https://ares.pk/ojs/index.php/ares/issue/feedArchives of Educational Studies (ARES)2023-12-09T16:27:36+00:00Dr. Syed A. Waheeds.a.waheed@uo.edu.pkOpen Journal Systems<p><strong>Archives of Educational Studies </strong>(Online ISSN: <a href="https://portal.issn.org/resource/ISSN/2790-4571" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://portal.issn.org/resource/ISSN/2790-4571&source=gmail&ust=1643987860379000&usg=AOvVaw32PltCRkWAUBjIDKUPLgse">2790-4571</a>, Print ISSN: <a href="https://portal.issn.org/resource/ISSN/2790-4563" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://portal.issn.org/resource/ISSN/2790-4563&source=gmail&ust=1643987860379000&usg=AOvVaw1gySMFfPo--O4tWOPUv-46">2790-4563</a>) is an open access, double-blind peer-reviewed journal managed and published by Department of Educational Studies, University of Okara, Pakistan. The journal is recognized by <strong><a href="https://hjrs.hec.gov.pk/index.php?r=site%2Fresult&id=1021681#journal_result" target="_blank" rel="noopener">HigherEducation Comission of Pakistan (HEC) in 'Y' Category</a></strong>. The journal uses PKP for a long-term preservation service(s) where the journal is currently archived. The University of Okara is an emerging and progressive institute of higher learning established by the Government of Punjab, Pakistan. Currently, there are more than 20,000 students and 500 faculty members and it consist of 47 academic departments and more than one hundred academic programs ranging from BS and MPhil to PhD in various disciplines. Department of Educational Studies was established under the Faculty of Education on June 18, 2020. The department has national and international visiting faculty and regular faculty members committed to expanding students’ capacity through quality education, research and training.</p> <p><span style="font-weight: bolder;">ARES</span> is a biannual blind peer reviewed journal. It was launched in 2021 with an objective of promoting research in the broader field of educational studies in Pakistan. ARES is dedicated to promotion of the culture of research and dissemination of quality research studies among institutions, universities, researchers, and students and to cater the works of educational practitioners, scholars and theorists to provide latest and innovative research material for national and international researchers’ community. The journal aims to provide research findings and promote scholarship in various fields of educational studies. A multidisciplinary and innovative approach towards research in education is the special focus of the journal. The journal supports original and collaborative research from all parts of the world with the aim to develop a national and international community of researchers who believe in creating knowledge to improve quality and understanding of educational practice.</p> <p><a href="https://ares.pk/ojs/index.php/ares/articlepublicationcharges" target="_blank" rel="noopener">Publication costs</a> of the journal are covered by the University of Okara. There is no charge for submitting a paper to the journal and no fee is received for the publication at the moment. The authors may follow the <a href="https://ares.pk/ojs/index.php/ares/about/submissions" target="_blank" rel="noopener">Submission Process</a> and the instructions for submitting the manuscript.</p>https://ares.pk/ojs/index.php/ares/article/view/84Does Persuasive Mapping Enhance Organizational Based Self-Esteem among University Students: Evidence from China’s Higher Education2023-11-14T04:55:02+00:00Xuanwei Cuiaky_hd@outlook.com<p><em>Although several studies have sought to explore the causes of self-esteem, few have attempted to investigate the relationship between Persuasive Mapping (PM) and Organizational-Based Self-Esteem (OBSE). By drawing on the Path-Goal Theory, the current study </em><em>attempted</em><em> to </em><em>empirically examine and investigate</em> <em>whether </em><em>PM </em><em>can enhance </em><em>OBSE among university students in the eastern region of China. </em><em>The research method used to carry out the current study was</em><em> a cross-sectional design. Data were collected from 89 students in three universities in the eastern region of China from July to October 30, 2023. The method used to carry out the current study was a survey, which included questions about the PM and OBSE scales. Contrary to the researcher's expectation, PM </em><em>did </em><em>not</em> <em>significant</em><em>ly enhance</em><em> OBSE, β= - .01, t(87) = -0.08, p = .94. The current study may be crucial in laying a foundation for recognizing how PM impacts OBSE. This made the present study a significant preliminary effort to ascertain how PM affected OBSE among university students in the eastern region of China.