV 3
SSCI-101 Sports Science 3
GMATH-101 General Science 3
55
EDU-202 Child Development 4
EDU-204 Sociology of Education 4
5th Semester
EDU-301 Philosophical Perspectives
of Education
3
EDU-303 Educational Psychology 3
EDU-305 Research Orientation in
Education
3
EDU-307 Curriculum Development 3
EDU-209 Educational Measurement
and Assessment
3
6th Semester
EDU-302 Perspectives of Education
in Pakistan
3
EDU-304 Psychological Foundations
of Education
3
EDU-306 Research Application in
Education
3
EDU-308 Curriculum Organization in
Pakistan
3
EDU-210 Education Evaluation and
Quality Assurance
3
7th Semester
EDU-401 Teaching of English I 3
EDU-403 Entrepreneurship 3
EDU-405 Teaching Strategies I 3
EDU-407 Education Planning and
Management
3
EDU-4XX Optional Course for arts
Students
3
56
8th Semester
EDU-402 Teaching of English II 3
EDU-404 Teaching Practice (in the
relevant optional subject)
3
EDU-406 Teaching Strategies II 3
EDU-416 Research project 3
EDU-4XX Optional Course for arts
Students
3
2.18-ii. Curriculum Content (BS Education, UOS )
Year-1
Semester I
Sr No. Code Course Title Cr. Hr.
1. BSED-101 Foundation of Education(Major) 3
2. BSED-101 English I 3
3. BSED-101 Pakistan Studies 2
4. BSED-101 Computer Application 4
5. BSED-101 Minor I 3
Total Credit Hours 15
Semester II
Sr No. Code Course Title Cr. Hr.
1. BL-150 English- II 3
2. BL-152 Sociology-II 3
3. BL-153 Political Science-II 3
4. BL-154 Philosophy of Law 3
5. BL-155 Computer-II 3
Total Credit Hours 15
57
Year-2
Semester III
Sr No. Code Course Title Cr. Hr.
1. BSED-201 ICT and Strategies of Teaching (Major) 3
2. BSED-204 Every day Science(AC) 4
3. English III 3
4. BSED-205 Interdisciplinary-I 2
5. Minor-III 3
Total Credit Hours 15
Semester IV
Sr No. Code Course Title Cr. Hr.
1. BSED-203 Classroom Management(Major) 2
2. BSED-204 Educational Psychology(Major) 3
3. BSED-205 English IV 3
4. BSED-206 Interdisciplinary-II 3
5. BSED-207 Interdisciplinary-III 3
Minor-IV 3
Total Credit Hours 17
Year-3
Semester-V
Sr No. Code Course Title Cr. Hr.
1. BSED-301 Reflective Practice & Crit. Thinking (Major) 3
2. BSED-302 Research Techniques I (Major) 3
3. BSED-303 Child Development 3
4. Minor V 3
5. Minor VI 3
6. Minor VII 3
Total Credit Hours 18
Semester-VI
58
Sr No. Code Course Title Cr. Hr.
1. BSED-304 Research Techniques II 3
2. BSED-305 Research Project/Course Work 2
3. BSED-306 Seminars on Trends & Issues in Education 2
4. Minor VIII 3
5. Minor IX 3
6. Minor X 3
Total Credit Hours 16
Semester-VII
Sr No. Code Course Title Cr. Hr.
1. BSED-401 Edu. Measurement & Evaluation (Major) 3
2. BSED-402 Education planning and Management 3
3. BSED-403 Learning and Theories of Learning 3
4. BSED-404 Comparative Education 3
5. Pedagogy I 3
6. Pedagogy II 3
Total Credit Hours 18
Semester-VIII
Sr No. Code Course Title Cr. Hr.
1. BSED-407 Internship (18weeks) 18
Total Credit Hours 18
2.18-iii. Curriculum Content (BS Education, GC University, Faisalabad)
Semester I
Sr No. Code Course Title Cr. Hr.
1. ENG – 321 Functional English 3
2 ISL – 321 Islamic Studies/ Ethics 3
59
3 EDU – 305 Child development 3
4 EDUURD – 307 Urdu/ regional languages 3(3-0) 3
5 EDU-GS-309 General Science Content 3(3-0) 3
6 EDU-311 General Methods of Teaching 3(3-0) 3
Total Credit Hours 15
Semester 2
Sr No. Code Course title Cr. Hr.
1. ENG-322 English II (Communication Skills) 3
2 EDU-CSI-304 Computer Literacy 3
3 EDU-306 Classroom Management 3
4 MTH-319 General Mathematics 3
5 PST-322 Pakistan Studies 3
6 EDU-312 Methods of teaching Islamic Studies 3
Total Credit Hours 15
Semester 3
Sr No. Code Course Title Cr. Hr.
1. ENG-421 English III 3
2 EDU-403 Teaching Literacy skills 3
3 EDUBFA-405 Art, Craft and Calligraphy 3
4 EDU-407 Teaching of Urdu/Regional Languages 3
5 EDU-409 Teaching of General Science 3
6 EDU-632 Teaching Practice (Short Term) 3
Total Credit Hours 15
Semester 4
Sr No. Code Course Title Cr. Hr.
1. EDU-402 Classroom Assessment 3
2 EDU-404 Teaching of English 3
3 EDU-406 Teaching of Mathematics 3
60
4 EDU-408 School, Community and Teacher 3
5 EDU-410 Teaching of Social Studies 3
6 EDU-632 Teaching Practice 3
Total Credit Hours 15
Semester 5
Sr No. Code Course Title Cr. Hr.
1. ENG-422 English –III (Technical writing and
presentation skills)
3
2 EDU-503 Foundations of Education 3
3 EDU-HIS-505 History-I 3
4 MTH-321 Mathematics-I 3
5 EDU-509 Curriculum Development 3
6 EDU-511 Educational Psychology 3
Total Credit Hours 15
2.18-iv. Curriculum Content (BS Education, IUB)
Code Course title CH Code Course title CH
Edu-01101 Islamic studies /ethics 2 Edu-01701 Classroom
management
3
Edu-01102 English-1 3 Edu-01702 Contemporary issues
and trend in education
3
Edu-01103 Foundation of
education
3 Edu-01703 Test development and
evaluation
3
Edu-01104 Development of
education in Pakistan
3 Edu-01704 Comparative education 3
Edu-01105 Content course –i
(from selected
discipline-i)
3 Edu-01705 Information
communication
technology
3
Edu-01106 Content course-i (from
selected discipline-ii)
3
Edu-01801 Inclusive education 3
Edu-01201 English-ii 3 Edu-01802 Environmental
education
3
Edu-01202 Mathematics 3 Edu-01803 Teaching practice
(long term)
3
61
Edu -01203 Critical thinking and
reflecting practices
3 Edu-01804 Research project 3
Edu-01204 Human development
and learning
3 3
Edu-01205 Content course-ii(from
selected discipline-i)
3 Edu-24101 Islamic concept of
secondary education
3
Edu-01206 Content-ii(from
selected discipline-ii)
3 Edu-24102 Foundations of
educations
3
Edu-24103 Research methods 3
Edu-01301 Pakistan studies 2 Edu-24104 Teaching strategies 3
Edu-01302 Computer literacy 2+1 Edu-24105 Educational planning
and administration
3
Edu -01303 English-iii 3 Edu-24106 Learning technology 3
Edu-01304 Content
courseiii(from
selected
discipline ii)
3
Edu-01305 Content courseiii(from
selected discipline-ii)
3 Edu-24201 Educational finance
and budgeting
3
Edu-01306 General method of
teaching
3 Edu-24202 English as second
language
3
Edu-24203 Educational
measurement and
evaluation
3
Edu-01401 Content courseiv(from
selected discipline-i)
3 Edu-24204 Curriculum
development
3
Edu-01402 Content courseiv(from
selected discipline-ii)
3 Edu-24205 Women rights and
education
3
Edu -01403 Guidance and
counselling
3 Edu-24206 Educational
psychology
3
Edu-01404 Class room assessment 3
Edu-01405 Educational
management and
leadership
3 Edu-24301 Teaching of English 3
Edu-01406 Supervised school
experience/observation
3 Edu-24302 Teaching of
mathematics
3
62
Edu-24303 Teaching of Urdu 3
Edu-01501 Curriculum
development
3 Edu-24304 Teaching of general
science
3
Edu-01502 School community
and teacher
2+1 Edu-24305 Teaching of social
studies
3
Edu -01503 Content course-v(from
selected discipline-i)
3 Edu-24306 Teaching of Islamic
study
3
Edu-01504 Content course-v(from
selected discipline-ii)
3 Edu-24307 Teaching of home
economics
3
Edu-01505 Pedagogy-i(methods of
teaching related to
specialization-i)
3 Edu-24308 Teaching of art and
craft
3
Edu-01506 Pedagogy-ii(methods
of teaching related to
specialization-ii)
3 Edu-24309 Teaching of physics 3
Edu-24310 Teaching of biology 3
Edu-01601 Research method in
education
3 Edu-24311 Teaching of chemistry 3
Edu-01602 Pedagogy-iii(methods
of teaching related to
specialization-i)
3 Edu-24312 Teaching practice 3
Edu -01603 Pedagogy-iv(methods
of teaching related to
specialization-ii)
3
Edu-01604 Teaching practice
(short term)
3 Edu-24401 Principle of
communication
3
Edu -01605 Introduction to
statistics
3 Edu-24402 Computer literacy 3
Edu-24403 Research project 3
Edu-24404 Introduction to
education for all
3
Edu-24405 Literacy planning and
implementation
3
Edu-24406 Designing literacy
material
3
2.19 INSTRUCTION
63
Instruction is an important element in the process of education. Its main purpose is to
impart knowledge and motivates the pupils to learn through their own activates (Rao,
2004, p.135). In the process of instruction, there are three focal point
i.e. teacher, student and content as indicated by (Ghaffar, 2009, p.7) shown in figure
2.5:
Figure 2.5: Focal Points of Instruction
In view of Biggs (2003, pp.74-76), teacher plays a vital role in the process of
instruction. The teacher is responsible to help the students in gaining knowledge,
encouraging character and morality, developing suitable values helpful to the society,
solving their educational problems, guiding and supervising their education activates,
marketing then able civilization of the nation, promoting leadership qualities and
arousing interest in teaching professions (Sindhu, 2012, p.285).
2.20 TEACHER’S ROLE
The teachers can perform their responsibilities if they have knowledge of their
roles. Tennant (2010, pp.13-15) described that teachers play interpersonal and
64
pedagogical roles. Inter personal roles are related to social, emotional and spiritual
growth of students. They are played as counselor and as member of school community.
Pedagogical roles are related to the intellectual development of the students. They are
played as curriculum developer, instructor and researcher.
2.21 QUALITIES OF A GOOD TEACHER
In order to perform the responsibilities and roles effectively, the teacher must have
certain personal, physical, moral, intellectual, emotional and social qualities.
These qualities are enlisted by Sue (2003, p.209) as shown in the table 2.3:
Table 2.3 Qualities of a Good Teachers
Personal Qualities
Common sense
Creative
Devoted
Impartial
Frank but tactful
Motivating
Open minded
Punctual
Self confidence
Physical Qualities
Active
Smart
Attractive
Good in appearance
Clear voice
Healthy
Moral Qualities
Ability to discriminate b/w right & wrong
Belief in democratic values
Good character
High moral
65
Ready to admit mistakes
Self-respected
Self-control
Intellectual
Qualities
Ability to explain plans
Awareness of their position & role
High achiever
Highly intelligent
Industries
Knowledge of pedagogy
Excellent communicating skills
Capacity to lead & take the group with them
Self confidence
Emotional
Qualities
Emotional stability
Cheerful
Pleasant
Happy contented
Free from anxiety & conflicts
Hopeful
Balance state of mind
Social Qualities
Cooperative
Fair in dealing
Good human relations
Good will for all
Knowledge of theirs problems
2.22 PRINCIPLES OF GOOD INSTRUCTION
Good instruction demands that the teacher should know the child‟s mind. To be
successful in studying child mind, the teacher should know and apply principles of
instruction. These principles are indicated by Reece & Walker (2003, pp.59-61) as:
66
1. The Principle of Aim
According to this principle, aim of teaching should be set first. Determination
of aim helps the teacher in planning, executing and evaluating every act of the teaching
learning process.
2. The Principle of Child Centeredness
This principle suggests that instruction should be designed according to the
aptitude, interest and abilities of the students. Its help in effective learning.
3. The Principle of Linking with Actual Life
This principle demands that knowledge learnt through instruction must be
essentially linked with the life of the children and must be correlated with the other
subjects through the children are studying.
4. The Principle of Active Involvement of Student
This is the most important principle of instruction. This principle states that pupils
should be involved in all the steps of teaching learning process.
5. The Principle of Planning
Good instruction is always well planned. Lesson plan should be prepared in
advance. Its help the teacher in effective presentation of the topic.
6. The Principle of Variety
According to this principle, teachers should use a variety of teaching tactics and
teaching aids to motivate the students towards learning
7. The Principle of Creating Conducive Environment
67
The classroom environment plays a very important role in effective instruction.
There should be a proper arrangement of furniture, light system and discipline in the
classroom.
8. The Principle of Learning by Doing
Learning by doing removes the dullness of the lesson and students do not get bored.
Its help in effective learning.
2.23 SUGGESTED MEASURES FOR EFFECTIVE INSTRUCTION
Phil and nick (2003, p.113) suggested the following measures for effective
instruction:
• Sort goals by Learning Domain
Teachers should sort goals by learning domain i.e. cognitive, affective and
psychomotor.
• Being with what the Students Knows
The teacher should start the topic with what the students know,
• More from Simple to Complex Concept
The teacher should taught simple concept first then complex ones.
• Accommodate the Student’s Preferred Learning Style
The teacher should accommodate the student‟s preferred learning style.
Students learn more if teachers use their preferred learning style.
• Involve the Students in Planning
Teacher should cooperative towards students. He/she must involve the
students in every step of teaching.
68
• Command Over the Subject
The teacher should thought subjects with all its requirement. He / she must have
command over the subject.
Make Material Meaningful
Teachers should select and provide such material that will be meaningful and
learnable by the students.
• Reward Desired Learning With Praise
The teacher should use appropriate ways of appreciating student good work.
Its provide positive feedback to students to learn and grow better.
2.24 INSTRUCTION AND TEACHING METHODS
The main focus of instruction is to being out a desirable change in the behavior
of learner. It is brought about by the teacher by using various methods of teaching.
According to Khan and Akbar (2004, pp.50-55) there are four categories into which
methods of teaching can be divided into the four categories. These categories are given
below as:
1. Teacher Directed Methods
a. Lecture
b. Demonstration
c. Drill
d. Questioning
2. Student Directed Methods
a. Individualized instruction
b. Individual study
3. Inter-Active Methods
a. Discussion
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b. Group project
c. Task force
4. Problem Solving Method
2.25 FACTOR FOR SELECTING TEACHING METHODS
All these teaching methods are important, can be selected by keeping in view certain
factors. These factors are indicated by Davis (2001, p.90) as:
Nature of the content
Time
Finance
Teaching facilities
Environment
Target audience
Teacher ( Trainer)
2.26 Teaching Practice
A number of terms such as the practice teaching, students teaching, teaching
practice, field studies, infield experience, and school based experience or internship are
used refer to this activity (Taneja, 2000, p.68).
