How to Improve Students Learning and Communication Skill at

Primary Level

By

KHAWAR ABBAS

Roll No: BN666099

Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in Elementary Education

FACULTY OF EDUCATION

Allama Iqbal Open University, Islamabad.

i
 DECLARATION

I _KHAWAR ABBAS___Son of _AKHTAR HUSSAIN__ Roll No. ______BN 666099________________

Registration # _____17NPMH 03232_____________________

A student of B.Ed. (1.5 year) programme (mention here area of specialization) at Allama Iqbal Open
University do hereby solemnly declare that the research project entitled

Submitted by me in partial fulfillment of B.Ed. (1.5/2.5 year) programme, is my original work, and has not
been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted by me for
obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage, even
after the award of a degree, the work may be cancelled and the degree revoked.

_________________________

Date:______________ Signature of Candidate

(Day-Month-Year)

_________________________
Name of Candidate

ii
 Research Project Submission Approval Form
(SUPERVISOR)

Research Project entitled ______ How to Improve Students Learning and Communication Skill at
Primary Level

Submitted by ___KHAWAR ABBAS____(Student’s Name) Roll No.___BN 666099_______

Registration No. _17PMH03232__________________Programme____B.Ed___________________
has been read by me and has been found to be satisfactory regarding its quality, content, language,
format, citations, bibliographic style, and consistency, and thus fulfils the qualitative requirements of
this study. It is ready for submission to Allama Iqbal Open University for evaluation.

MAHAR NUSRAT ALI

Name of Supervisor

Date:_______________
(Day-Month-Year) Signature of Supervisor

iii
 ACKNOWLEDGEMENT

I bow my head in infinite humanity before God who gave me the courage and strength to complete
this dissertation. All praise for Almighty Allah whose uniqueness oneness and wholeness is
unchallengeable, guided me in different circumstances. All respects are for his holly prophet Hazrat
Mohammad (PBUH) enable us to recognize the oneness of my creator.
Preparing the manuscript for this thesis has been an unusually enjoyable and exciting experience for
me. My thanks go first to my parents who gave me permission to move to and fro easily. I am
thankful to my brother who helped me in many ways. Special regards to my Teachers who helped
me at every moment.

iv
 ABSTRACT
The science education in 21st century has become more challenging with reference to educating
students in 21st century skills in addition to imparting scientific attitude, knowledge and skills
required for science education. The present paper investigated the biology textbook of higher
secondary school level published by National Book Foundation Islamabad (Pakistan) in accordance
with 21st century requirements like creativity, critical thinking, collaboration, flexibility and
responsibility etc. This study critically examines the problems of primary education system in
Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of
deeper and critical investigation into the literature, the study found that primary education is the most
neglected, poorly financed and poorly managed. There is political interference in the system which
breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally
characterized having no effective mechanism for teacher training with poor system of accountability,
teachers are underpaid and successive educational policies have failed to bring any positive changes
in the system due to poor implementation. The curriculum of the primary education is outdated.

v
 TABLE OF CONTENTS

SR. NO CHAPTER PAGE NO.

1 INTRODUCTION 7

2 REVIEW OF LITERATURE 13

3 METHODOLOGY 18

4 DATA ANALYSIS 23

5 RESULTS 30

6 DISCUSSION 34

7 SUMMARY 37

8 LITERATURE CITED 38

LIST OF TABLES
TABLE NO. TITLE PAGE
NO.