</em></p>2023-11-28T00:00:00+00:00Copyright (c) 2023 Xuanwei Cuihttps://ares.pk/ojs/index.php/ares/article/view/85Drug Abuse Deteriorating Cognitive Ability of Adult Learners Studying in Continuous Education in Sokoto, Nigeria2023-11-17T00:37:13+00:00Yusuf Sarkingobirsuperoxidedismutase594@gmail.comDr. Aminu Umar Imamaminu.imam@ssu.edu.ngAhmad Zayyanujatauinitive@gmail.com<p><em>Education is the most essential tool for developing all societies and individuals. In Nigeria, almost all levels of education are affected by drug abuse because of its all-pervasiveness. Thus, this work utilized a survey and Montreal Cognitive Assessment to determine the negative effect of drug abuse on the cognitive potential of adult learners studying in adult learning schools (continuing education), and the link/effect between drug abuse and anemia and, in turn, cognitive capacity was explored. Participants included 30 adult learners using cannabis and 30 non-drug. Additionally, 30 adult learners abusing cigarettes and their control (30 respondents) were examined using the Montreal Cognitive Assessment. Fifteen adult learners who were taking cigarettes and cannabis and were diagnosed with anemia, and 15 normal respondents were recruited. The scored mean marks were managed using the chi-square test, which revealed a significant difference at p<0.05. The cigarette abusers earned lower marks (545.0 ± 8.03) than their counterparts' controls (875 ± 2.87). The cannabis abusers scored lower marks (420.0 ± 35.59) compared to the normal individuals (854.0 ± 2.75). Likewise, anemic learners scored lower than the control. Thus, drug abuse may be linked to anemia and can affect cognition and, likely, the learning process. More measures are needed to address drug abuse in the region because poor cognition can easily affect learning, education, and the overall potential of people and, in turn, hinder the growth and development of societies.</em></p>2023-11-30T00:00:00+00:00Copyright (c) 2023 Yusuf Sarkingobir, Dr. Aminu Umar Imam, Ahmad Zayyanuhttps://ares.pk/ojs/index.php/ares/article/view/88Creating an Effective Geography Teaching and Learning Environment in Teacher Training Colleges: A Case Study of TTC Matimba, Rwanda2023-11-27T12:30:20+00:00Tawanda Shonhiwashonhiwatawanda@gmail.com<p><em>This paper describes how effective teaching and learning environments can be created in teacher education. To understand better, the researcher explored how developing an effective teaching and learning environment is helpful in teacher development in teaching training colleges, as represented by one teacher training college in Rwanda. This article sought to discuss how student teachers from the teacher training college view the current learning environments and their suggestions. A qualitative case study research methodology was used to understand the participants' position in the learning environment. The sample was comprised of fifteen student teachers from Matimba Teacher Training College selected through purposive sampling. The data were collected through a semi-structured interview guide, and thematic analysis procedures were used to analyze data and identify common themes. The study results conclude that an effective teaching and learning environment is of great potential in improving educational quality. It was observed that tutors put much effort into developing the environment, which might be due to attitude. It is recommended that the colleges actively partner in disseminating information innovation and offer training and support to students and mentors regarding acquiring skills, attitudes, and knowledge that improve education. </em></p>2023-12-04T00:00:00+00:00Copyright (c) 2023 Tawanda Shonhiwahttps://ares.pk/ojs/index.php/ares/article/view/72Belief and Practices of Women Leaders in Higher Education: A Myth of Transformational Leadership Style2023-09-11T14:29:17+00:00Farah Saleem Qureshig_noureen@yahoo.comGhazala NoureenArfa.Zahid0123@gmail.comAnam Noshabaanam_pk2006@yahoo.com<p><strong><em>Transformational leadership produces a valued and constructive transformation in the employees</em></strong><em> and augments followers' enthusiasm, confidence, and performance using different strategies</em><em>. Females are considered more transformational as compared to men. The main focus of the present study was to identify transformational leaders and investigate how women in higher education practice transformational leadership. In this study, an explanatory sequential mixed-method research design was selected to establish a relationship between practices, behaviors, and preferences for the explanation of the quantitative findings of the study. Women working in leadership roles in public sector universities of the province of Punjab were the population of the study. Seventy-four women were selected in the study sample, and fifty-five responded to the questionnaire. Bass and Avolio’s (2000) “Multifactor-Leadership-Questionnaire” (MLQ) 6S was used for the collection of quantitative data regarding transformational leadership style. Qualitative data were collected through a semi-structured interview protocol. Findings from the study showed that women leader's mean score was above neutral on a five-point rating scale. Women practiced intellectual stimulation as transformational leaders.