According to Ali (2005, p.3) teaching practice is considered the pivotal
component of teacher education program. Teaching practice is defined as teaching by a
student under the super vision of an experienced teacher. In the same reference Akbar
(2002, p.8) mentioned that teaching practice is the practical use of teaching methods,
teaching strategies, teaching principles, teaching of deferent activities of daily life.
In the view of Brown & Brown (1990, p.25), teaching practice is viewed as
providing the opportunities to display recognize and refine the abilities that are latent
70
in the student. To meet the challenges of the teaching professions, it is vital that student
teacher receive comprehensive pre-service training (Russell & Korthagen,
1995, p.113)
2.27 OBJECTIVES OF TEACHING PRACTICE
In the view of Mohan (2011, pp.59-60), the teaching practice is mainly used for
following objectives:
1. Student teachers establish an appropriate teacher pupil relationship with children.
2. They learn to communication amicably with children.
3. They get the experience of working with their pupils.
4. They develop with their pupils a relationship of respect and liking.
5. They develop a relationship with children of different abilities.
6. They try-out ideas which they have learned in the instruction.
7. They acquire and improve teaching skills.
8. They apply in the classroom the methodology of teaching basic skills.
9. They learn to organize subject matter to make it significant to their pupil.
10. They examine curriculum in the local context.
11. They evaluate their potential as a teacher and suitability for the teaching profession.
12. They develop personal relationship with others e.g administration, teacher, parents
and students.
13. They learn to overcome the problems of discipline method of control.
14. They learn how to plan and prepare effective lessons.
15. They develop desirable professional interests, attitudes relative to teaching
profession.
16. They identify their own strengths and weakness about teaching skills.
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2.28 APPROACHES TO TEACHING PRACTICE:
Different approaches are used for practice teaching is:
2.28.1 Model the Master Teacher
This approach is given by Stolurow (1965). According to this approach, the
teacher told the students what to do, showed them how to do it. The student‟s imitated
the master teachers teaching skills, performance, personality and attitudes (Stones &
Morris, 1990, p.8).
2.28.2 Master the Teaching Model
This approach was given by stresses in 1967. According to this approach, the
student teachers follow teaching models for practicing teaching (Roth, 1999, p. 137).
2.28.3 Teaching Practice in Real Classroom Situation
According to Gujjar (2010), teaching practice is a course or program in which
the students are posted to schools, normally lower than their instillations of learning, to
teach the student subject areas of their specialization for a specified period. During the
period, student teachers are treated as subject teachers and at the same time have to obey
all assignment given by the cooperating school authorities.
2.28.3.1 Steps in Teaching Practice in Real Classroom Situation:
Teaching practice is a systematic program. It is always done in steps:
2.28.3.1-a Visit to Practicing School
In this step student teachers visit to that particular school, where they are going
for teaching practice. This visit helps for them to get information about school, its
environment, and timing of the school, text books, and teaching methods of concerned
class teacher, teaching aids, age of the students and strength of the class
72
(Fraser & McGree, 2001, pp.152-154).
2.28.3.1-b Lesson Planning
It is a second most important step of teaching practice. According to Killen
(2007, p.95), lesson plan is basically a blue print of teaching activities undertaken in the
classroom. Lesson planning justice with topic, identify and achieving instructional
objectives, develop reasoning imagination power, develop confidence, save time and
angry, maintaining discipline in the classroom and maintaining the sequence of content
and presentation.
These are various types of lesson planning. Meburrey (2005, 89) mentioned the
following type of lesson planning.
• Macro-Lesson Plans.
They are used in normal teaching duration of lesson is for 35-45 minutes,
• Micro-Lesson Plans
They are used in teacher training program duration of lesson plan is five to ten
minutes,
• Unwritten Lesson Plans
In normal day to day teaching, unwritten lesson plans are used by the teachers to
make teaching effective,
The worth of the lesson planning can be judged by determining whether:
• Previous knowledge tested
• Objectives are attainable
• Content reflects the objectives
• Teaching methods appropriate
• A.V. aids used properly
73
• Recapitulation made etc. (Cohen,Manion,Morison, p.89)
2.28.3.1-c Teaching in Real Classroom Situation
This is the 3rd step. In this step, the student teacher teaches in the classroom by
keeping in view the lesson planning.
2.28.3.1-d Evaluation of Teaching Practice
Supervisor observes the performance of the student teachers in the light of the
following observation sheet:
Satisfactory Good Excellent
A. Personal Aspects of the
Teacher
1. Vocal
2. Speaking style
3. Attitude
4. Gesture
5. Confidence
B. Professional Aspects of the
Teacher
1. Methodology
2. Content competency
3. Use of technique & skills
4. Use of A. V .Aids
5. Preparation of lesson
6. Individualized instruction
74
C. Presentation
1. Previous knowledge testing
2. Introduction
3. Presentation of contents
4. Sequence of contents
5. Teacher question
6. Student‟s questions
7. Introduction
8. Examples
9. Elaboration of main points
10. Repetition of main points
11. Use of writing board
12. Encouragement
13. Motivation
14. Activities
15. Class control
16. Revision/ recap
17. Evaluation
18. Summary
19. Wrap-up
20. Home Assignment
(Source: Akbar, 2002, pp.45-46)
2.28.4 Micro-Teaching
It is a teaching technique which requires pupil teachers to teach a single concept,
using specified teaching skills to a small number of pupils in a short duration of time.
It is considered as a very effective teacher training techniques at pre-service and in-
service level (Bansal, 2007, p.57).
2.29 Classroom Assessment
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According to Airasia (1997, p.67), classroom assessment is a method of
understanding the current knowledge of a student in a course or in a subject. Popham
(1995, p:31) described that assessment information highlights the true picture of student
performance and enables educators and other decision makers to make appropriate
decisions about grades, advancement, placement, instructional needs and curriculum.
2.30 Components of Classroom Assessment:
Classroom assessment is a difficult task. It can be successfully implemented if
class teacher follows following components as indicated by Butter & McMunn (2006,
pp.59-60):
• Goals of assessment
• Measurement
• Evaluation
• Uses of assessment
These components with questions to ask at each step are best illustrated in the figure
2.6:
Goals What
will be the purposes of
assessment?
Measurement
What techniques will be used to
collect information?
Evaluation What
norms will be used to
interpret the results?
USE
How assessment results will be
used?
Figure 2.6: Components of Classroom Assessment
2.31 Purposes of Assessment in Instruction:
76
Assessment plays very important role in instruction. The major purposes of
assessment are summarized by Ward & Ward (1996, pp.60-62) in the table 2.4:
Table 2.4. The Many Purposes of Assessment from the Viewpoints of Parents,
Students, Teachers, Administrators, and Policymakers.
Policymakers need assessments to: Set standards
Focus on goals
Monitor the quality of education
Reward/ sanction various
practices
Formulate polices
Direct resources including
personnel and money
Administrator need assessments to Monitor program effectiveness
Identify program strengths and
weaknesses
Designate program priorities
Assess alternatives
Plan and improve program
Teachers and administrator use
assessment for:
Grouping decisions
Individual diagnosis and
prescription
Monitoring student progress
Curriculum evaluation and
refinement
Fostering mastery/ promotion/
grading and other feedback
Motivating students
77
Grading
Parents / students can use assessments to Gauge student progress.
Assess student strengths and
weaknesses
Evaluate school accountability
2.32 TOOLS OF ASSESSMENT
For effective teaching learning process, the class teacher frequently uses various tools
to measure the achievement of his /her pupils. Chappuis, Stigging, Arter (2013, p. 88)
enlisted following tools of assessment:
• Paper and pencil tests
• Objective tests
• Subjective tests
• Oral tests
• Assessment of performance
• Assessment of Products
• Observation
• Retrospective ratings
• Portfolios
In the same, Mc Millan (2007, p. 59) also mentioned different assessment tools as
given in the table 2.5:
Table 2.5 Tools of Assessment
Selected
Response
Objective tests
Constructed Response Teacher
observation
Student self-Assessment
• Multiple
choice
• True/ false
test
• Matching
test
• Interpretive
Short answer Performance tasks
test
Essay type test Oral test • Formal
• Informal
Self-report inventories
Products Skills
Short answer Paper Demonstration
test Dramatic
• Project
reading
• Poem
Completion Debate
• Portfolio
test Recital
• Video/audio
Enactment
type
• Spreadsheet Athletics
• Restricted
Response
• Extended
response
• Informal
questioning
• Examinations
Conference
Interviews
• Attitude survey
• Sociometric devices
• Questionnaire
• Inventories
• Self- Evaluation
• Ratings
• Portfolios
59
web page
• Exhibition
• Reflection
• Journal
• Graph
• Table
• Illustration
Keyboarding • Conferences
• Self reflection
• Evaluate other
performances
60
81
2.33 CHARACTERISTICS OF GOOD ASSESSMENT TOOLS
For getting good results from the above mentioned assessment tools, the educator
should know the characteristics of a good assessment. Sindhu (2005, pp.46-50) described
the following characteristics of a good assessment.
1. Objectivity
An assessment tool should be objective in nature. Objectivity ensures both
reliability and validity of the said tool. The objectivity of an assessment tool can be obtained
by following two ways.
i. Objectivity of the questions ii.
Objectivity of scoring
2. Reliability
An assessment tool should be reliable. Reliability means the truthfulness of a
measuring instrument. An assessment tool is thought to be reliable, if it gives same results
when repeated again & again
3. Validity
An assessment tool should measure those objectives for which it is intended to
measure. Validity is an important characteristic of an assessment tool.
4. Comprehensible
An assessment tool should be comprehensible in nature. Procedure of
administration, scoring and interpretation should be understandable besides it, there are
some other important characteristics suggested by Sahu (2004, pp.333-334) as:
5. Easy to Administer
82
An assessment tool should have easy administration Directions for administration
should be clear, concise and easy.
6. Economical
An assessment tool should be economical. It should be affordable by the
institution by the administration.
7. Not too Long
An assessment tool should be completed within prescribed time limit.
8. Ability to Discriminate
An assessment tool should discriminate weak, average and bright individuals. So,
an assessment tool must have appropriate difficulty level.
9. Cover Maximum Content
An assessment tool should cover maximum content. It‟s should be fairly distributed
over the whole course.
10. Easy to Score
An assessment should be easy to score. Teacher can score it without facing any
difficulty.
11. Format
The format of assessment tool be attractive. Typography and quality of paper should
be good.
2.34 Planning an Assessment:
Educators should be expert in planning an assessment task. Following tasks are proposed
by Clarke (2008, p.64) for the planning of an assessment:
1. Determine the Purpose of the Assessment
83
This is the first step in planning an assessment task. Assessment can be used for
various purposes. Determining the purpose of assessment makes an assessment easy job
for the educators.
2. Decide the Domain of an Assessment
This is the second step in planning an assessment. This step keeps the educators on
the track helps in focusing the attention on assessment goals.
3. Decide the Methods of Assessment.
The educator should select appropriate methods of assessment. Revak (1995, p.63-
65) identified that following steps should be considered while selecting an assessment
methods.
i. Decide the assessment purposes ii. Examine
the assessment options iii. Consider the merits and
demerits of each option.
Each method has its own merits and demerits. Schnitzer (1993, pp.31-32) briefly
described the merits and demerits of different assessment methods, given in the table 2.6:
Table 2.6: Merits and Demerits of Assessment Methods
Methods Merits Demerits
1. Written test
Less costly
Easy to use
Cover wide range of
content in a short time
period
Encourages study habits
May not be valid for
all purposes
84
2. Objective type test
Objectivity in scoring
Measures simple
knowledge to high level
cognitive skills
Difficult to prepare
Encourages guessing
Poorly written items
causes problems in
interpreting results
3. Open ended
Develops skill in
organizing ideas
Easy to construct
limited in content skills
subjectivity may be
observed
4. Oral questioning
Checks oral
communication skills
Develops confidence
No proof of a spoken
words
5. Situational test Can be a real life situation Valid scoring requires
trained observes
6. Observation Direct method of obtaining
information Observer requires
training
7. Students product
portfolios
Can be a real life situation Subjectivity may be
observed
8. Self reports
Study corert behavior
Cheap method
Less validity
subjectivity can be
observed
9. Interviews Face to face verbal
communication is possible
Scoring may be
difficult
2.35 STANDARDS FOR TEACHER COMPETENCE IN EDUCATIONAL
ASSESSMENT OF STUDENTS:
According to the National Council Measurement in Education (NCME) (1995,
pp.5-7) teachers should be skilled in:
• selecting assessment methods suitable to instructional objectives designing &
developing methods appropriate to instructional objectives.
• administering, scoring and analyzing the results.
85
• using assessment result for effective decision making about individual students,
planning teaching, curriculum and school improvement.
• designing grading procedures for pupil‟s assessment.
• informing assessment results to students, parents and other educators.
• identifying inappropriate assessment methods.
CHAPTER NO. 3
RESEARCH METHODOLOGY
The design of the study was descriptive one: the design best suited to the nature of this
research study in which data collection procedures and data analysis techniques were
applied to get the results of the study (Upgrade & Shende, 2010, p. 28). The researcher
adapted the following procedure to carry out this study:
3.1 POPULATION
• Target population
The target population of the study was all university teachers and students engaged
in the BS Education Program at all public universities of the Punjab.
• Accessible population
The students studying in BS Education program (years 2010,2011,2012) and the
teachers associated with BS Education from four universities Bahauddin Zakariya
University, Multan, University of Sargodha, Sargodha, Government College
University, Faisalabad and Islamia University, Bahawalpur of the Punjab were
taken as accessible population.
3.2 SAMPLE
86
At the time of the commencement of this research, only four universities of the
Punjab were offering BS-4 Year program in Education i.e. Bahauddin Zakariya
University, Multan, University of Sargodha, Sargodha, Govt. College University,
Faisalabad and Islamia University, Bahawalpur. So, the sample was drawn out of the
accessible population of these institutions.
The majority of the university regular teachers (53) from the Department of
Education were taken as sample for the study. Out of total number of students (987) in BS-
4 Year program, 329 students from the population were selected as a sample by using
stratified random sampling technique.
Department of Education from the sample universities, provided researcher with
the list of all students. The researcher picked up proportionate sample keeping in view the
ratio of student in the population. The detail is given in the table 3.1:
Table No.3.1 Students’ Sample
Sr.
#
University Population %age Sample
1. BZU, Multan 228 23 % 76
2. UOS 306 31 % 102
3. GCU, Faislabad 246 25 % 82
4. IUB 207 21 % 69
Total: 987 329
Number of students in the population = 228, 306, 246, 207
87
Proportion of students in the population = 23: 31: 25: 21
Number of students in the sample (30% of population) = 76, 102, 82, 69
Proportion of students in the sample = 23: 31: 25: 21
3.3 RESEARCH TOOLS
In order to collect the relevant data, three different tools were developed.