5.1 Learning Skills in Opposite Sex 32

5.2 Learning Skills in percentage at different age groups 32

5.3 Learning Skills in different school groups 33

5.4 Learning Skills in different time intervals 33

vi
 Chapter 1
INTRODUCTION

Learning:
Learning is the knowledge got by through study, experience and teaching. The significance of
our instructive study and its part in building up the young of this nation. Training is a basic piece of
our social structure and keeping in mind that this field, as most others, is continually changing, the
essentials of instruction have driven forward. Education is main pillar of a society (Hargreaves 2003).
Having experienced childhood in a family where the two guardians were teachers, I
rapidly wound up connected with the classroom culture as well as the educational system's
political show. I proceeded, in any case, to feel drawn towards training, having been
currently helping my folks during that time before seeking after educating and instructing
places of my own. In any case, as somebody who got a conventional type of instruction that
stressed individual, eye to eye contact with my instructors, I ended up scrutinizing the
dependence we have put on these new instructive advancements. I additionally scrutinized
their longitudinal impacts and the unintended outcomes that may surface from broad
mechanical usage and related new types of assessing inclination and achievement Beauvois
(1994) and Lunde (1990).
Primer research uncovered that I am not the only one in this opinion, the same number of
previous and momentum teachers have voiced worries about this mechanical progress. Regardless of
whether the concentration be monetarily based, content based, or even psychologically situated as far
as worries about parasocial/prosocial improvement, there is a captivating open deliberation over the
impact of these innovations in such a general public, to the point that is as of now immersed with
media. Is the appropriation of more innovation in our instructive frameworks vital, and all the more
critically, gainful? What is being dislodged through this execution? Is genuine usage institutionalized
crosswise over schools? Locale? States? These are a portion of the inquiries and worries that I have
talked about and examined all through my own training and expert vocation Glisan et al. (1998).
Ongoing examinations have taken a gander at the cor relational and causal impacts of instructive
7
media on understudies' exhibitions in the classroom. Current reactions propose that some instructive
substance makes a kind of social hole among kids, yet I would contend that the same can be said for
schools that maybe can't bear the cost of such apparatuses and advancements when contrasted and
those that have the assets and assets promptly accessible Conrad (1999).
There is a shown presumption that every single instructive innovation are advantageous in the
classroom. While it can be contended that these advancements may help in understudy improvement
and transmission of data, my theory is that issues of abuse and relocation emerge as the specialty of
instructing is being supplant with PC programs and instructive media. The part of the educator is
getting to be one to a greater extent a middle person for new innovations. The employments of
instructive advancements might be powerful in the correct setting and under the correct control; it
isn't just dangerous, yet flighty to accept that every single instructive innovation are effective and that
they can be substitutes for instructors in customary training frameworks. While I trust that most
instructors will react positively in recognizing that new advances have aided their ordinary showing
hones, both in readiness and in introduction, I do predict there being worry with regards to the
movement of this pattern and potential feelings of trepidation of being deserted and obsolete. As we
proceed to attempt and stay aware of propelling innovation, the development of this pattern in training
has perceptibly changed the earth of advanced education and we are seeing those progressions leak
down into our secondary school and grade educational systems too s (Becker, 1994;Glisan et al.,
1998; Kern, 1996; McGrath, 1998).
It has been accentuated that there should be more noteworthy attention to children's' media in the
bigger society. Ideally this venture will persuade facilitate consideration towards and evaluate of the
instructive media at present utilized within the classroom. As past investigations have demonstrated,
there is as of now a social push towards controlling youngsters' media and additionally growing
further media proficiency among kids. While instructors and teachers ought not really be held
exclusively at risk for such an obligation, there is some sound for creating media proficiency and a
thankfulness for these innovations (uses and applications) in a controlled, instructive condition, for
example, a classroom (Beauvois,1994;Cononelos & Oliva,1993;Lunde, 1990;Sanaoui &
Lapkin,1992).
8
 Probably, to better conciliate every one of those intrigued and who advocate for more instructive
innovation in schools, why not figure out how to utilize and apply new advances as another elective
subject, free from others? This would conceivably make new showing positions for instructors who
are represented considerable authority in educating with innovation. It could likewise reduce the
weights that exist on current instructors to join these apparatuses into their classrooms, which
seemingly has adjusted their individual showing styles and practices Markham (1999).
Current secondary school guidelines obviously educational modules and instructive criteria
have put a raising accentuation on instructors to fuse media learning into the classroom with a specific
end goal to remain aggressive and guarantee understudy achievement and innovative fitness. As our
instructive frameworks keep on straying far from conventional techniques for instructing because of
the impact of innovation, the part of the instructor has changed. From the instructor's point of view,
how has the presentation of new innovation into the classroom changed the ways that subjects and
materials are displayed, examined and connected? How have these innovations modified the
progression of the classroom as far as how instructors approach educating? To completely
comprehend and answer these inquiries, we should look to those in a general sense engaged with the
procedure, the individuals who are really controlling and helping our childhood through this
computerized labyrinth: The instructors and educators themselves. How has the part of the
instructor/instructor changed because of new instructive technology? What are a few variables
impacting educators' utilization of innovation in the classroom? How do instructors for the most part
feel about instructive innovation?
The explanation behind this investigation is to better see how instructive innovation has either
encouraged or impeded the methodologies that secondary school teachers are utilizing inside their
ordinary practices. The utilitarian goal of this venture is to examine current showing practices and
instructors' impression of innovation with a specific end goal to decide the characteristic estimation of
this push for innovation in the classroom. The bigger objective is to locate a sensible bargain between
these instructive advancements and conventional educating rehearses. On the off chance that
instructors can build up a dependable methods for showing media proficiency and competency inside
the educational system utilizing these innovations, this may help mollify a portion of the social issues
9
that currently exist with youngsters' utilization of innovation and media. This could likewise
conceivably bring about finding better approaches to join these types of innovation and media into the
bigger society, Conrad (1999).
In foreseeing what this examination may discover, it is likely that some past suppositions may
change and educators are in actuality not as impervious to instructive innovation. At the point when
utilized legitimately, innovation can give amazing advantages to the two instructors and understudies
at different circumstances it can diminish learning. The issue isn't really that innovation is the issue,
yet rather the absence of advancement and comprehension with respect to the clients, the instructors
and understudies. Instructive innovation has delivered various advantages for educators and this
examination isn't reducing that reality. It is perceived that innovation as an asset apparatus, has
contributed unlimited potential outcomes for understudy adapting, yet there have been negative
perspectives also. These are not really the blame of the innovation as much as abuse, irregularity, and
an absence of comprehension from the instruction world. The territory of instructive innovation is
extensive and very much looked into, in this manner there are numerous subjects and bigger issues
with respect to instructive guidelines and practices that this investigation won't investigate. This
venture means to represent how the joining of new media and innovation has conceivably interceded
the classroom condition and in this manner changed the part of the instructor, the greater part of this
from the point of view of the expert teacher. While this undertaking will present some recorded
foundation and a general audit of late examinations and research, most of the substance will begin
from the exploratory research and unique information gathered with the end goal of this investigation.
Also, this investigation does not dismiss the idea that instructive innovation can be a valuable and
compelling asset inside the classroom. Or maybe it audits how these instruments are being utilized,
what they are supplanting and to what degree are they vital for making scholastic progress. Keeping
in mind the end goal to better characterize the limits and restrictions of such a task, essential research
information will be gathered from ebb and flow instructors and teachers and additionally different
experts inside the field from the territory of Minnesota. Minnesota has reliably positioned high
broadly as far as instructive principles and understudy scholarly achievement. Along these lines I
concentrated my examination on this specific locale in light of these principles, and furthermore as a
10
result of my nearby associations with the state and a considerable lot of the instructors and teachers
inside the instructive framework there. Moreover, to keep up consistency inside the examination, just
secondary school history and social investigations instructors will be incorporated into the study.
Different meetings were led with various individuals from the organization and also the Senior
Technology Planner/Director at the Minnesota Department of Education. Also, I took part in
classroom perceptions and also line up interviews with the educators of these classes. The purposeful
focus regarding the matters of history and social investigations originates from the idea of the subjects
themselves; contrasted with other secondary school courses, both history and social examinations
have moderately settled materials absent much deviation as far as the substance itself. Dissimilar to
different fields of concentrate that may change, the subject of social investigations/history remains a
subject where the substance can be instructed through conventional techniques absent much by way
of being lost in the interpretation. This investigation intends to inspect this issue through an educator
review, meetings, and classroom perceptions to pick up a superior knowledge into the uses of
mechanical devices in the classroom. By building up a study that will explore the fundamental
relationship that these instructors have with the new programming and equipment innovations, I plan
to have the capacity to basically look at the capacity of this innovation. The objective is to better
evaluate their strategic and down to earth legitimacy and defense for institutionalization inside our
secondary school educational module. Supplemental interest in some observational field research will
break down how instructors are utilizing innovation in the classroom and the flow of the connections
that both the understudies and the educators have with these devices. The resulting parts will
investigate this theme top to bottom.
Section One gives an outline of past research and writing, significant measurements, and
material meanings of key terms. The subjects that will be featured inside this part incorporate an
examination of the classroom itself and the present and changing part of the instructor/teacher. Part
Two displays an itemized take a gander at the individual difficulties and weights related with this
circumstance. This area will give additionally points of interest investigating the weights that
instructors confront with respect to the joining of instructive innovation and also introduce challenges
confronting educators. The weights have been isolated into three substantial areas - Institutional,
11
Professional, and Social weights - which are all compelling in understanding the present and future
part of the understudy educator. Section Three develops the bigger examination and evaluates of
others and presents a portion of the center factors that encompass this issue. Part Four offers a
discourse of the technique utilized for gathering the essential information from the hands on work,
which will be utilized for investigation. What's more, this area will offer some foundation
measurements and data on the territory of Minnesota and its instructive framework. Also, this part
will search for shared traits and contrasts among innovation utilizes by a portion of the instructors
from this area. Section Five fills in as the information examination part and will exhibit the hands on
work and inspect the gathered information to give a rundown of the discoveries, both factual and in
addition subjective. This section will likewise feature a portion of the individual points of view and
assessments from those educators and heads included. At last, Chapter Six attempts to integrate
everything. Notwithstanding conclusions, this part will likewise exhibit a dialog of the ramifications
of this task and of potential headings for future examination.
The instructive framework in this nation is expected to give a strong establishment to our
childhood and set them up for future achievement. As innovation has wildly invaded our general
public in relatively every possible aspect including instruction, it is our social duty to basically
examine how this development has not just affected the reason for understudy learning and
accomplishment, yet in addition conceivably changed as well as adjusted the part of those educating
our childhood and setting up that system for learning, Sanaoui and Lapkin(1992).
Acknowledging past commitments to this field of work, the goal of this undertaking is to offer
another voice into the bigger discussion with regards to the development of instruction, especially
from the point of view of the instructor/teacher. Rather, it is the point of this task to give assist
learning and comprehension to the bigger civil argument with regards to the fate of the expert
instructor, as well as the bigger instructive framework and culture. Findings of this study do not
support Paul's (1990) contention that technology discourages the development of independent
learners.