</em></p>2023-12-04T00:00:00+00:00Copyright (c) 2023 Farah Saleem Qureshi, Ghazala Noureen, Anam Noshabahttps://ares.pk/ojs/index.php/ares/article/view/69Construction, Analysis and Calibration of Multiple-Choice Questions: IRT versus CTT2023-07-02T04:35:33+00:00Iqra Batooliqraaslam634@gmail.comAshfaque Ahmad SHAHmultanxa@gmail.comSehrish Naseersehrishnwarraich@gmail.com<p><em>The current study examined the construction, analysis and calibration of multiple-choice questions. This quantitative study employed developmental and descriptive methods of research. A convenience sampling technique was used to select a sample of 200 students from the University of Sargodha. The researchers developed a test of multiple-choice items at a master’s level from the “Methods of Teaching” course. This test was used as an instrument to collect data from the respondents. Iteman and X-Calibre were considered suitable tools for item analyses for assessment management applications used to analyze the data. Results showed that the </em><em>test was identified as fairly difficult, having a modest level of item discrimination index. Student raw scores ranged from 7 to 49 marks. CTT proposed to reject seven items whereas IRT removed six based on the item difficulty index. CTT proposed to reject 18 items due to low ability to differentiate between high and low achievers. Six items were flagged with K. Under the S-pbis in CTT, 18 items were rejected and according to IRT’s parameter ‘b’, there were 6 items that were rejected. Results of the current study established that using IRT for item analysis may be useful in determining the grades of the course and the number of students passing the cut-score. It was recommended that before applying IRT, verify if the test items are locally independent one-dimensional and the ICCs fit the model.</em></p>2023-12-04T00:00:00+00:00Copyright (c) 2023 Iqra Batool, Ashfaque Ahmad SHAH, Sehrish Naseerhttps://ares.pk/ojs/index.php/ares/article/view/71Effects of National Politics on Students’ Learning Experiences in Higher Education2023-11-17T07:29:44+00:00Iram NazIramliaqat801@gmail.comMisbah Malikmisbah.ier@pu.edu.pkSyeda Ayesha Naseemayeshanaseem2040@gmail.com<p><em>This descriptive study aimed to investigate the effects of national politics on university students’ learning experience. The study was conducted at the University of the Punjab, Lahore, in 2022. A survey was conducted through a sample of 250 university students selected from six randomly chosen departments using a simple random sampling technique. A questionnaire was developed for data collection, with a five-point Likert scale from Strongly Agree to Disagree Strongly, to elicit students’ responses regarding the problems they faced due to political instability in the country. There were 30 statements related to the effects of politics on the learning, personality, and social relations of university students. The findings revealed that the political situation of the country and the university had various adverse effects on students’ learning. Political situation not only affected their study but also affected their emotion, personality, and social relations have also been affected. It was observed that due to the worse political situation in the country, university students were more involved in political activities. Students showed less interest in academic endeavors that could ultimately affect their learning, emotions, and social relations. In light of these findings, educating students to avoid political matters is recommended, and learners should try to keep education and political issues separate. They should focus their studies and minimize the use of social media for political engagement.