1. Questionnaire for the teachers
Research Tools 2. Questionnaire for the students
3. Opinionnaire for the teachers
3.3.1 Description of Tools
1. Questionnaire for the Teachers:
The researcher prepared a 5 point Likert scale for the teachers. This lengthy scale covered
six components of BS Program i.e. Context, Curriculum content, Physical facilities,
Instruction, Teaching practice and Assessment separately. (Given in Appendix - B). The
detail of the statements is given in the table 3.2:
Table No.3.2: Teachers Scale
Components No. of Statement
Context 17
Curriculum Content 15
19
34
Physical facilities
Instruction 20
17
37
Teaching Practice
88
Assessment 17
Total 105
2. Questionnaire for the Students
A five point Likert type scale, comprising 40 statements, was also constructed by the
researcher to collect information from the students about the effectiveness of BS Program.
Statements in the scale were also subdivided into four components. (Given in
Appendix- A).
3. Opinionnaire for the Teachers
An Opinionnaire comprising 12 close ended questions, for the teachers was also
developed to obtain their opinion about instruction, teaching practice and assessment
component of BS 4 Year program in Education (Given in Appendix - C).
The researcher, intentionally, used two instruments for teachers‟: a Rating scale and an
opinionnaire. Through opinionnaire:
(i) only demographic information were elicited
(ii) Quantitative data, pertaining to process and product components only, were
collected and recorded whereas, the “Rating Scale” covered all the four
components (Context, Input, Process and Product) in a comprehensive way
and of course qualitative data were collected and analyzed thoroughly.
Use of opinionnaire for teachers, was imperative for the researcher as a
supplement which filled the gaps of the data, collected by the “Rating Scale”.
3.4 VALIDATION OF RESEARCH TOOLS
89
In general, the term validity refers to the effectiveness of an instrument in achieving
specified purposes (Shah, 2007, P.156). To achieve the purposes of the present study, the
researcher prepared all the research tools in consultation with the experts in the field of
educational testing. The final tools were attractive in appearance, carefully arranged and
accurately composed. All these characteristics are the basic elements of any good tools
(Rashid, 2005, p.334).
3.5 ADMINISTRATION AND COLLECTION OF THE DATA
In case of BZU, Multan, the researcher herself administered the tools to the teachers and
students. But for other institutes, the researcher sought help from her colleagues and the
staff of the respective universities.
3.6 TABULATION OF DATA
After collecting the data, the researcher recorded the responses on the master sheet in
tabular form, presented in the form of tables and pie charts.
3.7 DATA ANALYSIS
Data were analyzed in the two phases:
A. Analysis for students‟ sample
B. Analysis for teachers‟ sample
A. Analysis for Students’ Sample
Data related to students‟ sample were analyzed through Percentage, Mean Score
Standard Deviation and Z-Test.
B. Data Analysis for Teachers’ Sample
90
Data analysis for teachers‟ sample was carried out, keeping in view statistical
techniques like percentage, mean score, z – test, factor matrix and product moment
correlation.
C. Data Analysis of Opinionnaire for Teachers
The responses of teachers were recorded and analyzed through a following
specific procedure:
a. Response pool
b. Frequency counts
c. Categorization
d. Opinion formation
CHAPTER NO. 4
DATA ANALYSIS TECHNIQUES
Data related to students and teachers were analyzed separately. The detail of the
analysis of students‟ sample is given below:
4.A Analysis for Students’ Sample
Data related to students‟ sample were analyzed according to the following ways:
4.A(i): Statement- Wise Analysis
4.A(ii): Comparison of Mean
4.A(iii): Person Individual Score on Rating Scale
91
4.A(iv): Pair- Wise Mean Comparison
4.A (v): Comparison of Components
4.A (i):STATEMENT- WISE ANALYSIS
There were forty statements in the five-point rating scale, used to know the responses of
students in the study-sample. Each statement was analyzed on the basis of percentage and
mean separately. The results were recorded in tabular form and presented in the form of
Pie-charts.
Table 4.1: By Joining this Program, Students’ Vocational Future is Secured
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
50
75
12
75
117
15
23
03
23
36
2.59
Table 4.1 shows that 38% of the respondents were in favour of the statement that by joining
this program, students‟ vocational future is secured. On the other hand, 59% of the
respondents, showed disagreement on the statement while 3% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was
92
2.59 (less than 3.00) which shows the disagreement of students on the statement. Pie
Chart 4.1
Table 4.2: This Program Develops Communication Skills of the Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
65
45
19
95
105
20
14
05
29
32
2.60
Table 4.2 shows that 34% of the respondents were in favour of the statement that this
program develops confidence among students. On the other hand, 61% of the respondents,
showed disagreement on the statement while 5% of the respondents were unable to take
any decision on the above mentioned statement. The mean score was 2.60
93
(less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.2
Table 4.3: Students Face No Difficulty in Learning the Curriculum Content
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
85
115
25
50
54
26
35
08
15
16
3.39
Table 4.3 shows that 61% of the respondents were in favour of the statement that students
face no difficulty in learning the curriculum content. On the other hand, 31% of the
respondents showed disagreement on the statement while 8% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 3.39
94
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.3
Table 4.4: The Curriculum Content Promotes Good Study Habits among Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
105
59
25
90
50
32
18
08
27
15
3.02
Table 4.4 shows that 50% of the respondents were in favour of the statement that the
curriculum content promotes good study habits among students.On the other hand, 42% of
the respondents showed disagreement on the statement while 8% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 3.02
(greater than 3.00) which shows relatively higher level of agreement on the statement.
95
Pie Chart 4.4
Table 4.5: The Curriculum Content Provides Variety of Learning Experiences to
the Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
79
65
30
115
40
24
20
09
35
12
3.09
Table 4.5 shows that 44% of the respondents were in favour of the statement that the
curriculum content provides variety of learning experiences to the students. On the other
hand, 47% of the respondents showed disagreement on the statement while 9% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 3.09 (greater than 3.00) which shows relatively higher level of agreement on the
statement.
96
Pie Chart 4.5
Table 4.6: The Curriculum Content is Theoretical in Nature
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
145
40
35
70
39
38
15
11
21
15
3.25
Table 4.6 shows that 53% of the respondents were in favour of the statement that the
curriculum content is theoretical in nature. On the other hand, 36% of the respondents,
showed disagreement on the statement while 11% of the respondents were unable to take
any decision on the above mentioned statement. The mean score was 3.25 (greater than
3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.6
97
Table 4.7: Course Outlines Provide Lists of Useful Recommended Books
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
165
55
00
85
24
50
17
00
26
07
3.77
Table 4.7 shows that 67% of the respondents were in favour of the statement that course
outlines provide lists of useful recommended books. On the other hand, 33% of the
respondents showed disagreement on the above mentioned statement. The mean score was
3.77 (greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.7
98
Table 4.8: The Curriculum Content is According to the Mental Level of the
Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
155
35
15
70
54
47
11
05
21
16
3.51
Table 4.8 shows that 58% of the respondents were in favour of the statement that the
curriculum content is according to the mental level of the students. On the other hand, 37%
of the respondents showed disagreement on the statement while 5% of the respondents
were unable to take any decision on the above mentioned statement. The mean score was
3.51 (greater than 3.00) which shows the higher level of agreement on the statement.
Pie Chart 4.8
99
Table 4.9: The Curriculum Content Develops Practical Skills among Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
25
49
35
185
35
08
15
10
56
11
2.53
Table 4.9 shows that 23% of the respondents were in favour of the statement that the
curriculum content develops practical skills among students. On the other hand, 67% of the
respondents showed disagreement on the statement while 10% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was
2.53 (less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.9
100
Table 4.10: The Curriculum Content Inspires Students to Be Creative
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
05
14
10
150
150
02
04
03
46
46
1.71
Table 4.10 shows that 06% of the respondents were in favour of the statement that the
curriculum content inspires students to be creative. On the other hand, 92% of the
respondents showed disagreement on the statement while 02% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 1.71
(less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.10
101
Table 4.11: There is an Adequate Number of Classrooms/Lecture Theaters to
Teach Different Courses
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
135
85
08
75
26
41
26
02
23
08
3.69
Table 4.11 shows that 67% of the respondents were in favour of the statement that there is
an adequate number of classrooms/lecture theaters to teach different courses. On the other
hand, 31% of the respondents showed disagreement on the statement while 02% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 3.69 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.11
102
Table 4.12: Multimedia Facility is Available in the Classrooms
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
75
62
12
65
115
23
19
03
20
35
2.75
Table 4.12 shows that 32% of the respondents were in favour of the statement that
multimedia facility is available in the classrooms. On the other hand, 55% of the
respondents showed disagreement on the statement while 03% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 2.75
(less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.12
103
Table 4.13: Writing Boards are Set in all Classrooms
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
200
129
00
00
00
61
39
00
00
00
4.61
Table 4.13 shows that 100% of the respondents were in favour of the statement that writing
boards are set in all classrooms. The mean score was 4.16 (greater than 3.00) which shows
the higher level of agreement on the statement. Pie Chart 4.13
104
Table 4.14: Audio / Visual Aids are Adequate to Run Classroom Activities
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
49
85
30
105
60
15
26
09
32
18
2.87
Table 4.14 shows that 41% of the respondents were in favour of the statement that audio /
visual aids are adequate to run classroom activities. On the other hand, 50% of the
respondents showed disagreement on the statement while 09% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 2.87
105
(less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.14
Table 4.15: Internet Facility is Available in the Library
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
30
84
15
125
75
09
26
04
38
23
2.60
Table 4.15 shows that 35% of the respondents were in favour of the statement that internet
facility is available in the library. On the other hand, 61% of the respondents showed
disagreement on the statement while 04% of the respondents were unable to take any
decision on the above mentioned statement. The mean score was 2.60 (less than 3.00)
which shows the lower level of agreement on the statement. Pie Chart 4.15
106
Table 4.16: The Library Collection Includes all the Recommended Books
Mentioned in the Syllabus
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
200
100
11
05
13
61
30
03
02
04
4.43
Table 4.16 shows that 91% of the respondents were in favour of the statement that the
library collection includes all the recommended books mentioned in the syllabus. On the
other hand, 06% of the respondents showed disagreement on the statement while 03% of
the respondents were unable to take any decision on the above mentioned statement. The
mean score was 4.43 (greater than 3.00) which shows the higher level of agreement on the
statement.
107
Pie Chart 4.16
Table 4.17: The Library is Accessible to All Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
215
95
00
07
12
65
29
00
02
04
4.50
Table 4.17 shows that 94% of the respondents were in favour of the statement that the
library is accessible to all students. On the other hand, 06% of the respondents showed
disagreement on the above mentioned statement. The mean score was 4.50 (greater than
3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.17
108
Table 4.18: Teachers use a Variety of Instructional Methods in Their Classes
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
04
10
15
175
125
01
03
05
53
38
1.76
Table 4.18 shows that 04% of the respondents were in favour of the statement that teachers
use a variety of instructional methods in their classes. On the other hand, 91% of the
respondents showed disagreement on the statement while 05% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was
1.76 (less than 3.00) which shows the lower level of agreement on the statement. Pie
Chart 4.18
109
Table 4.19: Teachers use Innovative Strategies to Promote Critical Thinking
Among Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
18
20
05
139
147
05
06
02
42
45
1.85
Table 4.19 shows that 11% of the respondents were in favour of the statement that teachers
use innovative strategies to promote critical thinking among students. On the other hand,
87% of the respondents showed disagreement on the statement while 02% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 1.85 (less than 3.00) which shows the lower level of agreement on the statement.
Pie Chart 4.19
110
Table 4.20: Teachers Develop Positive Values among Students
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
153
135
13
15
13
47
41
04
05
04
4.22
Table 4.20 shows that 88% of the respondents were in favour of the statement that teachers
develop positive values among students. On the other hand, 09% of the respondents showed
disagreement on the statement while 04% of the respondents were unable to take any
decision on the above mentioned statement. The mean score was 4.22
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.20
111
Table 4.21: Teachers Follow the Content Sequence
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
125
145
04
25
30
38
44
01
08
09
3.94
Table 4.21 shows that 82% of the respondents were in favour of the statement that teachers
follow the content sequence. On the other hand, 17% of the respondents showed
disagreement on the statement while 01% of the respondents were unable to take any
decision on the above mentioned statement. The mean score was 3.94 (greater than 3.00)
which shows the higher level of agreement on the statement. Pie Chart 4.21
112
Table 4.22: Use of Educational Technology Makes Teacher’s Lectures Effective
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
140
150
07
12
20
43
46
02
04
05
4.15
Table 4.22 shows that 89% of the respondents were in favour of the statement that use of
educational technology makes teacher‟s lectures effective. On the other hand, 09% of the
respondents showed disagreement on the statement while 02% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 4.15
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.22
113
Table 4.23: Teachers Enter Their Classes Well-Prepared
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
32
20
15
127
135
10
06
04
39
41
2.05
Table 4.23 shows that 16% of the respondents were in favour of the statement that teachers
enter their classes well-prepared. On the other hand, 80% of the respondents showed
disagreement on the statement while 04% of the respondents were unable to take any
decision on the above mentioned statement. The mean score was 2.05 (less than 3.00)
which shows the lower level of agreement on the statement. Pie Chart 4.23
114
Table 4.24: Teachers Revise and Repeat Instructional Content, When Ever it is Needed
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
147
120
03
25
34
45
36
01
08
10
3.98
Table 4.24 shows that 81% of the respondents were in favour of the statement that teachers
revise and repeat instructional content, whenever it is needed. On the other hand, 18% of
the respondents showed disagreement on the statement while 01% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 3.98
(greater than 3.00) which shows the higher level of agreement on the statement.