12
 Chapter 2
REVIEW OF LITERATURE
Ongoing decades have seen the coming of new showing practices, procedures, and methods of
insight, all with the expectation of building up a more grounded learning background for the
adolescent of this nation. All the more as of late, innovation has vaulted to the front line of these
strategies, giving imaginative intends to research and introduction while additionally keeping pace
with social patterns. Numerous in the instructive network propose that new instructive innovations
have just improved instructive frameworks and made a more extravagant learning condition by
promote preparing the two teachers and understudies with the fundamental apparatuses to prevail and
additionally work in the advancing specialized age. Others in any case, incorporating specialists in the
field, have scrutinized the utility, application and costs (both monetary and social) that these
advancements have had on our instruction frameworks and on the essential parts of learning. Teacher
David Sicilia suggests that there are two primary players in this open deliberation, the 'Innovation
Advocate and the 'Uninitiated or Skeptical'. As indicated by Sicilia the two are characterized in that
capacity. The "Innovation Advocate: Newer is better; innovation dependably upgrades; this is the
means by which we stay current in our quickly changing world … Conversely, … The Uninitiated or
Skeptical: Newer isn't really better; innovation now and again makes a greater number of issues than
it explains; before I put a considerable measure of time in this, you should demonstrate to me that it is
more viable than conventional showing strategies in its own particular ideal, and in addition positive
from a money saving advantage viewpoint; or in its most pointed enunciation – this is yet another
case of the confused interest with cutting edge 'gimmickry' " (Sicilia, 1998: 73). Despite the position
that one takes inside this bigger level headed discussion, inquiries regarding the longitudinal
outcomes of such advancements and our appearing dependence on them has been challenged by
numerous and will keep on being a point of talk as more innovation is fused into our foundational
instructive structures and standard practices. The presumption has been that innovation is 'great' and
serves its clients in a useful way. While this might be the aim, reality may vary.
Examining current secondary school benchmarks obviously educational modules and instructive
criteria has demonstrated a raising accentuation on teachers to fuse media learning into the classroom
with a specific end goal to remain aggressive and guarantee understudy achievement and mechanical
fitness. As our instructive frameworks keep on straying from customary strategies for showing due to
the impact of innovation, the part of the instructor has changed. From the teacher's viewpoint, how
has the presentation of the PC into the classroom changed the ways subjects and materials are
introduced, inquired about and connected? How have these advancements modified the elements of
the classroom as far as how instructors approach educating and their relationship to their
understudies? Is the craft of instructing and the part of the teacher being lost or even better, maybe
supplanted? By featuring the examination that has just been refined here, we can pick up a superior

13
comprehension of the course that this task will take and the potential hindrances that we may
experience.
There have been numerous people, both inside the scholarly community and in addition
outside, who have faced off regarding this theme of innovation and its place in the classroom. Various
methodologies have been examined, and keeping in mind that all have added to the bigger talk, there
have likewise been addresses left unasked and uninvestigated. So as to analyze this issue to a more
profound, more particular degree, one should first perceive what has just been done and the historical
backdrop of the examination up to this point. By giving a foundation of the writing that remarks on
these bigger issues, an establishment for future investigation can be built up, and distinctive models
and techniques for such an examination can be displayed.
This survey will be separated into characterized sub-areas to better order previous research and
to keep up center for building up the general undertaking. Starting with the classroom condition itself,
it is essential to comprehend the present culture that exists inside the classroom and the social flow
(understudy instructor, educator innovation, understudy innovation) that have been intervened by new
innovation. The consequent segment will look all the more particularly at the educators and how their
part has been re-imagined through the fuse of innovation. This area will likewise invest energy
evaluating the particular uses and uses of such advancements in blend with the preparation and
improvement that is being expected of instructors so as to effectively initiate these innovations.
Following this segment will be a closer examination of a portion of the present issues and worries that
exist viewing such usage and in addition understanding into a portion of the unexpected difficulties
are anticipated to that lie ahead. At long last, the keep going segment centers around the present
studies, speculations and investigation of such advancements inside the classroom and will offer
clarifications and future orders. There are various issues that torment this present point and maybe the
most well-known of those is the issue of availability. Despite the point of view, there has been a call
for more prominent availability for the two understudies and educators with regards to instructive
innovation. Instructors trust that should innovation turn into a standard piece of the classroom setting,
at that point sensibly there is a need for understudies to approach PCs and innovation at home too; in
spite of the fact that it ought to be noticed that numerous teachers recommend that entrance to home
PCs is anything but an essential segment for the subjects they educate. The issue with this call for
more home openness lies in the way that there is a huge social divergence between the individuals

