International Journal of Innovation in Teaching and Learning (IJITL)

Effect of Child-Friendly Learning Environment on Dropout Rate and Quality of Education at Primary Level in Punjab

Dr. Nazma Bibi, Dr. Muhammad Mohsan Ishaque, Dr. Crystal J. Davis — Sun, 29 Jun 2025 00:00:00 +0500

The study aimed to investigate the effect of a child-friendly learning environment of school on the dropout rate and quality of education at the primary level. In this study, Child friendly environment refers to the physical infrastructure, health and hygienic factors, students’ involvement in co-curricular activities, parents and community involvement, and student enrollment in school. The design of the research was casual-comparative. The population was consisted of the teachers working in child-friendly and non-child-friendly schools at the primary level in six districts (Rahim Yar Khan, Mianwali, Sargodha, Sadiqabad (RajanPur), Kasur and Sheikhupura) of Punjab. Five child-friendly and five non-child-friendly schools from each section were selected through stratified random sampling technique. Two questionnaires on five points Likert scale were developed; First for the teachers and the other for parents of respective students. Students’ dropout rate was calculated by data taken from the school record. Descriptive and inferential statistics were used to analyze the data. It was concluded that child-friendly schools have positive effect on dropout and quality of education as compared to the non-friendly schools.

Keywords: Child-friendly Schools, Non-child-friendly Schools, Dropout, School Record

Analyzing the School Leadership Development Program in Pakistan: Insights from Head Teachers and Master Trainers’ Experiences

Fakhira Yasin, Prof. Dr. Riffat Un Nisa Awan — Sun, 29 Jun 2025 00:00:00 +0500

School leaders are considered as the backbone of the educational organizations. They have to perform multiple responsibilities such as managing teaching and non-teaching staff. For that purpose, it is a prerequisite for the head teachers to be equipped with a distinctive body of knowledge, skills, and behavior. The School Leadership Development Program (SLDP) was a training program launched by the Quaid-e-Azam Academy for Educational Development (QAED) in collaboration with the British Council, for head teachers to enhance the leadership capabilities of school leaders of the secondary schools in Punjab. The essential purpose of this study was to determine the level of satisfaction, engagement, and relevance of SLDP to the professional requirements of the head teachers. Mixed-method research was applied to analyze the perceptions of head teachers through a questionnaire. Master trainers, lead trainers, and policy makers’ perceptions were revealed through semi-structured interviews. Master trainers were sole personnel who had lived experiences regarding the satisfaction, engagement and relevance of the SLDP to professional requirements of head teachers and to examine what was the reaction of head teachers during the SLDP. 449 head teachers were selected from 2480 head teachers of the selected districts of Punjab. Master trainers and lead master trainers were selected to cross checking the perceptions of head teachers. The findings showed that head teachers were satisfied with SLDP, were engaged during the SLDP training sessions, and perceived that SLDP was relevant to their professional responsibilities. The results highlighted the need for policy requirements for institutionalized continuous training programs for head teachers to improve the quality of education in Pakistan.

Keywords: Head Teachers, School Leadership Development Program, Satisfaction, Engagement, Relevance of Training

Determinants and Consequences of Physical Abuse among Secondary School Students in Rural Areas of Lahore

Haseeb Raza — Sun, 29 Jun 2025 00:00:00 +0500

This research work is an attempt to study the impact of physical abuse on the educational performance of adolescents. Researcher also highlighted risk factors associated with physical abuse among children. This study was quantitative in nature. Population of the study consisted of 400 students from seventh to tenth standard (class) of 10 public schools in rural areas of Lahore. Data were collected by administering a survey questionnaire. After removing records with missing data, 140 surveys were finally used for analysis. Percentages, t-test, and ANOVA were used to analyze collected data. The results of the study indicated that the main source of physical abuse for children is at school rather than at home. It was also found that there is no impact of physical abuse on the educational performance of a student as is generally believed to be the case in Pakistani society. Moreover, it was noticed that younger children at home tend to suffer higher levels of abuse. Gender seems to play no role in determining levels of abuse both at school and at home. Among other risk factors, nuclear family structure came out to be a significant risk factor compared to joint family. Furthermore, it was noticed that as the student moves along the higher-class level, abuse at home tends to decrease but this is not the same case for abuse at school. Study recommended that for creating a positive climate at school, concerning authorities may conduct mandatory training sessions for teachers and staff members. School administration may regularly monitor teacher-student interaction to ensure that students are safe within school premises.

Keywords: Education, Physical Abuse, Adolescent, Rural Areas

Educational Research and Practice: Problems, Prospects and Ways of Bridging the Gap

Dr. Syed Abdul Waheed, Dr. Nadia Gilani, Helmy Syakh Alam — Sun, 29 Jun 2025 00:00:00 +0500

Educational research and practice are often assumed to be interconnected; however, in reality, they frequently exist in isolation from a range of knowledge. This divergence may stem from the theoretical nature of research, which often lacks practical solutions, as well as from perceptions of exclusivity and bias among practitioners. Such attitudes have widened the gap between researchers and practitioners. The objective of this review is to address key underlying issues and explore the possibilities for integrating educational research and practice. The methodology adheres to established guidelines for systematic reviews. A comprehensive search was conducted across multiple electronic databases relevant to education, social sciences, and psychology. The findings showed that the literature highlights various initiatives, including a growing emphasis on action research, collaboration between researchers and educational stakeholders, and mutual understanding through orientation programs and research opportunities for educators. By incorporating reflective practices and models for bridging the gap, educational research can be brought closer to practical application. This review underscores the importance of integrating research and practice to foster welfare and development within the broader field of education.

Keywords: Educational Research, Research and Practice, Action Research, Theory and Practice, Collaborative Action Research

Exploring the Interplay of Beliefs and Values: A PLS-SEM Investigation into Self, Teacher, and Math Beliefs, and Their Impact on Math Value

Dr. Muhammad Akhtar Kang — Sun, 29 Jun 2025 00:00:00 +0500

The current study used a quantitative research design to examine the complex structure of students' beliefs in mathematics education among Karachi eighth-grade students. Thirteen randomly chosen private schools produced a total of 130 students—65 boys and 65 girls. The research examined recent literature emphasizing how important student beliefs are to their academic achievement in mathematics. By evaluating the direct and indirect relationships between various beliefs, the study used structural equation modeling to uncover the underlying complexity within a theoretical model's framework. The findings indicate a strong correlation between students' perceptions of their personal capacity and their value in math. The study additionally examined at how gender mediated the relationship between various belief systems, highlighting the significance of a positive teacher-student relationship in raising the value of mathematics. The results have consequences for the design of evidence-based interventions that could improve mathematics education as well as for the establishment of supportive learning environments that promote the value of mathematics.