Pie Chart 4.24
115
Table 4.25: Students are Encouraged to Participate in Class Discussion
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
165
115
08
27
14
50
35
03
08
04
4.19
Table 4.25 shows that 85% of the respondents were in favour of the statement that students
are encouraged to participate in class discussion. On the other hand, 12% of the
respondents showed disagreement on the statement while 03% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 4.19
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.25
116
Table 4.26: Students are Motivated to Ask Questions
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
35
40
15
94
145
11
12
04
29
44
2.17
Table 4.26 shows that 23% of the respondents were in favour of the statement that students
are motivated to ask questions. On the other hand, 73% of the respondents showed
disagreement on the statement while 04% of the respondents were unable to take any
decision on the above mentioned statement. The mean score was 2.17 (less than 3.00)
which shows the lower level of agreement on the statement. Pie Chart 4.26
117
Table 4.27: Students are Satisfied with English as Medium of Instruction
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
19
15
00
165
130
06
05
00
50
39
1.87
Table 4.27 shows that 11% of the respondents were in favour of the statement that students
are satisfied with English as medium of instruction. On the other hand, 89% of the
respondents showed disagreement on the above mentioned statement. The mean score was
1.87 (less than 3.00) which shows the lower level of agreement on the statement. Pie Chart
4.27
118
Table 4.28: Sessional Assignments Contribute to Students’ Better Understanding
of the Subject
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
170
111
05
15
28
52
32
02
05
09
4.16
Table 4.28 shows that 84% of the respondents were in favour of the statement that sessional
assignments contribute to students‟ better understanding of the subject. On the other hand,
14% of the respondents showed disagreement on the statement while 02% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 4.16 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.28
119
Table 4.29: Teachers Try to Guide Slow-Learners
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
71
15
07
135
101
22
05
02
41
30
2.45
Table 4.29 shows that 27% of the respondents were in favour of the statement that teachers
try to guide slow-learners. On the other hand, 71% of the respondents showed disagreement
on the statement while 02% of the respondents were unable to take any decision on the
above mentioned statement. The mean score was 2.45 (less than 3.00) which shows the
lower level of agreement on the statement. Pie Chart 4.29
120
Table 4.30: Teachers Finish Their Lectures Within Scheduled Time Period
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
121
103
13
15
77
37
31
04
05
23
3.53
Table 4.30 shows that 68% of the respondents were in favour of the statement that teachers
finish their lectures within scheduled time period. On the other hand, 28% of the
respondents showed disagreement on the statement while 04% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 3.53
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.30
121
Table 4.31: Systematic Monitoring of Students, During Teaching Practice, Results
in Useful Educational Activity
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
100
200
00
15
14
30
61
00
05
04
4.09
Table 4.31 shows that 91% of the respondents were in favour of the statement that
systematic monitoring of students, during teaching practice, results in useful educational
activity. On the other hand, 09% of the respondents showed disagreement on the above
mentioned statement. The mean score was 4.09 (greater than 3.00) which shows the higher
level of agreement on the statement.
Pie Chart 4.31
122
Table 4.32: Model Lessons Are Delivered by Specialist-Teachers before Beginning
of the Teaching Practice
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
212
90
05
17
05
64
27
02
05
02
4.48
Table 4.32 shows that 91% of the respondents were in favour of the statement that model
lessons are delivered by specialist-teachers before beginning of the teaching practice. On
the other hand, 07% of the respondents showed disagreement on the statement while 02%
of the respondents were unable to take any decision on the above mentioned statement. The
mean score was 4.48 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.32
123
Table 4.33: Attendance of Student-Teachers is Compulsory During Teaching
Practice
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
222
85
00
15
07
67
26
00
05
02
4.52
Table 4.33 shows that 93% of the respondents were in favour of the statement that
attendance of student-teachers is compulsory during teaching practice. On the other hand,
07% of the respondents showed disagreement on the above mentioned statement. The mean
score was 4.52 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.33
124
Table 4.34: Supervisor’s Load is Too Heavy to Guide Students Properly
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
200
60
20
30
19
61
18
06
09
06
4.19
Table 4.34 shows that 79% of the respondents were in favour of the statement that
supervisors load is too heavy to guide students properly On the other hand, 15% of the
respondents showed disagreement on the statement while 06% of the respondents were
unable to take any decision on the above mentioned statement. The mean score was 4.19
(greater than 3.00) which shows the higher level of agreement on the statement. Pie
Chart 4.34
125
Table 4.35: There are Sufficient Physical Facilities in the Department for Effective
Teaching Practice
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
65
45
12
85
122
20
13
04
26
37
2.53
Table 4.35 shows that 33% of the respondents were in favour of the statement that there
are sufficient physical facilities in the department for effective teaching practice. On the
other hand, 63% of the respondents showed disagreement on the statement while 4% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 2.53 (less than 3.00) which shows the lower level of agreement on the statement.
Pie Chart 4.35
126
Table 4.36: During Teaching Practice, Prospective Teachers Learn Class-
Management Skills
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
112
90
00
50
77
34
27
00
15
24
3.33
Table 4.36 shows that 61% of the respondents were in favour of the statement that during
teaching practice, prospective teachers learn class-management skills. On the other hand,
39% of the respondents showed disagreement on the above mentioned statement. The mean
score was 3.33 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.36
127
Table 4.37: A Structured Evaluation Sheet is Used By the Supervisors to Evaluate
the Lessons
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
125
89
12
25
78
38
27
04
08
23
3.48
Table 4.37 shows that 65% of the respondents were in favour of the statement that a
structured evaluation sheet is used by the supervisors to evaluate the lessons. On the other
hand, 31% of the respondents showed disagreement on the statement while 04% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 3.48 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.37
128
Table 4.38: During Teaching Practice, Student-Teachers are Encouraged to
Follow the Procedure, Laid Down in the Lesson-Plan
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
200
112
0
08
09
61
34
00
02
03
4.48
Table 4.38 shows that 95% of the respondents were in favour of the statement that during
teaching practice, student-teachers are encouraged to follow the procedure, laid down in
the lesson-plan. On the other hand, 05% of the respondents showed disagreement on the
above mentioned statement. The mean score was 4.48 (greater than 3.00) which shows the
higher level of agreement on the statement.
Pie Chart 4.38
129
Table 4.39: Teachers Force Student to Study Class-Notes for Preparation of
Examination
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
189
120
0
12
08
57
36
00
04
03
4.43
Table 4.39 shows that 83% of the respondents were in favour of the statement that teachers
force student to study class-notes for preparation of examination. On the other hand, 07%
of the respondents showed disagreement on the above mentioned statement. The mean
score was 4.43 (greater than 3.00) which shows the higher level of agreement on the
statement.
Pie Chart 4.39
130
Table 4.40: Students are Satisfied with the Time Allowed to Complete the
Examination Papers
Levels Frequency Percentage (%) Mean
SA
A
U
D
SD
75
45
25
95
89
23
14
07
29
27
2.76
Table 4.40 shows that 37% of the respondents were in favour of the statement that students
are satisfied with the time allowed to complete the examination papers. On the other hand,
56% of the respondents showed disagreement on the statement while 07% of the
respondents were unable to take any decision on the above mentioned statement. The mean
score was 2.76 (less than 3.00) which shows the lower level of agreement on the statement.
Pie Chart 4.40
131
4.A(ii) COMPARISON OF MEAN
To observe the responses of students on different statements, the value of arithmetic
mean for each statement was calculated as indicated in table 4.41:
Table No. 4.41: Mean Values on Statements
Sr. No. Statements Mean
1. By joining this program, students‟ vocational future is secured. 2.59
2. This program develops communication skills among students. 2.60
3. Students face no difficulty in learning the curriculum content. 3.39
4. The curriculum content promotes good study habits among
students.
3.02
5. The curriculum content provides variety of learning experiences
to the students.
3.09
6. The curriculum content is theoretical in nature. 3.25
7. Course outlines provide lists of useful recommended books. 3.77
8. The curriculum content is according to the mental level of the
students.
3.51
9. The curriculum content develops practical skills among students. 2.53
10. The curriculum content inspires students to be reflective . 1.71
11. There is an adequate number of classrooms/lecture theaters to
teach different course.
3.69
12. Multimedia facility is available in the classrooms. 2.75
13. Writing boards are set in all classrooms. 4.61
14. Audio / visual aids are adequate to run classroom activities. 2.87
132
15. Internet facility is available in the library. 2.60
16. The library collection includes all the recommended books
mentioned in the syllabus.
4.43
17. The library is accessible to all students. 4.50
18. Teachers use a variety of instructional methods in their classes. 1.76
19. Teachers use innovative strategies to promote critical thinking
among students.
1.85
20. Teachers develop positive values among students. 4.22
21. Teachers follow the content sequence. 3.94
22. Use of educational technology makes teacher‟s lectures
effective.
4.15
23. Teachers enter their classes well-prepared. 2.05
24. Teachers revise and repeat instructional content, whenever it is
needed.
3.98
25. Students are encouraged to participate in class discussion. 4.19
26. Students are motivated to ask questions. 2.17
27. Students are satisfied with English as the medium of instruction. 1.87
28. Sessional assignments contribute to students‟ better understanding
of the subject.
4.16
29. Teachers try to guide slow-learners. 2.45
30. Teachers finish their lectures within scheduled time period. 3.53
31. Systematic monitoring of students, during teaching practice,
results in useful educational activity.
4.09
32. Model lessons are delivered by specialist-teachers before
beginning of the teaching practice.
4.48
33. Attendance of student-teachers is compulsory during teaching
practice.
4.52
34. Supervisors load is too heavy to guide students properly. 4.19
35. There are sufficient physical facilities in the department for
effective teaching practice.
2.53
36. During teaching practice, prospective teachers learn
classmanagement skills.
3.33
133
37. A structured evaluation sheet is used by the supervisors to evaluate
the lessons.
3.48
38. During teaching practice, student-teachers are encouraged to
follow the procedure, laid down in the lesson-plan.
4.48
39. Teachers force student to study class-notes for preparation of
examination.
4.43
40. Students are satisfied with the time allowed to complete the
examination papers.
2.76
Table 4.41 shows that on 13 statements students‟ response level was very high* about BS
program; on 12statements the level of response was moderate* while on the remaining 15
statements, disagreement* on the part of students in the sample was observed.
* Mean value between 4.00 and 5.00 (Higher level of agreement)
* Mean value between 3.00 and 4.00 (Moderate / Agreement)
* Mean value less than 3.00 (Disagreement)
4.A(iii): Person Individual Score on Rating Scale
The scores of students on 40 statements of the questionnaire were recorded in the tabular
form as shown in table 4.42:
134
Table 4.42: Score on Rating Scale
Student Score Student Score Student Score
1 177 18 157 35 144
2 144 19 157 36 149
3 144 20 149 37 110
4 190 21 130 38 159
5 135 22 159 39 155
6 130 23 183 40 174
7 167 24 138 41 133
8 140 25 166 42 144
9 162 26 154 43 132
10 156 27 114 44 158
11 155 28 158 45 170
12 161 29 130 46 151
13 168 30 146 47 167
14 145 31 165 48 118
15 177 32 149 49 138
16 122 33 152 50 158
135
17 165 34 145 51 145
Student Score Student Score Student Score
52 105 83 143 114 136
53 158 84 156 115 152
54 148 85 156 116 162
55 123 86 159 117 144
56 163 87 158 118 142
57 143 88 142 119 131
58 143 89 135 120 127
59 138 90 155 121 140
60 108 91 129 122 151
61 166 92 142 123 151
62 105 93 149 124 146
63 126 94 162 125 150
64 107 95 127 126 148
65 85 96 55 127 156
66 150 97 137 128 153
136
67 141 98 163 129 164
68 127 99 123 130 168
Student Score Student Score Student Score
69 160 100 145 131 142
70 144 101 144 132 176
71 165 102 132 133 166
72 98 103 102 134 153
73 151 104 159 135 135
74 175 105 168 136 152
75 149 106 153 137 130
76 125 107 150 138 156
77 148 108 156 139 150
78 152 109 149 140 166
79 161 110 152 141 161
80 152 111 159 142 135
81 158 112 144 143 160
82 173 113 140 144 163
137
Student Score Student Score Student Score
145 139 176 155 207 152
146 138 177 178 208 150
147 132 178 174 209 157
148 126 179 150 210 155
149 135 180 149 211 158
150 179 181 160 212 152
151 190 182 162 213 147
152 189 183 159 214 152
153 142 184 153 215 137
154 150 185 158 216 131
155 162 186 158 217 121
156 162 187 148 218 128
157 154 188 156 219 167
158 157 189 152 220 155
159 154 190 153 221 113
160 167 191 156 222 163
161 163 192 155 223 144
138
162 163 193 147 224 163
163 153 194 141 225 130
164 150 195 150 226 153
165 143 196 143 227 134
166 149 197 152 228 137
167 145 198 135 229 135
168 150 199 150 230 140
169 146 200 133 231 153
170 147 201 146 232 148
171 162 202 157 233 147
172 157 203 143 234 149
173 157 204 147 235 146
174 160 205 145 236 146
175 166 206 149 237 139
Student Score Student Score Student Score
238 160 269 161 300 193
239 147 270 142 301 167
139
240 148 271 146 302 182
241 147 272 166 303 117
242 167 273 161 304 130
243 151 274 152 305 149
244 151 275 148 307 149
245 152 276 138 308 136
246 158 277 136 309 132
247 152 278 144 310 153
248 149 279 112 311 121
249 141 280 123 312 170
250 163 281 158 313 147
251 161 282 166 314 161
252 160 283 166 315 124
253 149 284 173 316 163
254 145 285 60 317 162
255 154 286 170 318 166
256 155 287 151 319 162
257 139 288 173 320 179
140
258 156 289 139 321 150
259 155 290 40 322 146
260 139 291 162 323 151
261 122 292 163 324 154
262 147 293 172 325 165
263 147 94 179 326 132
264 151 295 154 327 152
265 159 296 150 328 152
266 160 297 174 329 173
267 152 298 137
268 132 299 149
Table 4.42 shows that 302 students (91%) got score more than 120. Score 120 (40X3) was
taken as the norm of acceptance on the questionnaire, which showed their agreement on
the statements. Only 9% students showed their disagreement on the statements. It is
inferred that the large majority of students were satisfied with the effectiveness of BS-4
Year Education program at university level.
4.A(iv): PAIR-WISE MEAN COMPARISON
Samples were derived from four universities of the Punjab. On the whole, there
were 329 (76, 69, 108, 76) students in the study sample. Arithmetic mean and SD values
141
were computed by recording of students responses in the pairs of universities as given in
table 4.43:
Table No.4.43: Pair-Wise Mean Comparison
Sr.
No.
Universities N X S.D CR (z)
value
1
Bahauddin Zakariya
University, Multan.
76 145.99 8.03 2.36
Islamia University, Bahawalpur. 69 149.51 9.69
2 Bahauddin Zakariya
University, Multan.
76 145.99 8.03 4.70
University of Sargodha, Sargodha. 108 150.69 4.11
3 Bahauddin Zakariya
University, Multan.
76 145.99 8.03 1.06
Govt. College University,
Faisalabad
76 148.45 8.31
4 Islamia University, Bahawalpur 69 149.51 9.69 0.89
University of Sargodha, Sargodha 108 150.69 4.11
5 Islamia University, Bahawalpur 69 149.51 9.69 0.70
Govt. College University,
Faisalabad
76 148.45 8.31
6 Govt. College University,
Faisalabad
76 148.45 8.31 2.17
University of Sargodha, Sargodha
108 150.69 4.11
Table 4.43 shows that in three pairs (pair indicated in s#1, s#2, s#6), the calculated value
of “z” was more than the table value (1.96) (0.05 level of significance) which showed that
the mean difference of students response in these pairs were significant whereas in other
three pairs (pair indicated in s #3, s#4, s#5) mean difference were found to be statistically
insignificant.
142
4.A(v): Comparison of Components
Rating scale, used for student sample, comprised 40 statements in all, which were
subdivided into 4 components. The mean values of student sample (329) on individual
components were computed and presented in the table 4.44:
Table 4.44 Mean-Score on Components
Sr.
No.