14
who approach that those without. Ongoing examinations have demonstrated that financial status
assume a substantial part in deciding tyke access at home, where higher levels of pay indicated 80%
of youngsters having home PC get to contrasted with 54% of kids in bring down sections (Sutherland
2001). These distinctions additionally reach out to the quality and up-to-datedness of these advances.
Issues of value, including financial status (SES), alluding to something other than get to, likewise if
utilizing suitably additionally have exhibited. " … issues of whether understudies from low-financial
foundations and understudies who exhibit moderately unsuccessful school narratives can be given a
similar sort of requesting undertakings and relied on to go about as dependably as more advantaged
and all the more scholastically effective understudies" (Becker, 2001: 5). A significantly more
prominent refinement between the computerized "haves and the less wealthy" among our
understudies is happening along these lines adding extra weight to the instructor to perceive this
problem. Subsequently, teachers must comprehend that any instructive innovation that might be
joined into a given exercise require not put any underprivileged understudy at a much more prominent
disservice than previously; regarding access either, as well as far as the nature of training they are
accepting (Harwood and Asal 2007). In an examination directed by Professor Henry J. Becker, he
discovered, "normal examples between educators of various subjects: amusements for honing
aptitudes are utilized significantly more be instructors of low-capacity classes in all subjects than they
are utilized by the individuals who train high-capacity classes" (Becker, 2001: 7). The inquiry here is
the reason are diversions being utilized to educate in low-capacity classes yet not the high-capacity?
Is this not trivializing the capability of these 'low-capacity' understudies by not offering them the
same of level of learning? How are they ever to succeed? The nature of educating has been modified
to by and by assuage to these people. This outcomes in a separating hole between understudy
schoolmates, as well as makes potential issues for the teacher that presently needs to intercede these
distinctions in singular evaluation as well as in protecting that every understudy learns and
comprehends the material. To increase this issue, educator preparing programs aren't really exhibiting
how to adequately utilize innovation in showing practice (Bolt and Crawford 2000). Instructors have
additionally voiced different worries in examining this convergence of new innovation into the
classroom. Some being issues of understudy security, where a few schools are presently utilizing
15
CCTV cameras in classrooms and corridors to screen understudy conduct. Moreover, there are
concerns with respect to literary theft and perceiving potential swindling among understudies in this
computerized age. At the point when understudies consistently find out about a given programming or
application than the instructor, there are potential issues in perceiving scholarly uprightness (Harwood
and Asal 2007). In the end, it must be perceived that there are different issues that ought to be
analyzed before just presenting another potential band-help, in this way making another muddled
circumstance in endeavoring to adjust what isn't right with our instructive framework. What has been
ignored are the explicitly evident issues that by and by torment our schools, for example, stuffed
classrooms, inadequately looked after offices, an absence of authoritative help, and deficient pay and
arrangement for assistance. "It is essential to inspect the circumstance that educators end up in, and to
solicit whether this isn't another circumstance from hurling innovation at an issue and requesting that
the human facilitator make adjustments"(Bolt and Crawford, 2000: 30). what kids do in school" (Kerr,
1996: 14). Then, in spite of the help for more innovation, "Concentrates overwhelmingly propose that
PC based innovation is just a single component in what must be an organized way to deal with
enhancing educational programs, instructional method, evaluation, instructor improvement, and
different parts of school structures" (Roschelle et al., 2001: 3). In this way supporting the requirement
for reconsideration before execution. At long last, there is the issue of cost in connection to profit and
viability. In an examination done by Keltner and Ross inspecting the expenses of school based
instructive innovation programs, the inquiries concerning how to support these headways and how to
keep the playing field to some degree level were postured. The expenses of new innovation
incorporate subsidizing hardware and programming, framework (the rewiring of classrooms and
structures), staff improvement (counting preparing and proceeding with instruction courses),
individual costs (additional IT positions) and material expenses.
Given how rapidly innovation ends up obsolete, the contention can be made that these assets are
in truth more exorbitant and tedious when contrasted with different types of instructive assets, which
consequently addresses their general esteem. On the off chance that delivering commendable training
works on utilizing PCs is so costly, one must inquire as to whether it will be justified, despite all the
trouble. There are different routes for schools to burn through cash to enhance their ability to create
16
able students and masterminds. For instance, they may put resources into littler classes for educators
(yet not particularly so they can utilize registers), in orderly and continuous in-benefit preparing and
supervision (on themes other than PC use), in bigger pay rates to enlist more astute instructors (who
may not especially like PCs), in rebuilding to give educators less class hours and all the more
arranging time (not particularly for the utilization of PCs, or in inventive print-based educational
programs materials. All proposed changes to instructive practice call for comparable sorts of uses
regardless of whether PC based learning approaches region mulled over (Becker, 2000: 290).
Becker's point is well taken, and there are required changes and difficulties for schools outside of
attempting to remain fully informed regarding the present patterns in educating and innovation. Issues
concerning more noteworthy self-sufficiency and trust for instructors and understudies, littler schools
and class sizes, adaptability and square planning, elective evaluation principles, continuous workforce
improvement all appear to be similarly as fundamental as guaranteeing that every classroom has a
Whiteboard, and all the more vitally, an educator that can utilize it. Having basically researched the
diverse deterrents that instructors experience through instructive innovation, a few specialists inside
training yield a preventative cautioning to teachers that may too rapidly hop onto the innovation
temporary fad. Again as Christopher Knapper exhorts, However, before grasping an innovation of
educating too hurriedly and excitedly, it merits advising ourselves that innovation – in learning as
somewhere else – is in itself neither great nor terrible, and that its adequacy relies on the way it is
utilized … Certainly, – the usage of instructional advances since they are accessible and speak to the
most recent development, as opposed to in light of the fact that they will adapt most viably to a
specific learning need (Knapper, 1980: 141-2).

17
 Chapter 3
METHODOLOGY
The Survey: Design:
In building up the Educational Technology Survey (ETS) for this undertaking, it was
comprehended that the intended interest group would have been centered around secondary school
history and social investigations educators in the province of Minnesota. While this undertaking
particularly focused on educators from the territory of Minnesota, the inquiries could have been
directed to instructors anyplace. The inquiries were intended to be institutionalized and non-driving,
yet incited legitimate and inside and out reactions. The inquiries analyzed an assortment of subjects
including proficient necessities, issues with class administration or fuse, advantages and
disadvantages and general impressions. Cases of two or three the overview questions are recorded
beneath.
• Have you been required by your school or the region to utilize instructive innovation in the
classroom and your educating?
• What would you say, in the event that anything, has been uprooted by these instructive
innovations inside your classroom? (What, in the event that anything, has changed as a piece of your
consolidation of instructive innovation?)
• To what degree have your showing styles, arrangements, or practices changed, if by any
means, through either your utilization or absence of utilization with these mechanical
instruments/assets?
• If you have utilized or known about such instructive innovations, what are your impressions of
those advancements? Have they been gainful? For the full review, see Appendix An (Educational
Technology Survey and Consent frame). The study represented general statistic contrasts including
sex, instructor age, largest amount of training, area of the school, kind of establishment (open, private,
and so forth.), number of years in the training field, number of long stretches of those educating the
subject of history or social examinations, number of history/social investigations classes educated
every year by and large, size of classroom (i.e. number of understudies) and normal class length (in
minutes). There was a blend of shut finished and open-finished inquiries and additionally addresses