</em></p>2023-12-04T00:00:00+00:00Copyright (c) 2023 Iram Naz, Misbah Malik, Syeda Ayesha Naseemhttps://ares.pk/ojs/index.php/ares/article/view/78Association between Secondary School Heads' Leadership Skills and Teachers' Job Performance2023-11-27T15:10:03+00:00Uzma Shahzadiuzma.shahzadi@uos.edu.pkRiffat un Nisa Awanriffat.nisa@uos.edu.pkShabana Batoolshabanabatool0123@gmail.com<p><em>This research aimed to determine the association between school heads' leadership skills and the job performance of secondary school teachers. The study's objectives were to identify the leadership skills of secondary school heads, assess teachers' job performance, and determine the association between the leadership skills of school heads and teachers’ job performance in district Jhang. The researchers developed questionnaires to measure the school heads’ leadership skills and the job performance of secondary school teachers. Taking secondary schools in the district as population, 30 secondary schools from tehsil Jhang were selected as a study sample. A stratified sampling technique was used to collect the data. The study found a weak positive relationship between school heads’ leadership skills and secondary school teachers' job performance. The study suggests that orientation sessions and refresher courses might be organized to meet the needs of learning leadership skills by school heads. The study was delimited to district Jhang only; another study with a larger sample size is recommended. Furthermore, it is also recommended that a survey be conducted that may explore the mediation and moderation role of factors in the relationship between school leadership skills and teachers' job performance. </em></p>2023-12-04T00:00:00+00:00Copyright (c) 2023 Dr. Uzma Shahzadi, Riffat un Nisa Awan, Shabana Batoolhttps://ares.pk/ojs/index.php/ares/article/view/83The Effects of Game-Based Learning on Cognitive and Affective Aspects of Secondary School Students 2023-12-09T16:27:36+00:00Javaria Balochmirnasir555@gmail.comAbdul Nasir Kiazaimirnasir555@gmail.comNadia Alimirnasir555@gmail.com<p><em>Using the latest technology by incorporating various games to engage students in effective learning has become a norm of today’s education outside the classroom. The researchers intended to measure the impact of GBL (game-based learning) on students' cognitive and affective dimensions in Jaffarabad, Balochistan, Pakistan. The study utilized 200 students, and 100 teachers were selected randomly from the different schools across the district using a descriptive approach based on quantitative methods, with corresponding questionnaire distributed to their teachers. The analysis results using correlation coefficient and t-test reveal a significant correlation between GBL and cognitive aspects, demonstrating that GBL augments students' problem-solving, critical reasoning, and decision-making skills. Conversely, no significant correlation was found between GBL (game-based learning) and affective aspects. These results emphasize the nuanced nature of influencing students' focus and emotional responses solely through GBL. Furthermore, the investigation exposed a significant correlation between cognitive aspects and the students’ level of attention mounting towards the subject-matter knowledge, as well as between attraction levels and affective elements. The study results suggest that teachers should use these findings well to enhance learning aspects because the study highlights the limits of counting on GBL only to generate advantageous and positive learning skills. </em></p>2023-12-15T00:00:00+00:00Copyright (c) 2023 Javaria Baloch, Abdul Nasir Kiazai, Nadia Alihttps://ares.pk/ojs/index.php/ares/article/view/87Influence of Self-Esteem and Resilience on Secondary School Students’ Academic Achievement2023-11-19T07:03:49+00:00Khadija Sittarkhadijapreface@yahoo.comSumaira Munawarhod.education@leads.edu.pkMoafia Nadervividmoafia@gmail.com<p><em>Resilience is the ability of the person to face adverse situations and emerge stronger from them. On the other hand, self-esteem is a person's general assessment of himself. The study aimed to investigate the influence of self-esteem and resilience on students’ academic achievement at the secondary schools in district Lahore. It aimed to</em><em> identify the difference between self-worth and resilience effect on students' academic achievement regarding demographic variables</em><em>. The study was quantitative, and a survey method was used to collect data from the respondents. The study population comprised all secondary schools in the District of Lahore, Tehsil Shalimar. The 300 secondary school students’ sample was selected using a simple random sampling technique. Self-developed questionnaire was used for data collection. Its first part consisted of questions on demographic variables, and the second part comprised statements on the influence of self-esteem and resilience on the students’ academic achievement at the secondary school level. Data was analyzed using SPSS (Statistical Package for Social Sciences), and inferential statistics were used to find the difference among demographic variables. The study's findings indicate that many participants had high self-esteem and resilience scores, variables that are very significant for academic achievement and future practice and are hopeful for university students pursuing degrees in teaching.</em></p>2023-12-15T00:00:00+00:00Copyright (c) 2023 Khadija Sittar, Sumaira Munawar, Moafia Nader