Components No. of
Statements
Statement No. As Given in
Questionnaire
Combined
Mean
1 Context 8 1, 2, 4, 5, 9, 10, 20, 23 2.70
2 Physical facilities
Curriculum content
11 3, 6, 7, 8, 11-17 3.57
3 Instruction
Teaching practice
15 18, 19, 21, 22, 24,-27, 29, 30,
32, 33, 35, 36, 38
3.20
4 Assessment 6 28, 31, 34, 37, 39, 40 3.80
According to the table 4.44, the most accepted component of the program by the students
was Assessment (combined mean 3.80) while other three components accepted by the
students were Input ( physical facilities & curriculum content ),Process( instruction &
teaching practice component) and Context with combined mean 2.70. It could be inferred
that the „Context‟ of the program, was not appreciable for the students in the sample.
4.B: DATA ANALYSIS FOR TEACHERS’ SAMPLE
The sample consisted of 53 university teachers. The rating scale comprised 105
statements in all, which were divided into four major components as :
143
1. Context
2. Input (Curriculum content and Physical resources)
3. Process (Instruction and Teaching practice)
4. Product ( Assessment)
Teachers‟ Sample was analyzed in the following ways:
4.B(i) Teachers Response to the Scale Components –Overall Analysis
4.B(ii) Statement Wise Analysis of Scale Components
4.B(iii) Percentage-Wise Analysis
4.B(iv) Gender Wise Analysis
4.B(v) Inter-Correlation Between Components of the Scale
(Factor- matrix)
4.C Analysis of opinionnaire for teachers.
4.B (i): TEACHERS RESPONSE TO THE SCALE COMPONENTS:
OVERALL ANALYSIS
Teachers‟ scores on all components were calculated and presented component wise in the
Table 4.45. Aggregate of scores of teachers on all components calculated and shown in the
table 4.45 (last column).
Table: 4.45: Teachers’ Component-Wise Score
Teachers
C I
Input
P
Process
P
Score
Context
Component
Content
Component
Physical Facilities
Instruction Component
Teaching Practice
Component
Assessment Component
144
1 66 50 58 108 79 57 136 57 367
2 70 58 67 125 83 64 147 67 409
3 64 47 54 101 72 59 131 54 350
4 64 60 58 118 76 63 139 62 383
5 59 54 55 109 73 71 144 64 376
6 39 46 68 114 69 62 131 56 340
7 74 58 74 132 80 65 145 56 407
8 40 55 47 102 75 66 141 57 340
9 59 47 59 106 62 55 117 56 338
10 60 53 69 122 77 63 140 60 382
11 60 51 69 120 70 69 139 60 379
12 62 58 58 116 72 58 130 55 363
13 61 52 63 115 69 61 130 59 365
14 55 52 65 117 67 61 128 61 361
15 61 54 62 116 71 61 132 61 370
16 58 52 63 115 69 64 133 58 364
17 62 56 70 126 74 62 136 59 383
18 61 55 71 126 74 63 137 59 383
19 62 56 71 127 74 64 138 62 389
20 64 57 71 128 74 67 141 63 396
145
21 65 56 69 125 73 64 137 62 389
22 73 56 74 130 78 66 144 61 408
23 63 56 71 127 74 66 140 61 391
24 67 56 73 129 84 65 149 61 406
25 67 56 72 128 72 64 136 62 393
26 76 65 69 134 82 79 161 52 423
27 64 59 68 127 79 69 148 63 402
28 69 70 72 142 80 69 149 55 415
29 70 70 85 155 85 72 157 56 438
30 69 56 63 119 69 62 131 62 381
31 59 52 75 127 70 73 143 60 389
32 54 53 72 125 72 66 138 61 378
33 72 52 71 123 71 71 142 56 393
34 67 56 70 126 78 60 138 56 387
35 64 66 42 108 83 64 147 55 374
36 33 37 42 79 78 63 141 60 313
37 33 36 39 75 81 66 147 58 313
38 34 50 40 90 74 58 132 58 314
39 68 56 34 90 51 52 103 49 310
40 59 35 40 75 67 61 128 53 315
146
41 42 38 48 86 69 60 129 57 314
42 44 56 69 125 67 75 142 58 369
43 38 36 44 80 78 64 142 52 312
44 51 44 52 96 52 46 98 53 298
45 63 51 74 125 79 71 150 58 396
46 63 67 70 137 72 65 137 55 392
47 64 54 69 123 72 69 141 61 389
48 63 56 72 128 70 66 136 56 383
49 60 67 70 137 72 67 139 61 397
50 64 54 72 126 70 66 136 58 384
51 64 66 71 137 76 66 142 57 400
52 64 54 72 126 74 66 140 58 388
53 64 56 74 130 86 80 166 57 417
Table No. 4.45 shows that the statements were 105 in number, the norm of
agreement was set on 315 (105 x 3). Correspondence of aggregate scores of teachers with
the norm showed that 45 out of 53 teachers scored more than that norm score 315. It can
be inferred that a majority of teachers agreed that the BS 4-Year program in Education is
effective at university level. However, 15% teachers did not show their acceptance for the
program in focus.
4.B (ii): Statement-Wise Analysis of Scale Components
147
Statements related to individual components were analyzed separately. The detail is given
below:
1. Context Component
There were 17 statements included under context component, on which responses of 53
teachers were recorded in tabular form, keeping in view the weightage of 5 – levels.
SA = 5 A = 4 U = 3 D = 2 SD = 1
Table 4.46 was prepared accordingly.
Table No. 4.46: Statement-Wise Analysis of Context Component
Statement
No. Statement Score
X
1
BS 4-Year Program in education is a good alternative to Master‟s
Degree in Education. 180 3.40
2
As compared to B.A./B.Sc. Program, BS program ensures better
utilization of youth‟s talent. 195 3.68
3 This program may result in high quality education. 192 3.62
4 This program caters the needs of the market. 183 3.45
5
This program focuses on developing communication-skills of the
students. 136 2.57
148
6 This program develops vocational skills in students. 178 3.36
7 Parents find BS 4-Year Program useful for their children‟s future. 178 3.36
8 BS program may play a vital role in improving teacher-quality. 199 3.75
9 This program prepares useful teachers for the market. 194 3.66
10 This program develops confidence among students. 210 3.96
11 By joining this program, students‟ vocational future is secured. 175 3.30
12 Admission criteria for BS 4-YEAR program is appropriate. 195 3.68
13 Sufficient number of students is enrolled in the program every year. 193 3.64
14 This program clearly states the educational objectives. 194 3.66
15 BS Program meets the challenges of the modern education. 193 3.64
16
This program makes a meaningful contribution towards the
socioeconomic development of the community. 186 3.51
17
This program prepares students to serve as an intellectual resource
base of the country. 190 3.58
In table 4.46, values of mean-score indicated that on 16 out of 17 statements teachers‟
response was positive. Teachers were satisfied with the maximum statements related to the
Context component of BS programme in Education at University level. Disagreement was
shown on one statement i.e. This programme focuses on developing communication skills
of the students. It could be inferred that according to the university teachers, BS programme
has failed to develop communication skills of the student-teachers at university level.
2. Input Component
Input component was further divided into two sub-components: curriculum
content and physical facilities. Table 4.47 was prepared accordingly.
149
Table: 4.47: Statement-Wise Analysis of Input Component (Physical Facilities)
S # Statement Score X
1 Adequate financial resources are available with the university to
run BS program effectively. 174 3.28
2 Classrooms are large enough for proper utilization of audiovisual
aids. 208 3.92
3 Physical facilities are adequate for successful teaching learning
process. 181 3.42
4 There is an adequate number of classrooms/lecture theaters to teach
different courses. 165 3.11
5 Computer laboratories are equipped with the facilities required for
the courses. 153 2.89
6 There is at least one computer per group of two students in the labs.
171 3.23
7 Multimedia facility is available in the mostly classrooms. 165 3.11
8 Writing boards are set in all classroom and laboratories. 203 3.83
9 Lights fitted in all teaching venues are functional. 203 3.83
10 Audio / visual aids are adequate to run classroom activities. 148 2.79
11 The library is furnished with well-designed furniture. 187 3.53
12 The library is furnished with proper storage, shelving and electronic
equipment. 179 3.38
13 The library comprise various types of information resources
(journals, bulletins, etc.) 175 3.30
14 Internet facility is available in the library. 157 2.96
15 The library collection includes all the recommended books
mentioned in the syllabus. 185 3.49
16 The library is linked with other libraries and information
resources. 131 2.47
17 The library is accessible to all teachers and students. 204 3.85
18 The library is managed by an adequate number of trained
professional staff. 188 3.55
19 Library books are regularly up-dated. 193 3.64
150
Table 4.47 shows that on 15 out of 19 statements the agreement was positive while the
disagreement was observed on the following 4 statements:
• Computer laboratories are equipped with the facilities required for the courses.
• A.V. aids are adequate to run classroom activities.
• Internet facility is available in the library.
• The library is linked with the other libraries and information sources.
Table: 4.48: Statement-Wise Analysis of Input Component (Curriculum Content)
S # Statement Score X
1 The curriculum content reflects the worth of the BS 4 year
program. 195 3.68
2 The curriculum content is according to the objectives for the
particular subject. 202 3.81
3 Students face no difficulty in learning the curriculum content. 188 3.55
4 The curriculum content can be completed within stipulated time. 208 3.92
5 The curriculum content includes most of the topics needed to train
an efficient teacher. 210 3.96
6 Sequenced topics in the course outline guide students to study with
clarity. 207 3.91
7 Selection of topics for the curriculum content is appropriate. 208 3.92
8 The curriculum content reflects the current trends in education. 199 3.75
9 The curriculum content promotes good study habits among
students. 199 3.75
10 The curriculum content provides variety of learning experiences to
the students. 208 3.92
11 The curriculum content is theoretical in nature. 153 3.89
151
12 Course outlines provide lists of useful recommended books. 207 3.1
13 The curriculum content is according to the mental level of the
students. 212 4.00
14 The curriculum content develops practical skills among students. 134 253
15 The curriculum content inspires students to be reflective. 133 251
In table 4.48, mean scores of the sample about curriculum content indicated that 12 out of
15 statements, the response was positive. However, teachers were dissatisfied with the
Curriculum content reflected in following three statements i.e.
• The curriculum content is theoretical in nature
• The curriculum content develops practical skills among students
• The curriculum content inspires students to be reflective.
3. Process Component
The component “Process” was further divided into two sub-components:
Instruction and Teaching practice. Table 4.49, 4.50 were prepared accordingly.
Table: 4.49: Statement-Wise Analysis of Input Component (Instruction)
S # Statement Score
X
1 Teachers use a variety of instructional methods in their classes. 144 2.72
2 Teachers use innovative strategies to promote critical thinking
among students. 129 2.43
3 Teachers co-ordinate with one another to promote better teaching
learning culture. 201 3.79
4 Teachers develop positive values among students. 204 3.85
152
5 Teachers follow the content sequence. 207 3.91
6 Use of educational technology makes teacher‟s lectures effective. 209 3.94
7 Teacher‟s instruction is in accordance with the objectives of the
relevant content. 212 4.00
8 Because of the vast content area teachers cannot do justice to their
instructional work. 174 3.28
9 Teachers plan their lessons before teaching in the class. 213 4.02
10 Teachers revise and repeat instructional content, whenever it is
needed. 212 4.00
11 Conducive classroom environment is created for effective
teaching learning. 206 3.89
12 Students are encouraged to participate in class discussion. 214 4.04
13 Students are motivated to ask questions. 205 3.87
14 Physical facilities are adequate for successful teaching. 201 3.79
15 Students are satisfied with the English as medium of instruction. 169 3.19
16 Teachers have full command over subject knowledge. 210 3.96
17 Teachers recommend book to the students for further study. 210 3.96
18 Teachers always cover the course properly on time. 166 3.13
19 Teaches give references of researches to make learning activity
more effective. 203 3.83
20 Teachers finish their lectures within scheduled time period. 209 3.94
The analysis of Instruction component (table 4.49) shows that 18 out of 20 statements, the
response of teachers was positive. Only two statements were condemned by the
respondents. The statements were:
• Teachers use a variety of instructional methods in their classes.
• Teachers use innovative strategies to promote critical thinking among students.
153
Table: 4.50: Statement-Wise Analysis of Input Component (Teaching Practice)
S # Statement Score
X
1 Teaching practice contributes to the quality of teacher-education. 220 4.15
2 Without teaching practice, BS 4 Year Education program is
incomplete. 223 4.21
3 The number of schools is adequate to accommodate all prospective
teachers during teaching practice. 199 3.75
4 Written guidelines regarding teaching practice are provided
beforehand, to the prospective teachers. 141 2.66
5 Institutions prefer to micro-teaching for prospective teachers‟
practice teaching. 193 3.64
6 The program has a structured mechanism for teaching practice. 210 3.96
7 Teachers-educators provide supervisory support to prospective
teachers, during their practice in the cooperative schools. 203 3.83
8 Over-crowded classes in the practicing schools decrease the
effectiveness of teaching practice. 170 2.21
9 Practice in lesson planning is a special feature of teaching
practice. 220 4.15
10 Model lessons are delivered by specialist-teachers before beginning
of the teaching practice. 213 4.02
11 Systematic monitoring of students, during teaching practice, results
in useful educational activity. 217 4.09
12 Attendance of student-teachers is compulsory during teaching
practice. 219 4.13
13 Supervisors load is too heavy to guide students properly. 167 3.15
14 There are sufficient physical facilities in the department for
effective teaching practice. 185 3.49
15 During teaching practice, prospective teachers learn
classmanagement skills. 211 3.98
16 A structured evaluation sheet is used by the supervisors to evaluate
the lessons. 216 4.08
17 During teaching practice, student-teachers are encouraged to follow
the procedure, laid down in the lesson-plan. 219 4.13
154
Table 4.50 indicates that 16 out of 17 statements positive response was observed but one
statement could not get respondents‟ acceptance i.e. “Written guidelines regarding
teaching practice are provided before-hand to the pupil teachers”.
4. Product Component
„Product‟ component was directly related to the assessment being practiced to complete
BS 4-Year Programme with success. Table 4.51 was prepared accordingly.
Table: 4.51: Statement-Wise Analysis of Product Component (Assessment)
S # Statement Score X
1
Assessment system at BS 4 Year level is transparent (everyone
has access to the relevant policies procedures, criteria and their
implementation).
216 4.08
2 Teachers are not trained in the preparation of assessment tools. 198 3.74
3 BS 4 Year Program has a mechanism to provide timely feedback to
those who are assessed. 208 3.92
4 Exams reflect the content. 207 3.91
5 Teachers use multiple techniques of assessment. 189 3.57
6 Number of exams is enough. 126 2.38
7 Techniques of oral assessment is mostly used in BS Classes. 195 3.68
8 Class tests help students learn better. 208 3.92
9 Teachers force student to study class-notes for preparation of
examination. 129 2.43
10 Students are satisfied with the time allowed to complete the
examination papers. 203 3.83
11 Examinations fulfill the educational objectives only related to the
cognitive domain. 106 2.00
12 In the examination papers, the proportion of objective and
descriptive items is appropriate. 149 2.81
155
13 Semester system is appropriate than annual system of assessment.
220 4.15
14 Existing assessment system promotes students comprehension
about the subject. 184 3.47
15 The practice of writing a research project is only a routine to fulfill
a requirement. 168 3.17
16 The practice of writing a research project involves no original
thinking, it is only borrowing other people. 183 3.45
17 The evaluation procedures of research project are satisfactory. 199 3.75
Table 4.51 shows that 13 out of 17 statements, there was a higher magnitude of response
while on four (4) statements, respondents showed their disagreement. The statements were:
• A large number of tests are a burden on students.