18
that enabled educators to scale their reactions to a given explanation, and various contingent reaction
questions. Each inquiry was deliberately made and explored for substance to envision changing sorts
of reactions and to confirm whether this was predictable with the purpose of the inquiry being
inquired. A portion of the shut finished inquiries that approached particularly for follow-up
clarifications provided extra space, which enabled the members to clear up and develop their answers
when essential.
Sampling:
The sample of Minnesota high school social studies teachers was pulled from the total population
of all Minnesota high schools, public, private and so forth. A good amount of time was spent
researching Minnesota high schools online and specifically locating history and/or social studies
teachers within these programs. In total I contacted a total of 63 schools and their faculty, trying to
recruit a variety of educators from all types (public, private, etc.), sizes, and locations within the state
boundaries. It should be noted that this number does not include any additional teachers and/or
schools to whom the survey may have been forwarded per the request of myself upon my initial letter
of intent. As a result of snowball sampling, the survey may have been forwarded to teachers beyond
those in the organized sample. Before exploring the data, it’s important to understand the
characteristics of our participant population. Table 5.1 illustrates the general demographics of the
survey participants. There was a relatively equal number of women (26) and men (30) who
participated in the survey representing a range of ages. The majority of the respondents (80%) stated
having at minimum a graduate degree, with some even reporting having multiple advanced degrees,
although it is not known whether this is a teaching requirement for the state or not. There was some
difference in the number of public school teachers versus those in the private sector (close to 5 to 1).
This closely resembles the differences numerically between the public and private sectors within
the state’s education system where the 2006-2007 state statistics summary reported there being a total
of 1,881 public schools as opposed to only 495 non-public or private institutions (again at a ratio of
nearly 5 to 1). The average number of teaching years for the sample was a little more than 12 years,
with 11 years being the mean for teaching history/social studies. The average number of classes
taught per year was 8. The majority of those classes (82%) had at least 21 students per class. There
19
was some variation in the course length, as a little over half (55%) of all classes averaged somewhere
between 46 – 60 minutes in length.
The teacher participants were asked a variety of questions throughout this survey that ranged from
describing their incorporation of educational technology into their lesson plans to addressing issues of
institutional and professional requirements. For many of the close-ended questions, the participants
were also offered the possibility of expanding upon their responses with additional information. While
searching for these schools online I noticed an intriguing dichotomy, as I was able to discern differences
between the schools and their levels of technology. The differences were even apparent through their
school/district websites, or lack there of. Some institutions and districts presented in-depth access to
their faculty, providing e-mail addresses, phone numbers, even some offered faculty web pages and
links to course notes, homework and syllabi. Conversely, in searching for other schools, there was
difficulty finding any sort of contact information and the school’s site was frustrating to navigate. As a
result, the survey includes schools with diverse technological capacities. A final interesting item to note
in this process was the number of schools that suggested having technology ‘teachers’ and or support,
something that is likely a recent phenomenon.

The Classroom:

Notwithstanding the study itself, I directed classroom visits to address additionally inquiries past
what was asked in the review. I was likewise inspired by really watching a portion of these instructive
advances being used inside the classroom. I could watch a sum of five secondary school classrooms at
four distinct schools; all of which changed by subject, class size, review, and school socioeconomics.
Of the schools went by, a cognizant exertion was made to incorporate a scope of school programs,
from open to private, urban to provincial, and additionally a blend of class levels and sizes. The
thinking behind choosing the schools that were picked was to investigate potential refinements
between schools of various sizes, geology and socioeconomics.
Entering these classrooms, there were three particular perspectives that I was hoping to survey.
To begin with, I noticed the qualities of the class itself, the room set-up, number of understudies,
review level, and so on. The second trademark were the innovative perceptions, taking a gander at
20
what kinds of gear was accessible and for whom, the educator just, a few understudies, all
understudies. At long last, I concentrated on distinguishing precisely what the day by day standard
methods for asset for the understudies and instructors were, regardless of whether that was a course
book or some other accessible type of reference device. It was likewise noted if this asset was joined
with any extra segments (i.e. Disc Rom, on-line get to, showing apparatuses, savvy sheets,
PowerPoint). Furthermore, some other exceptional or huge general factors that were perceived in the
class each class were additionally noted. What was being checked on in this setting was not really a
scrutinize of the instructor, the course subject, educational programs or the understudies themselves,
yet rather to watch what innovation was evident in the classroom, how it was either being utilized or
not utilized, and what were the abilities of these instructive advancements with the course and its
substance.
The Teachers/Educators:
Subsequent to finishing up every autonomous class perception, a meeting was led with the
course educator. The motivation behind this meeting was to draw in with the teacher versus to
examine the class involvement and give them a chance to develop their contemplations concerning
instructive innovation in a real classroom condition. The subsequent meeting additionally served to
conceivably clear up any of the occasions that included simply occurred inside the class itself. These
inquiries questions varied from those on the overview and were particularly intended for more open-
finished reactions and assessments. The instructors were gotten some information about the class that
had recently been watched and about their anticipating that day, and in addition about their general
showing techniques and planning. See Appendix B (Interview Questions for Teachers) for the total
rundown of inquiries questions.
The meetings were proposed to advance a more prominent exchange about the point and to
ideally extrapolate thoughts that had not been revealed through the writing audit or the review itself.
It was additionally the purpose of the meetings to possibly give some subjective confirmation in the
teachers' own words.
The Administration:
Aside from the points of view of the instructors/teachers themselves, are the suppositions of the
21
individuals who structure the educational system and characterize its objectives, this being the
organization. This arrangement of chain of importance inside the instructive framework fulfills the
part of the leader as far as figuring out what is best for the school and the bearing that it is going.
Subsequently, the organization is additionally regularly the wellspring of much verbal confrontation
as contrasts of conclusions and decisions of activity are addressed. By and by, given that these people
hold such a great amount of impact over the foundation in general, the perspective of specific
individuals from the organization are critical and hence were likewise considered in the more
noteworthy extent of this undertaking.
Notwithstanding the gathering held with the Minnesota Department of Education Division of
School Improvement Senior Technology Planner, interviews were likewise directed with two school
board authorities, and the foremost of one of the school's gone to. The point of view behind these
discussions was to measure the demeanor towards instructive innovation inside schools from the
managerial level, and in addition to decide if there was any kind of inward weight originating from
the organization towards the educators themselves. The inquiries postured amid these talks were
intended to take a gander at the school foundation in general instead of essentially center around a
specific subject or classroom, in this way the inquiries were for the most part all the more overall and
comprehensive, yet as yet encompassing the issue of instructive innovation and its part inside the
school condition. See Appendix C (Interview Questions for Principals, School Board authorities,
Staff) and Appendix D (Interview Questions for the Minnesota Department of Education)