• Teachers force students to study class-notes for preparation of examinations.
• Examinations do not fulfill the educational objectives other than the cognitive ones.
• In the examination papers, the proportion of objective and descriptive item, is
appropriate.
4.B (iii): Percentage-Wise Analysis
Teacher‟s responses on each scale component were also calculated by using
percentage. The detail is given in table 4.52:
Table 4.52: Parentage-Wise Analysis
Sr. # Components Percentage of Teachers
Agreed Disagreed
1. Context 85% 15 %
156
2. Curriculum Content
Physical facilities
Overall
89%
77%
83%
11%
23%
17%
3. Instruction
Teaching Practice
Overall
96%
98%
96%
04%
02%
04%
4. Assessment 98% 02%
Table 4.52 indicated that 85% (45 out of 53) teachers were satisfied with the Context of the
BS 4-Year Program in Education which indicated that a majority of teachers considered
the introduction of this programme at university level, effective for the student teachers as
well as for the community in focus. The analysis of the Component in Sr. No. 2 showed
that 89% (47 out of 53) teachers were satisfied with curriculum content being taught in BS
Program while 77% (41 out of 53) teachers were satisfied with the provision of physical
facilities regarding the concerned program. On the whole, 83% (44 out of 53) teachers
accepted this component of BS 4-Year Program as effective for the student teachers. So far
as the analysis of the Component indicated in s#3, 96% (51 out of 53) teachers were
satisfied with the effectiveness of instruction, while 98% (52 out of 53) agreed to the
significance of teaching practice organized for BS students. Overall, 96%
(51 out of 53) were in favour of this Component. Lastly, the analysis of the Assessment
Component reflected 98% acceptance level from the teachers in the sample.
4.B (iv): Gender-Wise Comparison
To determine the significance of difference between mean of scores of male and female
teachers, z – test was applied. The formula is as under:
157
z M1 M2
(26.76)2
(30.39)2
28 25
C.V. (2.98) > T.V. (1.96)
Difference between mean scores of two-samples was significant which indicated that the
acceptance level of female teachers was relatively higher than that of male group regarding
the effectiveness of BS 4-Year Programme in Education at University level.
4.B (v): Factor-Matrix (Inter-Correlation Between Components of the Scale)
Where in,
M2 = Mean of scores of male teachers (362.3)
M1 = Mean of scores of female teachers (385.9)
SD2 = Standard deviation of scores of male teachers (30.39)
SD1 = Standard deviation of scores of female teachers (26.76)
N2 = Number of male in the sample (25)
N2 = Number of female in the sample (28)
385.9
z 362.3 = 2.98
2
2 2
1
2 1 ) ( ) (
N
SD
N
SD
158
In order to determine the interrelationship among components of the scale, the coefficient
of correlation (r) was computed in each case and values of (r) were recorded in tabular
form. The detail is given in table 4.53:
Table4.53: Factor - Matrix
F1 Context 1.00 0.64 0.57 0.68 0.16 0.20 0.20 0.08
F2 (i) Curriculum Content 0.64 1.00 0.56 0.83 0.30 0.36 0.37 0.13
F2 (ii) Physical Facilities 0.57 0.56 1.00 0.93 0.29 0.51 0.45 0.37
F2 Overall 0.68 0.83 0.93 1.00 0.33 0.51 0.46 0.30
F3 (i) Instruction 0.16 0.30 0.29 0.33 1.00 0.58 0.90 0.26
F3 (ii) Teaching Practice 0.20 0.36 0.51 0.51 0.58 1.00 0.87 0.22
F3 Overall 0.20 0.37 0.45 0.46 0.90 0.87 1.00 0.27
F4 Assessment 0.08 0.13 0.37 0.30 0.26 0.22 0.27 1.00
Table 4.53 shows that there was high positive correlation coefficient (r = 0.68) between
159
F1 and F2 component. The values of “r” between 0.30 and 0.46 were considered to be
moderate. In F2 and F3, the value of “r” was 0.46 but in F2 and F4 , the value of “r”
was 0.30.In three cases, the values were quite low in followings factors: 0.27 in case of F3
and F4; 0.20 in case of F1 and F3 and only 0.08 in case of F1 and F4. However, all positive
values showed that components of the tool were inter-correlated with one another and the
tool (Questionnaire for teachers) was valid.
4.C. Analysis of Opinionnaire for Teachers
An opinionnaire comprising 12 questions (closed- items) was constructed.
Opinion was collected about two components of the BS 4-Year program: Process and
Product. Responses were recorded in tabular form. The detail of the analysis of process
component is given in table 4.54:
Table No.4.54: Responses to Process Component
Component Opinion/Questions Option Frequency %Age
Methods of Teaching
of Your Choice?
a. Lecture Method 06 11.32
b. Project method 02 3.77
c. Lecture-
cumdemonstration
method
19 35.85
d. Discussion method 20 37.74
e. Question-answer
method
4 9.43
f. Drill method - 0
g. Problem-solving
method
01 1.89
160
Strategy would you
like to adopt?
a. Computes assisted
instruction
41 77.39
b. Programmed
instruction
03 5.66
c. Simulation method 03 5.66
d. Micro-teaching - 0
e. Team-teaching 03 5.66
f. Peer-teaching 03 5.66
Time for Teaching
Practice?
a. At the end of the
session
41 77.36
b. In the middle of the
session
12 22.64
Duration of Teaching
Practice?
a. 2 weeks 03 5.66
b. 3 weeks 02 3.77
c. 4 weeks 38 71.70
d. More than 4 week 10 18.87
Number of Criticism
lesson (per day) given
by student-teachers?
a. Two 32 60.38
b. Three 16 30.19
c. More than three 05 9.43
Weightage (marks %)
to be given to teaching
Practice?
a. 10% of the aggregate - 0
b. 20% 11 20.75
c. More than 20% 40 75.47
d. No weightage at all 02 3.77
Number of lesson to
be taught by
studentteachers for
final examination?
a. Two 24 45.28
b. Four 22 41.51
c. Six 02 3.77
d. More than six 05 9.43
Teaching Practice
Evaluation of Final
lesson?
a. By using evaluation
sheet
50 94.34
b. By impression only 03 5.66
161
Table No.4.54 shows that out of seven methods, the teachers (37%) favoured discussion
method, while problem solving, project, questioning and drill methods were almost
neglected by the teachers working under BS 4-Year Programme at university level. So far
as, the most liked strategy (out of 6 strategies) was suggested by the teachers (77%) was
„Computer assisted instruction‟ and all other strategies were less attractive for the teachers.
teaching BS classes.
Six questions were asked under „Teaching Practice‟ sub-component of Process
component. Firstly, a majority of teachers (77%) suggested that the teaching practice might
be conducted at the end of the session rather than in the mid-session. Secondly, a large
number of teachers (72%) were in favour of 4-week teaching practice. Thirdly, relatively
larger number of teachers (60%) suggested three criticism lessons daily. Fourthly, the
suggested weightage given to teaching practice, was 20%. Fifthly, almost equal percentage
46% and 42% was in favour of two and four final lessons respectively and lastly, a majority
of teachers (94.34%) were in opinion that the mode of evaluating final lesson might be
through use of evaluation sheet rather than to give award by impression.
4.C.i. Analysis of Product Component
After analyzing ‘Process Component’, the second component ‘Product’ was
analyzed after recording the data in the tabular form as given in table 4.55:
Table No.4.55: Responses to Opinionaire (Product Component)
Component Opinion Option Frequency %Age
The mode of assessment? a. Internal or semester 50 94.34
b. Annual or external 03 5.66
162
The assessment technique,
you find most effective?
a. Oral - 0
b. Written 45 84.91
c. Assignments 02 3.77
d. Presentations 06 11.32
Suitable proportion of
marks associated to theory
and teaching practice?
a. 90% and 10% 03 5.66
b. 90% and 20% 15 28.30
c. 90% and 30% 35 66.04
d. Any other - 0
Significance of students,
award /marks given by
different teachers?
a. Should be taken as
final
13 24.53
b. Should be presented to
a moderation
committee
40 57.47
Table 4.55 indicated that the most of the working teachers (94%) favored semester system
of assessment. Secondly, according to 85% teachers, the most effective technique was
„written test‟ as compared to oral tests, assignments and presentation. Thirdly, the most
attractive proportion between theory and practice marks was 90% and 30%. Lastly,
responding to the matter of final award by the examiners in the sample, 40% teachers were
in favour of „moderation‟ rather than taking awards as final without any change or
improvement.
163
CHAPTER NO. 5
SUMMARY, FINDINGS, CONCLUSIONS,
RECOMMENDATIONS
5.1 SUMMARY
BS 4-Year is an absolutely new program, initiated with the aim of preparing the
students of Pakistan to compete with other students at international level. Most of the
universities in Pakistan are offering BS 4- Year Program in the disciplines of Basic
sciences, Social sciences and Languages. Still far as no study has been done to evaluate BS
4-Year Program, the researcher selected this particular topic. The present study was
delimited to BS 4-Year Program in the subject of Education. The main objective of the
study was to develop an evaluation model for BS 4-Year Program in the Subject of
Education. The sample of the study comprised four (4) public universities of the Punjab,
where the BS Education program was functional at the time of commencement of the
present research work. The majority of permanent university teachers fifty three (53)
(male & female) from the Department of Education and three hundred and twenty-nine
(329) students (male & female) studying in different semesters of BS 4-Year program in
Education from the sample universities were included in the sample. The Students‟ sample
was selected by using Stratified random sampling technique. As research tools,
questionnaires for teachers and students were prepared separately and administered to the
respective samples and analyzed. Moreover, an opinionnaire for teachers about instruction,
teaching practice and assessment components was also designed, administered and
analyzed. The collected data were analyzed by using percentages, mean score, z–test,
164
product-moment correlation and factor-matrix. As far as the conclusions of the study were
concerned, it was found that on maximum components of the Questionnaire (teachers and
students) showed their satisfaction. Keeping in view the findings, conclusions,
recommendations of the study, an evaluation model was proposed.
5.2. FINDINGS WITH INTERPRETATION
5.2.A. Findings from Students Sample
5.2.A.i. Findings from Statements
Item were analyzed through percentage and mean score method. Findings about
statements wise analysis are as under:
According to the Majority of Students
1. Students face no difficulty in learning the curriculum content (Table 4.3)
2. The curriculum content promotes good study habits among students (Table 4.4)
3. The curriculum content provides variety of learning experiences to the students
(Table 4.5)
4. The curriculum content is theoretical in nature (Table 4.6)
5. Course outlines provide lists of useful recommended books (Table 4.7)
6. The curriculum content is according to the mental level of the students (Table 4.8)
7. There is an adequate number of classrooms/lecture theaters to teach different
courses (Table 4.11)
8. Writing boards are set in all classrooms (Table 4.13)
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9. The library collection includes all the recommended books mentioned in the
syllabus (Table 4.16)
10. The library is accessible to all students (Table 4.17)
11. Teachers develop positive values among students (Table 4.20)
12. Teachers follow the content sequence (Table 4.21)
13. Use of educational technology makes teacher‟s lectures effective ( Table 4.22)
14. Teachers revise and repeat instructional content, whenever it is needed (Table
4.24)
15. Students are encouraged to participate in class discussion (Table 4.25)
16. Sessional assignments contribute to students‟ better understanding of the subject
(Table 4.28)
17. Teachers finish their lectures within scheduled time period (Table 4.30)
18. Systematic monitoring of students, during teaching practice, results in useful
educational activity (Table 4.31)
19. Model lessons are delivered by specialist-teachers before beginning of the teaching
practice (Table 4.32)
20. Attendance of student-teachers is compulsory during teaching practice (Table
4.33)
21. Supervisor‟s load is too heavy to guide students properly (Table 4.34)
22. During teaching practice, prospective teachers learn class-management skills
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(Table 4.36)
23. A structured evaluation sheet is used by the supervisors to evaluate the lessons
(Table 4.37).
24. During teaching practice, student-teachers are encouraged to follow the procedure,
laid down in the lesson-plan (Table 4.38).
25. Teachers force student to study class-notes for preparation of examination (Table
4.39)
According to the Minority of Students
1. By joining this program, students‟ vocational future is secured (Table 4.1)
2. This program develops communication skills of the students (Table 4.2)
3. The curriculum content develops practical skills among students (Table 4.9)
4. The curriculum content inspires students to be creative (Table 4.10)
5. Multimedia facility is available in the classrooms (Table 4.12)
6. Audio / visual aids are adequate to run classroom activities (Table 4.14)
7. Internet facility is available in the library (Table 4.15)
8. Teachers use a variety of instructional methods in their classes (Table 4.18)
9. Teachers use innovative strategies to promote critical thinking among students
(Table 4.19)
10. Teachers enter their classes well-prepared (Table 4.23)
11. Students are motivated to ask questions (Table 4.26)
167
12. Students are satisfied with English as medium of instruction (Table 4.27)
13. Teachers try to guide slow-learners (Table 4.29)
14. There are sufficient physical facilities in the department for effective teaching
practice (Table 4.35)
15. Students are satisfied with the time allowed to complete the examination papers
(Table 4.40)
5.2.A.ii. On the whole, on 25 (62.5%) statement, students showed their positive response
towards the effectiveness of BS Education program. While on 15 (37.5%) statements,
students response was negative (Table 4.41).
5.2.A.iii. Each Individual student score was calculated on 40 statements in the scale. It
indicates that 302 students got score more than 120. Score 120 (40 × 3) was taken as the
norm of acceptance on the questionnaire. While remaining 27 students got less core. So, it
was found that a large majority of students were satisfied with the effectiveness of BS
Education program at university level. (Table 4.42).
5.2.A.iv. Students sample were derived from four universities of the Punjab. So, university
wise analysis of the students response was also calculated. In addition to this, students
responses were also analyzed by keeping in view the different pair of universities. From
the analysis, it was found that the arithmetic mean of the students of B.Z.U was 145.99 and
of I.U.B was 149.51 with SD (8.03) and (9.69) respectively. The calculated CR (z) value
is 2.36 which is more than table value (1.96 at 0.05 level of significance). Statistically,
there is significant difference between the mean of both universities, which indicated that
the responses of the students were different in the above pair of universities. (Table 4.43,
168
S# 1). In the second pair of universities, the arithmetic mean of the students of B.Z.U was
145.99 and of UOS was 150.69 with SD (8.03) and
(4.11) respectively. The calculated CR (z) value is 4.70 which is more than table value
(1.96 at 0.05 level of significance). Statistically, there is significant difference between the
mean of both universities, which indicated that the responses of the students were different
in the above pair of universities. (Table 4.43, S# 02) In the third pair of universities, the
arithmetic mean of the students of B.Z.U was 145.99 and of GCUF was 148.45 with SD
(8.03) and (8.31) respectively. The calculated CR (z) value is 1.06 which is more than table
value (1.96 at 0.05 level of significance). Statistically, there is insignificant difference
between the mean of both universities, which indicated that the responses of the students
of GCUF were slightly better as compare the students of BZU. (Table 4.43, S# 03). In the
fourth pair of universities, the arithmetic mean of the students of IUB was 149.51 and of
UOS was 150.69 with SD (8.03) and (8.31) respectively. The calculated CR (z) value is
0.89 which is less than table value (1.96 at 0.05 level of significance). Statistically, there is
insignificant difference between the mean of both universities, which indicated that the
responses of the students of UOS showed slightly better response than students of IUB
(Table 4.43, S# 04). In the fifth pair of universities, the arithmetic mean of the students of
IUB was 149.51 and of GCUF was 148.45 with SD (8.03) and (9.69) respectively. The
calculated CR (z) value is 0.70 which is less than table value (1.96 at 0.05 level of
significance). Statistically, there is insignificant difference between the mean of both
universities, which indicated that the responses of the students of IUB showed slightly
better response as compared to the students of GCU, F. (Table 4.43, S# 05). In the sixth
pair of universities, the arithmetic mean of the students of GCUF was 148.45 and of UOS
169
was 150.69 with SD (8.31) and (4.11) respectively. The calculated CR (z) value is 2.17
which is more than table value (1.96 at 0.05 level of significance). Statistically, there is
significant difference between the mean of both universities, which indicated that the
responses of the students were different in the above pair of universities. (Table 4.43, S#
06).
5.2.A.v. The most accepted component of the program by the students was product
(assessment) with combined mean value 3.80. While the other three components, accepted
by the students were curriculum content, physical facilities, instructions, teaching practice
and context with combined mean values 3.57, 3.20 and 2.70
respectively. (Table 4.44).
5.2 B. Findings from Teachers’ Sample
i. Aggregate of scores of teachers on all components were calculated. As the statements
were 105 in numbers, the norm of agreement was set on 315 (105 × 3). Correspondence
of aggregate scores of teachers with the norm showed that forty five (45) teachers scored
more than that norm score (315). So, it can be inferred that a majority of teachers were in
agreement with the effectiveness of BS Education. While only fifteen (15) teachers,
reactive otherwise. (Table 4.45). ii. In case of teachers‟ sample, positive response was
observed on 16 out of 17 statements in Context component; 27 out of 34 statements in
case of Input component; 34 out of 37 statements in Process component and 13 out of 17
statements in Product component. On the whole, on 90 out of 105 statements, teachers‟
positive response was observed about the effectiveness of BS Education Program. (Table
4.46, Table 4.47, Table 4.48, Table 4.49, Table 4.50, Table
4.51).
170
iii. Teachers‟ response from each scale components were also calculate by using
percentages. In teachers‟ sample, 85% (45 out of 53) respondents agreed on the
effectiveness of Context component, 83% (44 out of 53) agreed to input
component, 96% (51 out of 53) agreed to process component while 98% (51 out
of 53) agreed to the effectiveness of product as a component of B S 4- Year
Education program at university level. (Table 4.52).
iv. Z-test was used to determine the difference between mean of scores of male and
female teachers. The value of „z‟ was calculated to be 2.98 which was greater than
1.96 (table value at 0.05 level of significance). Difference between mean scores of
male and female samples was significance which indicated that the acceptance
level of female teachers was relatively higher than that of male teachers regarding
the effectiveness of BS 4-Year program in education at university level (P.141).
v. In teachers‟ scale, the coefficient of correlation (r) between context and Input was
0.68; that shows strong relationship between context and input components, “r”
between Context and Process, was 0.20, which indicated weak relationship
between context and process components, Value of “r” in case of Context and
Product, was 0.08, which shows weakest relationship among components,
Coefficient of correlation for Input and Process was 0.46; which indicated
moderate relationship among components “r” was 0.30 in case of Inpu t and
Product and it was 0.27 in case of Process and Product, these values indicated quite
low relationship among components (Table 4.53).
171
vi. In view of responses to the part of teachers opinionnaire, related to Process
component, the maximum percentage were observed as:
Teachers (37. 74 % ) in favour of “ Discussion method”
77.39 % in favour of “Computer Assisted Instruction”
77.34% in favour of “teaching practice at the end of session”
71.70% in favour of “4-week teaching practice”
60.38% in favour of “ 2 criticism lessons daily”
75.47% in favour of “more than 20% weightage for teaching
practice
45.28% in favour of “two final lessons”
50.00% in favour of “Evaluation of final lessons by using. “Structured
Evaluation Sheet” (Table 4.54).
vii. In view of responses to the part of teacher‟s opinionnaire, related to Product
(assessment) component, maximum % age were observed as:
Teachers (94.34%) in favour of internal / semester system.
84.91% in favour of written examination.
66.04% in favour of 70:30 ratio of theory and practice components
57.47% in favor of moderation of students final marks / grades
(table 4.55).
5.3 CONCLUSIONS
As far as the conclusions of the study were concerned, it was found that on maximum
components of the tools, teachers and students showed their satisfaction. According to
172
them, BS 4-Year program in Education had failed to develop communication skills
among the students, the curriculum content was theoretical in nature, the curriculum
content was unable to develop practical skills among students, the curriculum content
did not inspire students to be creative. Computer labs were not well-equipped with the
facilities required for the courses, A.V. aids were inadequate to run classroom
activities, internet facility was not available in the library, the library was not linked
with the other libraries and information resources, teachers did not use a variety of
instructional methods and innovative strategies to promote critical thinking among
students, written guidance regarding teaching-practice was not provided before-hand
to the perspective teachers, teachers forced students to study class notes for the
preparation of examinations, examinations did not fulfill the educational objectives
other than the cognitive ones. In the examination papers, the proportion of objective
and essay items were inappropriate. As a result of instruction & teaching practice
components in the Opinionnaire, majority of teachers were in favor of discussion
method; computer-assisted instruction; teaching practice at the end of term; 4- week
duration of teaching practice; daily two criticism lessons; 20% weight age to practice,
two final lessons and use of evaluation sheet. As a result of assessment component in
the opinionnaire, a majority of teachers was in favor of semester system, written
examination, 70:30 ratio of theory and practice and moderation of final marks/awards.
5.4. RECOMMENDATIONS
As a result of conclusions, the following recommendations were made:
A. Based on the Analysis of Students’ Scale
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1. The design of the BS 4- Year program may ensure students‟ vocational security in
the future.
2. The curriculum content must
• develop practical and creative skills among students
• provide variety of learning experiences
• Keep reasonable proportion of theory and practice.
3. The program may develop communication skills in students.
4. A.V. aids, internet and multimedia facilities may be provided in the classroom
5. Teachers should
• use medium of instruction best suited to the majority of learners
• enter classroom well- prepared
• use variety of innovative instructional strategies
• Teaching practice should be made a useful exercise by
• Providing the required physical facilities
• Improving supervisory role of the personnel.
B. Based on the Analysis of Teachers’ Scale
• BS 4 Year program in Education must focus on developing communication skills
among students
• Computer laboratories should be equipped with the necessary facilities
• A.V. aids and Internet facilities may be provided in the classroom
174
• Department library may be linked with other libraries and information resources
Curriculum content may inspire students to be creative.
• Teachers should use variety of instructional methods and innovative techniques in
classroom situation.
• Written guidelines regarding teaching practice must be provided to the pupil
teachers before-hand
• Number of tests during session should be reasonable; tests must fulfill the
objectives of the specific subject; and examination papers must reflect a reasonable
proportion of objective and subjective items.
C. Based on the Analysis of Teachers Opinionnaire
• To improve upon the instructional process, class discussion and computerassisted-
instruction may be made an integral part of the classroom activities
• To make Teaching-practice, a success, followings steps may be taken to make
arrangements of :
4- week teaching practice
Teaching practice at the end of session
Two criticism lessons on daily basis
Two final lessons
Use of structured Evaluation sheet to assess lessons of pupil teachers
5.4.1 Reference CIPP Model of Program Evaluation
The CIPP model of evaluation was developed by Daniel Stufflebeam and
colleagues in the 1960s, out of their experience of evaluating education projects for the
OHIO public school district. The CIPP Evaluation Model provides a comprehensive
175
framework for guiding evaluations of programs, projects, personnel, products, institutions
and evaluation systems. This model requires the evaluation of context, Input, Process and
Product in judging a program‟s value. (Stufflebeam, 2003). These components are given
in figure 5.1:
Figure No. 5.1 Components of model
Stufflebeam & shinkfield (2007, pp.86-87 summarized the meaning of these four
components of evaluation as:
1. Context Evaluation
This is the most basic type of evaluation. It helps in determining objectives. It
identifies unmet needs and unused opportunities. This also describes the boundaries of the
program to be evaluated.
2. Input Evaluation
This stage of evaluation model provides information and determines how to
176
utilize resources to meet the goals of the program. It considers the strategies to achieve
goals.
3. Process Evaluation
Process evaluation is used to investigate into the quality of program
implementation. It also provides feedback regarding the extent to which planned
activities are carried out.
4. Product Evaluation
It collects descriptions and judgments of outcomes and relates them to objectives and to
context, input and process information. It also assesses the positive and negative effects the
program had on its target persons.
5.4.2 Proposed Model for BS 4- Year Education Program
1. Context Evaluation
Context evaluation includes examining and determining:
by teachers and students.
BS 4-Year Program in Education may
Prove to be reasonable alternative for M.A Education
• Program rationale
• Needs to be addressed
• How far program goals are responsive to the targeted needs as perceived
177
Present a comprehensive and practicable frame work for training of
prospective teachers
Ensure students‟ vocational and economic security in future.
Meet the concurrent challenges of teacher education.
Develop communicative and creative skills among student- teachers.
Utilize youth‟s talent adequately.
Satisfy parent‟s aspirations associated with their children‟s future
5. Input Evaluation
Input evaluation may include assessing and describing
• Available resources to complete the program
•
Suitability of physical facilities, viewed by teachers and students
associated with the program.
•
Suitability of content analyzed through the opinions of students and
teachers, involved in the program
A. The Curriculum Content of BS 4- Year program in Education may:
fulfill the behavioral objectives of all prescribed courses.
reflect current trends in teacher - education
inspire student‟s - teacher to be creative.
be completed within stipulated time – period.
178
be appropriately selected, integrated and sequenced
synchronize theory with practice
B. The resources for BS 4- Year program in Education may
be adequate to run program effectively
include reasonable spacious building with sufficient facilities in the form of
furnished classrooms, updated and well managed libraries, well equipped computer
laboratories and Internet services
be fully utilized to make the program a success
6. Process Evaluation
Process evaluation may include examining and evaluating:
• How the program is being implemented with respect to instructional quality
•
The quality and effectiveness of teaching practice organized for future teachers.
•
The internal and external threats to the utilization of teaching practice as a
component of teacher education.
•
Making formative decisions to modify the process in the light of the views of
teachers and students included in the study
A. Classroom teaching during the course of BS 4-
Year program
implementation may:
full preparation before delivering lecture
creating conducive classroom environment
179
students participation in class discussion and other learning activities
the use of variety of innovative strategies to promote critical thinking among
student-teachers
recommending books to student for further study.
the caution use of educational technology
developing positive values among prospective teachers
B. Teaching Practice May
contribute to enhance the quality of teacher education
be organized on both micro and macro levels
provide student- teachers with written guidelines beforehand.
provide effective and energetic supervisory support
contribute in the form of
delivering model lessons
preparing lesson plans
presenting criticism lessons
include observing and assessing fellow students at work
7. Product Evaluation
Product evaluation may include determining and assessing:
• Assessment system of BS 4-Year Education program.
180
• Actual worth and value of the assessment program and making summative
decisions in view of opinions of the respondents.
Examination System at BS 4 Year level may
be useful for assessing students both in theory and practice in the field of teacher
education
enable student - teachers to construct and analyze test-items and understand how to
prepare test themselves and attempt objective items in the examination
suggest a training program/refresher course for teachers in the field of educational
testing
be transparent in connection with setting and scoring of papers and recording and
communicating results of objective and subjective tests.
develop a mechanism to provide feedback to the examinees well in time.
lead to the use of multiple techniques of evaluating student‟s performance.
enable teachers to prepare test items based on both comprehensive and application
aspects of courses
enable teachers to develop and use “Observation sheet” for assessing students
during teaching practice.
181
5.4.3: SCALE FOR MODEL
REFERENCE MODEL (CIPP) PROPOSED MODEL
A. Context Evaluation
i. Program rational ii.
Needs to be addressed
iii. How far program goals are responsive to the
targeted needs as perceived by teachers and
students.
B. Input Evaluation
i. Available resources to complete the program
ii. Suitability of physical facilities, viewed by
teachers and students associated with the
program.
iii. Suitability of content analyzed through the opinions of students of teachers, involved in the program.
iv. Alternative plan for the evaluation of input dsign
to improve the situation regarding resources and
curriculum content.
182
C. Process Evaluation
i. How the program is being implemented with
respect to instructional quality. ii. The quality and
effectiveness of teaching practice organized for
future teachers.
iii. The internal and external threats to the utilization of teaching practice as a component of teacher education.
iv. Making formative decisions to modify the process
in the light of the views of teachers and students
included in the study.
D. Product Evaluation
i. Assessment system of BS 4-Year Education program.
ii. Actual worth and value of the assessment
program and making summative decisions in view
of opinions of the respondents.
5.5 SUGGESTIONS FOR FUTURE STUDY
• Evaluation Model other than CIPP may be focused by the future researchers.
• Samples from private colleges and universities offering BS programs in
Education, may also be included in future studies.
• Disciplines other than‟ Education‟ may also be evaluated for the future
researches.
• This study may be replicated in different areas of Pakistan and with samples
different in type and magnitude.
183
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191
APPENDICES
APPENDIX A
QUESTIONNAIRE FOR STUDENTS
Dear Students!
I am a student of Ph.D in Education at Bahauddin Zakariya University Multan. I am
completing a research study entitled “Development of an Evaluation Model for BS 4 Years
program at University Level”. You are requested to give your opinion by putting the mark
research purposes only. Thanks for the cooperation.
Afrina Afzal
Ph.D (Scholar)
Department of Education
B.Z.U Multan
Student‟s Name: (Not essential) _________ Gender: ____________________
Name of the program: ___________________ Session: ____________________
Semester: _____________________________ University: _______________
Department: _________________ Dated: ______________________
Note:
SA (Strongly Agree), A (Agree), U (Undecided), D (Disagree), SD (Strongly Disagree)
1. By joining this program, students‟ vocational future is
secured.
SA A U D SD
2. This program develops communication skills among students. SA A U D SD
192
3. Students face no difficulty in learning the curriculum content. SA A U D SD
4. The curriculum content promotes good study habits among
students.
SA A U D SD
5. The curriculum content provides variety of learning experiences
to the students.
SA A U D SD
6. The curriculum content is theoretical in nature. SA A U D SD
7. Course outlines provide lists of useful recommended books. SA A U D SD
8. The curriculum content is according to the mental level of the
students.