22
 Chapter 4
DATA ANALYSIS
It has changed me from being the teacher to the facilitator of class.

One survey participant’s response when asked what has been displaced by educational
technology within the class.
After the literature review, the interactions with administration, and an outline of what I determine to
be evident pressures influencing the role of the teacher/educator, it is time to see what the research
says. This chapter will partition the report on the fieldwork into two sections: 1.) Class observations
and 2.) The survey results and teacher interview data. The data analysis presented in this chapter will
focus on the follow themes:
 Standardized Requirements
 Classroom Implementation
 Challenges and Concerns
 Displacement
 Teacher Attitudes and Impressions
Class Observations:

Keeping in mind the end goal to better comprehend and evaluate the utilization of these advances
inside the classroom, I needed to watch a portion of these social examinations classes to encounter
firsthand how much instructive innovation is really being presented inside the course and its
connected substance. Six aggregate classes were watched, each for various reasons. I needed to
analyze a scope of classes and along these lines went by schools of shifting socioeconomics and
contrasting geographic locations.I first went to a state funded school in urban St. Paul, District 625.
The school had an extremely differentiated understudy populace, numbering near 2200 understudies
review 9 – 12. One of the educators clarified that the whole school, and in truth locale all in all, is
firewall secured; implying that destinations like Yahoo, AOL, Hotmail, Gmail, and in addition any
interpersonal interaction destinations are limited. The school had a somewhat huge communicated
reporting TV studio, which was associated with the greater part of the classrooms and communicate

23
to understudies for the duration of the day. The school offered two regions for PCs. One of these
zones was in the TV studio where there were 25 PCs accessible for understudy utilize, and after that
the other territory was in the library, where there was another little room comprising of approximately
12-15 PCs, and in addition another 10 scattered around the library. The instructor giving the visit
commented anyway that the little room in the library was quite often too little for any class use since
class sizes were substantially greater, and the PCs in the library for the most part did not work. There
are tentative arrangements to redesign and present 35 new remote PCs this up and coming summer,
yet there was some suspicion in the voice of the instructor while remarking on this arrangement. The
top of the line watched was an International Baccalaureate (IB) Political Philosophy course with a
sum of 38 understudies enlisted. Auditing the classroom for any instructive innovations, I noticed that
there were three understudy PCs and one PC entirely for the educator's utilization. In talking with the
instructor before the beginning of the class, he voiced his intermittent dissatisfaction with innovation
yet remarked that email was his favored methods for correspondence both with his understudies and
in addition their folks and that he utilizes his own particular site for postings of materials and course
data. He additionally recognized that the greater part of these understudies have extraordinary access
to on-line apparatuses and assets. in any case, once more, at any rate with regards to this secondary
school, these understudies were the crème de la crème and hence had more prominent openness and
benefits.

The class even started with innovation, as later the educator clarified that each class begins with an
alternate understudy choosing a bit of music keeping in mind the end goal to set the tone for the day.
Curiously, the rest of the class can be delegated more 'conventional' or as it has just been presented,
'old fashioned' in form. The instructor utilized an overhead projector for class notes, and most of the
class time frame comprised of class discourse, delineating fantastic understudy educator collaboration
and exchange. Toward the finish of the course, the educator clarified that most of the instructive
innovation utilized as a part of this specific class was just for class administration and managerial
work. Nonetheless, understudies were relied upon to draw in with innovation outside of class for class
extends and were requested to post remarks and reactions two times every week. There was

24
additionally a grounds Internet gateway that all educators at the school were required to utilize. This
comprised of an on-line review book and participation sheet, through which the guardians of
understudies approached and could screen their understudy's advance consistently. The following
class that I saw was a ninth grade American history course that comprised of a substantially more
various class of 28 understudies. There were no working PCs for understudy utilize or other
perceptible instructive innovation show here other that the saved instructor's PC. The understudies sat
at gathered tables, which converted into extraordinary understudy connection and correspondence and
advanced participation. The class utilized a standard course book, which offered extra assets, for
example, homework hone, exercise designs, and tests through a CD-ROM that was combined with the
book to support intelligence. The course reading was supplemented by a far reaching on-line course
book and site at go.hrw.com and offering other relatable sites for extra materials. The main gap with
this potential asset was the constraints that the school, understudies and educators had with having the
capacity to get to them. Understudies expected to either get to these materials at home or in the PC
rooms, which has just been depicted as being constrained.

The following school that I went to was only outside of the significant metropolitan territory in a
suburb of Minneapolis-St. Paul. This school, while still an open organization, was ordered as a 'Zone
Learning Center', which instantly qualifies this school for extra financing and assets because of the
socioeconomics of the understudies who go to. As indicated by one instructor, 110 of the 180
understudies selected at the school, very nearly 70% are underneath the destitution line. It was
assessed that exclusive 30-40% have any reliable access to a PC or the Internet outside of school, and
this is an ideal gauge.

The class itself appeared to work in changed segments with people chipping away at various
parts of a bigger entire undertaking yet at different paces. The one understudy utilizing the PC that
was a piece of the AV truck was doing Google looks for data yet generally there was no utilization of
instructive innovation amid the class; in actuality the greater part of the understudies were all the
while utilizing their course readings. The single understudy utilizing the PC was doing as such
autonomously and without guideline or help from the instructor as far as direction for her exploration.
25
 The below average at this site, World History A: Civilization up to 1500 A.D in a similar
classroom and with a similar instructor, offered a significant part of the same as the top of the line.
This class, while there were just 10 understudies going to, again to some extent because of the school
fieldtrip, was particularly all the more difficult to control and accomplish their consideration. Mobile
phones in this class were an undeniable issue; in actuality at one point the educator inquired as to
whether he needed to be on his telephone or in class today.

The educator used the AV truck amid this class, which he later disclosed was to draw in intrigue
and go about as an inspiration. The utilization of the projector and PowerPoint gave the understudies
visuals and a specific situation; in certainty the PowerPoint introduction originated from the course
reading CD-Rom that was being utilized as a part of the class. In any case, I saw that there was just a
spewing forth of data from the PowerPoint onto the understudy's worksheets and the innovation did
little else. It was the instructor that did the elucidation and made the significant associations. The vast
majority of the understudy work was as yet in view of customary means, for example, through gifts,
worksheets and the utilization of course books. By and large, the instructor seemed to have no
confinements or issues with utilizing innovation, despite the fact that the understudies certainly
remarked on the apparent need there-of. One understudy scrutinized my being in the class, and after it
was clarified why expressed "Man, you in the wrong school for innovation. You have to go to East
View. They got level screens and all that poop". Understudies perceived an absence of assets as
making an instructive separation amongst themselves and understudies at other region schools, in
truth in talking later with the educator, he repeated that the subsidizing for more innovation is
accessible however that there are different needs and requirements for the understudies that must start
things out before engaging them with innovation. The absence of assets was obvious inside the
school, and not simply as far as instructive innovation. The third school that I went by was a private,
parochial school in St. Cloud, a littler city than Minneapolis and St. Paul, yet at the same time
moderately vast by state models. Being a tuition based school, this secondary school was not required
to cling to any of the innovation prerequisites or plans that all other state secondary schools must take
after (See the institutional weights chapter).This additionally does not qualify them for any