SA A U D SD
9. The curriculum content develops practical skills among
students.
SA A U D SD
10. The curriculum content inspires students to be reflective. SA A U D SD
11. There is an adequate number of classrooms/lecture theaters to
teach different course.
SA A U D SD
12. Multimedia facility is available in the classrooms. SA A U D SD
13. Writing boards are set in all classrooms. SA A U D SD
14. Audio / visual aids are adequate to run classroom activities. SA A U D SD
15. Internet facility is available in the library. SA A U D SD
16. The library collection includes all the recommended books
mentioned in the syllabus.
SA A U D SD
17. The library is accessible to all students. SA A U D SD
18. Teachers use a variety of instructional methods in their classes. SA A U D SD
19. Teachers use innovative strategies to promote critical thinking
among students.
SA A U D SD
193
20. Teachers develop positive values among students. SA A U D SD
21. Teachers follow the content sequence. SA A U D SD
22. Use of educational technology makes teacher‟s lectures
effective.
SA A U D SD
23. Teachers enter their classes well-prepared. SA A U D SD
24. Teachers revise and repeat instructional content, whenever it is
needed.
SA A U D SD
25. Students are encouraged to participate in class discussion. SA A U D SD
26. Students are motivated to ask questions. SA A U D SD
27. Students are satisfied with English as the medium of
instruction.
SA A U D SD
28. Sessional assignments contribute to students‟ better
understanding of the subject.
SA A U D SD
29. Teachers try to guide slow-learners. SA A U D SD
30. Teachers finish their lectures within scheduled time period. SA A U D SD
31. Systematic monitoring of students, during teaching practice,
results in useful educational activity.
SA A U D SD
32. Model lessons are delivered by specialist-teachers before
beginning of the teaching practice.
SA A U D SD
33. Attendance of student-teachers is compulsory during teaching
practice.
SA A U D SD
34. Supervisors load is too heavy to guide students properly. SA A U D SD
35. There are sufficient physical facilities in the department for
effective teaching practice.
SA A U D SD
194
36. During teaching practice, prospective teachers learn
classmanagement skills.
SA A U D SD
37. A structured evaluation sheet is used by the supervisors to
evaluate the lessons.
SA A U D SD
38. During teaching practice, student-teachers are encouraged to
follow the procedure, laid down in the lesson-plan.
SA A U D SD
39. Teachers force student to study class-notes for preparation of
examination.
SA A U D SD
40. Students are satisfied with the time allowed to complete the
examination papers.
SA A U D SD
195
APPENDIX B QUESTIONNAIRE FOR TEACHERS
Respected Teachers:
I am a student of Ph.D in Education at Bahauddin Zakariya University Multan. I am
completing a research study entitled “Development of an Evaluation Model for BS-4-
Years program at university Level”. For this purpose I need your help and kind cooperation.
I shall be highly thankful to you for expressing your views in response to the questions.
Afrina Afzal
Ph.D (Scholar)
Department of Education
B.Z.U Multan
Name: (Not essential) __________________ Gender: ____________________
Academic Qualifications: ________________ Designation/ present post _________
Status: permanent / contract / visiting Teaching Experience: _________
University: _________________________ Department: _________________
Teaching Subjects: ______________________ Dated: ______________________
Note: Your information will be kept confidential and will be used for research purposes
SA (Strongly Agree), A (Agree), U (Undecided), D (Disagree), SD (Strongly
Disagree)
1- EVALUATION OF CONTEXT
S # STATEMENT OPTIONS
1 BS 4-Year Program in education is a good alternative to
Master‟s Degree in Education.
SA A U D SD
196
2 As compared to B.A./B.Sc. Program, BS program
ensures better utilization of youth‟s talent.
SA A U D SD
3 This program may result in high quality education. SA A U D SD
4 This program caters the needs of the market. SA A U D SD
5 This program focuses on developing
communicationskills of the students.
SA A U D SD
6 This program develops vocational skills in students. SA A U D SD
7 Parents find BS 4-Year Program useful for their
children‟s future.
SA A U D SD
8 BS program may play a vital role in improving
teacher-quality.
SA A U D SD
9 This program prepares useful teachers for the market. SA A U D SD
10 This program develops confidence among students. SA A U D SD
11 By joining this program, students‟ vocational future is
secured.
SA A U D SD
12 Admission criteria for BS 4-YEAR program is
appropriate.
SA A U D SD
13 Sufficient number of students is enrolled in the program
every year.
SA A U D SD
14 This program clearly states the educational objectives. SA A U D SD
15 BS Program meets the challenges of the modern
education.
SA A U D SD
16 This program makes a meaningful contribution
towards the socio-economic development of the
community.
SA A U D SD
17 This program prepares students to serve as an
intellectual resource base of the country.
SA A U D SD
2 (A) – EVALUATION OF INPUT (CURRICULUM CONTENT)
S # STATEMENT OPTIONS
1 The curriculum content reflects the worth of the BS 4
year program.
SA A U D SD
2 The curriculum content is according to the objectives
for the particular subject.
SA A U D SD
3 Students face no difficulty in learning the curriculum
content.
SA A U D SD
197
4 The curriculum content can be completed within
stipulated time.
SA A U D SD
5 The curriculum content includes most of the topics
needed to train an efficient teacher.
SA A U D SD
6 Sequenced topics in the course outline guide students to
study with clarity.
SA A U D SD
7 Selection of topics for the curriculum content is
appropriate.
SA A U D SD
8 The curriculum content reflects the current trends in
education.
SA A U D SD
9 The curriculum content promotes good study habits
among students.
SA A U D SD
10 The curriculum content provides variety of learning
experiences to the students.
SA A U D SD
11 The curriculum content is theoretical in nature. SA A U D SD
12 Course outlines provide lists of useful recommended
books.
SA A U D SD
13 The curriculum content is according to the mental level
of the students.
SA A U D SD
14 The curriculum content develops practical skills
among students.
SA A U D SD
15 The curriculum content inspires students to be
reflective.
SA A U D SD
2 (B) EVALUATION OF INPUT (PHYSICAL RESOURCES)
S # STATEMENT OPTIONS
1 Adequate financial resources are available with the
university to run BS program effectively.
SA A U D SD
2 Classrooms are large enough for proper utilization of
audio-visual aids.
SA A U D SD
3 Physical facilities are adequate for successful teaching
learning process.
SA A U D SD
4 There is an adequate number of classrooms/lecture
theaters to teach different courses.
SA A U D SD
198
5 Computer laboratories are equipped with the facilities
required for the courses.
SA A U D SD
6 There is at least one computer per group of two students
in the labs.
SA A U D SD
7 Multimedia facility is available in the mostly
classrooms.
SA A U D SD
8 Writing boards are set in all classroom and
laboratories.
SA A U D SD
9 Lights fitted in all teaching venues are functional. SA A U D SD
10 Audio / visual aids are adequate to run classroom
activities.
SA A U D SD
11 The library is furnished with well-designed furniture. SA A U D SD
12 The library is furnished with proper storage, shelving
and electronic equipment.
SA A U D SD
13 The library comprise various types of information
resources (journals, bulletins ,etc.)
SA A U D SD
14 Internet facility is available in the library. SA A U D SD
15 The library collection includes all the recommended
books mentioned in the syllabus.
SA A U D SD
16 The library is linked with other libraries and
information resources.
SA A U D SD
17 The library is accessible to all teachers and students. SA A U D SD
18 The library is managed by an adequate number of
trained professional staff.
SA A U D SD
19 Library books are regularly up-dated. SA A U D SD
3-(A) EVALUATION OF PROCESS
(INSTRUCTION)
Part-A
S # STATEMENT OPTIONS
1 Teachers use a variety of instructional methods in their
classes.
SA A U D SD
2 Teachers use innovative strategies to promote critical
thinking among students.
SA A U D SD
199
3 Teachers‟ co-ordinate with one another to promote
better teaching learning culture.
SA A U D SD
4 Teachers develop positive values among students. SA A U D SD
5 Teachers follow the content sequence. SA A U D SD
6 Use of educational technology makes teacher‟s
lectures effective.
SA A U D SD
7 Teacher‟s instruction is in accordance with the
objectives of the relevant content.
SA A U D SD
8 Because of the vast content area teachers cannot do
justice to their instructional work.
SA A U D SD
9 Teachers plan their lessons before teaching in the class. SA A U D SD
10 Teachers revise and repeat instructional content,
whenever it is needed.
SA A U D SD
11 Conducive classroom environment is created for
effective teaching learning.
SA A U D SD
12 Students are encouraged to participate in class
discussion.
SA A U D SD
13 Students are motivated to ask questions. SA A U D SD
14 Physical facilities are adequate for successful teaching. SA A U D SD
15 Students are satisfied with the English as medium of
instruction.
SA A U D SD
16 Teachers have full command over subject knowledge. SA A U D SD
17 Teachers recommend book to the students for further
study.
SA A U D SD
200
18 Teachers always cover the course properly on time. SA A U D SD
19 Teaches give references of researches to make learning
activity more effective.
SA A U D SD
20 Teachers finish their lectures within scheduled time
period.
SA A U D SD
3-(B) EVALUATION OF PROCESS
(TEACHING PRACTICE)
S # STATEMENT OPTIONS
1 Teaching practice contributes to the quality of
teachereducation.
SA A U D SD
2 Without teaching practice, BS 4 Year Education program is
incomplete.
SA A U D SD
3 The number of schools is adequate to accommodate all
prospective teachers during teaching practice.
SA A U D SD
4 Written guidelines regarding teaching practice are provided
before hand, to the prospective teachers.
SA A U D SD
5 Institutions prefer to micro-teaching for prospective teachers‟
practice teaching.
SA A U D SD
6 The program has a structured mechanism for teaching
practice.
SA A U D SD
7 Teachers-educators provide supervisory support
to prospective teachers, during their practice in the
cooperative schools.
SA A U D SD
8 Over-crowded classes in the practicing schools decrease the
effectiveness of teaching practice.
SA A U D SD
201
9 Practice in lesson planning is a special feature of teaching
practice.
SA A U D SD
10 Model lessons are delivered by specialist-teachers before
beginning of the teaching practice.
SA A U D SD
11 Systematic monitoring of students, during teaching practice,
results in useful educational activity.
SA A U D SD
12 Attendance of student-teachers is compulsory during teaching
practice.
SA A U D SD
13 Supervisors load is too heavy to guide students properly. SA A U D SD
14 There are sufficient physical facilities in the department for
effective teaching practice.
SA A U D SD
15 During teaching practice, prospective teachers learn
classmanagement skills.
SA A U D SD
16 A structured evaluation sheet is used by the supervisors to
evaluate the lessons.
SA A U D SD
17 During teaching practice, student-teachers are encouraged to
follow the procedure, laid down in the lesson-plan.
SA A U D SD
4- EVALUATION OF PRODUCT (ASSESSMENT)
S # STATEMENT OPTIONS
1 Assessment system at BS 4 Year level is transparent
(everyone has access to the relevant policies
procedures, criteria and their implementation).
SA A U D SD
2 Teachers are not trained in the preparation of
assessment tools.
SA A U D SD
3 BS 4 Year Program has a mechanism to provide timely
feedback to those who are assessed.
SA A U D SD
4 Exams reflect the content. SA A U D SD
5 Teachers use multiple techniques of assessment. SA A U D SD
202
6 Number of exams is enough. SA A U D SD
7 Techniques of oral assessment is mostly used in BS
Classes.
SA A U D SD
8 Class tests help students learn better. SA A U D SD
9 Teachers force student to study class-notes for
preparation of examination.
SA A U D SD
10 Students are satisfied with the time allowed to complete
the examination papers.
SA A U D SD
11 Examinations fulfill the educational objectives only
related to the cognitive domain.
SA A U D SD
12 In the examination papers, the proportion of objective
and descriptive items is appropriate.
SA A U D SD
13 Semester system is appropriate than annual system of
assessment.
SA A U D SD
14 Existing assessment system promotes students
comprehension about the subject.
SA A U D SD
15 The practice of writing a research project is only a
routine to fulfill a requirement.
SA A U D SD
16 The practice of writing a research project involves no
original thinking, it is only borrowing other people.
SA A U D SD
17 The evaluation procedures of research project are
satisfactory.
SA A U D SD
APPENDIX C OPINIONNIRE FOR THE TEACHERS Respected Teachers:
I am a student of Ph.D in Education at Bahauddin Zakariya University Multan. I am
completing a research study entitled “Development of an Evaluation Model for BS-4-
Years program at university Level”. For this purpose I need your help and kind cooperation.
I shall be highly thankful to you for expressing your views in response to the questions.
Afrina Afzal
Ph.D (Scholar)
Department of Education
203
B.Z.U Multan
Name: (Not essential) __________________ Gender: ____________________
Academic Qualifications: ________________ Designation/ present post _________
Status: permanent / contract / visiting Teaching Experience: _________
University: _________________________ Department: _________________
Teaching Subjects: ______________________ Dated: ______________________
Note: Your information will be kept confidential and will be used for research purposes
1. Method of teaching of your choice:
i. Lecture method
ii. Project method
iii. Lecture-cum-demonstration method
iv. Discussion method
v. Question answer method
vi. Drill method vii. Problem solving method
2. If Facilities are available at your department, which method of teaching you would
like to adopt?
i. Computer assisted instruction (CAI)
ii. Programmed instruction.
iii. Simulation method
iv. Micro teaching
v. Team teaching
vi. Peer teaching
3. Time for teaching practice
a. At the end of the session b. In the middle of the session
4. Duration of teaching practice to be
a. 2 weeks b. 3 weeks c. 4 weeks d. More than 4 week
204
5. Number of criticism lessons (per day) given by a student teachers
a. Two b. Three c. More than three
6. Weight-age (marks %) to be given to teaching practice
a. 10% of the aggregate b. 20%
c. More than 20% d. No weight-age at all
7. Number of lessons to be taught by student-teachers for final exam
a. Two b. Four c. Six d. More than Six
8. Evaluation of final lesson
a. By using evaluation sheet b. By impression only
9. The mode of assessment
a. Internal or Semester b. Annual or external
10 The most effective assessment techniques
a. Oral Assessment b. Written Examination
c. Assignments d. Presentations
11 Suitable proportion of marks associated to theory and teaching practice.
a. 90% and 10% b. 80% and 20 Percent
c. 70% and 30 percent d. Any other ____________________
12 Students achievement results given by different teachers
a. Should be taken as final
b. Should be presented to a moderation committee before declaration
205
APPENDIX D
LIST OF EXPERTS
1 Prof. Dr. Muhammad Yousaf Department of Education,
Zakariya University ,Multan
Bahauddin
2 Prof. Dr. Shamim Haider Trimazi Department of Education,
Zakariya University ,Multan
Bahauddin
3 Prof. Dr. Ahmad Farooq Mash hadi Chairman,
Department of Education,
Zakariya University ,Multan
Bahauddin
4 Madam Iram Gul Gillani Assistant Professor
Department of Education,
Zakariya University, Multan
Bahauddin