26
supplemental government reserves. This school, with an understudy populace of about 800 for grades
7 12, depends on private help, understudy educational cost and infrequent stipends and gifts to
subsidize their assets. The school highlights three extensive PC labs, both Mac and PC, and three
portable PC labs (with 20 workstations for every lab truck) through which innovation can be hurried
to all classrooms. There is likewise an on-line grounds entrance for understudies and guardians
notwithstanding a library database that is open through the school's new site, which propelled that
day. Shockingly, the class that I was booked to see had quite recently completed a unit alongside
understudy introductions thus I was not ready to watch a run of the mill class understanding. I could
get a sense for the set-up of the classroom, which incorporated an overhead projector, a TV, and
DVD/VCR combo. He made it realized that the entire division is cutting edge and the understudies
consistently make PowerPoint introductions, I-Movies, and other mechanically innovative tasks. The
last secondary school that I watched was set in the little rustic town of Melrose. While the school is a
state funded school with 520 aggregate understudies' evaluations 9 - 12, there was a recognizable
contrast in the measures of innovation accessible and how it was utilized inside the classroom when
contrasted with that of alternate schools watched. The talked with instructor assessed that roughly
66% of the understudies have some type of innovation access outside of school.I watched a tenth
grade U.S. History course while at this school. There were 28 understudies in the class, which kept
going around 50 minutes. The innovation that existed inside the classroom incorporated a mounted
TV/VCR combo, a DVD player and separate CD player on a close-by counter, and the instructor had
a PC at his work area. Every understudy had his or her own course reading, yet there was no
indication of innovation being utilized or presented. The classroom was spread out in a 'customary'
way, with the individual work areas in lines and all confronting the front of the room, standard for an
address style classroom. Beautiful and connecting with visuals enriched the classroom. Amid the
class, the educator influenced reference to watching cuts from the motion picture To pearl Harbor, yet
these were not seen amid my perception. The instructor did anyway indicate huge eagerness for the
substance and had an unmistakably brilliant association with his understudies. While his approach is
thought to be the customary "stand and convey (or talk)" strategy, the understudies still had all the
earmarks of being completely engaged and locked in. Understudies occupied with bunch work and
27
mutual perusing later in the class, exhibiting intelligence between the understudies. As these
recounted class perceptions have appeared, there are various contrasts among schools and the measure
of instructive innovation that is accessible and utilized inside the classroom. In spite of the
unmistakable factors that characterize these schools, there are still likenesses when we intently
analyze the utilizations and impact of instructive innovation. Some broad considerations that I had
about the class visits incorporated my astonishment at the absence of instructive innovation that I for
one saw being utilized. Taking all things together, I watched six classes and keeping in mind that
there was innovation show inside the classroom itself, I just noted two events in which innovation
was really being utilized and one of those occurrences was free understudy work. The main case I saw
of instructive innovation being consolidated by the educator into the class was a PowerPoint
introduction. My desires going into these class perceptions were that I would see a recognizable
change in the measure of innovation utilized as a part of the present classroom, yet I was shocked I
understood that a large number of these classes still worked also to what I recall my encounters being
more than ten years prior. Maybe I watched these classes on an uncommon day, however as per the
instructors met after, this intently looked like a commonplace class. I discover these encounters
fascinating, particularly while considering how much accentuation has been set on instructive
innovation, but then in my own particular encounters it was scarcely noticeable. Another angle
deserving of note was the dispositions of the individual instructors in clarifying the thinking behind
their consolidation or need there-of inside the class. The following segment investigates these points
of view finally as the educators of the watched classes clarify upon this issue of instructive innovation
and its mounting impact. just noted two events in which innovation was really being utilized and one
of those occurrences was autonomous understudy work. The main illustration I saw of instructive
innovation being fused by the instructor into the class was a PowerPoint introduction. My desires
going into these class perceptions were that I would see a recognizable change in the measure of
innovation utilized as a part of the present classroom, yet I was shocked I understood that a significant
number of these classes still worked likewise to what I recall my encounters being more than ten
years prior. Maybe I watched these classes on an uncommon day, yet as per the educators met after,
this intently took after a run of the mill class. I discover these encounters intriguing, particularly while
28
considering how much accentuation has been put on instructive innovation, but then in my own
particular encounters it was scarcely distinguishable. Another perspective deserving of note was the
states of mind of the particular instructors in clarifying the thinking behind their fuse or need there-of
inside the class. However the real class didn't speak to their assessments and there appeared to be a
distinction between what they might want to see and what was the truth. The following segment
investigates these viewpoints finally as the instructors of the watched classes elucidate upon this issue
of instructive innovation and its mounting impact. By the by, generally, numerous trust that educating
has developed due in substantial part to the accessibility of more current devices and more choices for
content learning. One member communicated that "Innovation (when it is consistent) has enabled me
to extend how and what I educate to my understudies. It gives them access to content which is present
… It gives them more data in an organization they like superior to anything a course book, despite the
fact that the information may be the same." This point of view reverberated all through the member
remarks, with another instructor passing on that they have turned out to be more tolerant of
understudies who would prefer not to take an interest as much since understudies can learn in a wide
range of ways. In any case, this inactive state of mind toward understudy interest additionally raises
doubt about the point of reference that instructors are building up inside their classrooms. The two
understudies and educators have obligations and desires inside the classrooms, and it is critical that
the desires for both are not decreased because of innovation. The duty of the teacher is still to educate;
yet this is by all accounts losing all sense of direction in the interpretation. As one educator expressed,
"I invest significantly less energy really showing content than I do showing applications when
utilizing the innovation application. It additionally takes control from me and offers it to the
understudies." The issue here is the core interest. This is a social examinations instructor conceding
that they invest more energy educating the innovation than educating the course content. The
innovation needs to be educated, however in a media proficiency or innovation based course, not in a
history or social investigations class. This at that point introduces the problem of who is really
educating the understudies the course content, the instructor or the innovation?

29
 Chapter 5
RESULTS
So what has the greater part of this indicated us? It has demonstrated that there are a various
factors that become an integral factor when we intently look at this mechanical progress in
instruction. As the discoveries gathered here in the essential hands on work have uncovered, while
there are recognizable examples among instructors in their reactions to a significant number of the
inquiries with respect to there are still at the present, some blended sentiments about instructive
innovation. The measurements now and again appear to reveal to one story, yet the subjective
remarks uncover a hidden delay. This was particularly detectable through the meetings directed
opposite with the instructors. Each one of the educators met communicated a few downsides that have
come about because of this mechanical fuse. A large portion of the instructors proposed that they
utilize innovation sparingly and just for a set measure of time since, such as whatever else,
understudies can progress toward becoming desensitized to this type of learning and it will lose its
impact, however "in the event that it's not abused, it's a decent switch up" (Dusha meet 2008).
Educator Chris Bellmont offered another perspective when he examined the loss of socialization
among understudies, and that an excessive amount of innovation expels the instructor from being a
good example. "It's tied in with figuring out acceptable behavior, in actuality, circumstances. The
connection is vital and the identity of the instructor is as yet the most essential" (Bellmont meet
2008). This sentiment was reverberated by a portion of alternate educators who perceived an
unmistakable decrease in relational abilities and not simply among understudies but rather society all
in all. While the showy developments and visuals, speed and intuitiveness of instructive innovation
has gone about as a kind of consideration grabber for envisioning understudies, there was some
disappointment passed on as far as how understudies are taking part with these assets. Teacher
Jennifer Balk, subsequent to disclosing how she needed to show AP youngsters and seniors how to
utilize an Excel program, expressed, "Most understudies don't appear to 'know' innovation. They find
essential archives on-line yet don't have the foggiest idea about the contrasts between dependable
versus questionable" (Balk meet 2008). She emphasized that understudies do know innovation,
however they don't have the foggiest idea about the material, and in this manner, innovation isn't

30
improving understudy adapting, however essentially centering consideration (Bellmont meet 2008).
Perceiving that this usage of innovation inside the instructive framework is apparently unavoidable, I
was keen on figuring out how/if these teachers would possibly change the ways that instructive
innovation is utilized inside their courses. The instructor interviewees introduced different thoughts
including my top pick, disposing of PDAs. Nonetheless, there was an agreement that there should
have been more access to innovation both for the understudies and in addition for the instructors
themselves. "Instructive innovation shouldn't be a novel thing, it ought to be a standard" (McMorrow
meet 2008). There was some difference anyway about the usage of such devices. Ms. Shy away and
Mr. McMorrow champion for more noteworthy application and a more consistent incorporation
inside the classroom, guaranteeing that more access implies greater coherence among all clients and
that course books ought to be a relic of days gone by (McMorrow meet 2008). Shockingly, teachers
Mr. Bellmont and Mr. Dusha view this progress as hazardous. The two teachers remarked on the
absence of books and decrease in perusing aptitudes and how understudies need to know how to
inquire about legitimately without the Internet and dependence on locales like Google. "Innovation
can be a twofold edge sword on the off chance that it is abused. It can influence you and your task to
look great, however are you extremely understanding and gaining from it?" (Dusha meet 2008).
Curiously, Mr. Dusha requires that for thestudents' last class venture, they should use no less than one
non-innovation source. For Mr. Dusha the dissatisfaction lies in there being an absence of alternatives
other than innovation. Mr. Bellmont demanded that the instruments that are accessible are adequate
and satisfactory, however feels that it is the activity of a decent educator to have the capacity to viably
utilize what is accessible, regardless of whether customary or mechanical. In finishing up these
meetings, every instructor was asked what he or she saw to be the educational estimation of
electronic/media learning instead of conventional strategies for direction. The reactions gathered for
this inquiry appeared to parallel the disposition that every individual educator had shown so far all
through the meeting. There were blended assumptions among the five educators, an instance of old
fashioned versus new school instructing; however for the most part an inclination that the two ways to
deal with showing compliment each other existed. Some observed this change towards an all the more
mechanically propelled style of instruction because of the changing understudy populace and an
31
accentuation on more prominent instructive decent variety regarding what understudies need to know
for what's to come. "On the off chance that understudies keep on doing simply paper, pen and reading
material learning, we'd be much further behind than we are today" (Schlomann meet 2008). Mr.
Dusha resounds this point of view by including that understudies have changed and that they need to
see and experience what they are realizing. "On the off chance that children grow up with it
(innovation), they tend to know it better. The majority of these understudies have been presented to
innovation as of now. It is my part to train them how to learn" (Dusha meet 2008). The general
disposition towards instructive innovation appears to be certain among most instructors, as most of
the educators that partook in this undertaking have held solid in their feelings that instructive
innovation can be extremely helpful and powerful if utilized appropriately and under the correct
direction. However still, there continues to be a level of vulnerability that discourage a few educators
from completely receiving this move. As one overview member reacted when gotten some
information about his/her general impressions of instructive innovation, "I believe it's too soon for
most to check whether they have been useful. A large number of the advancements are new and
finding fitting applications for scholastics requires some serious energy. At last, how useful they are
still relies upon the educators utilization of them.
Table 5.1 Learning Skills in Opposite Sex – Statistics
Sex Response Count Response Percent
Female 26 46.4%
Male 30 53.6%

Table 5.2 Learning Skills in percentage at different age groups

Student Age Response Count Response Percent
Under 5 19 33.9%
6–8 19 33.9%
9 – 11 9 16.1%
Over 12 9 16.1%

32
Table 5.3 Learning Skills in different school groups
Type of Institution Response Count Response Percent
Private 44 78.6%
Public 12 21.4%

Table 5.4 Learning Skills at different time intervals

How many students Response Count Response Percent
in a typical class*
How long (in minutes) is Response Count Response Percent
a typical
class*
9 16.1%
46 – 60 minutes 31 55.4%
61 – 75 minutes 2 3.6%
More than 75 minutes 14 25.0%

33
 Chapter 6
DISCUSSION

Since there is little research that compared the impact of emotional intelligence and life
satisfaction among students, this study aimed to reach a better understanding of the subject, with the
hope of identifying the problems of students learning that could be put in place to help students better
deal with affective issues. The average life satisfaction of subjects in the present study was medium; that
is, the subjects were “generally relaxed and comfortable”. However, backgrounds of students including
age differences and personal experiences with the current situation might have created the differences
among them.

Generally speaking, the burgeoning developments in the emotional intelligence are difficult to
follow, particularly for older generations. Supporting data in the present study showed that nuclear
family system students are more highly satisfy than joint family system of students. Because they are
normally more exposed to new technologies, such an experience might have contributed to the fact that
nuclear family students were highly satisfy than any other group in the study.

Male’s students had higher life satisfaction scores than females. Again, the average life
satisfaction was high in both urban and rural students. On the other hand, there was no such difference
between average emotional intelligence and life satisfaction.

It is understandable that students of nuclear family system feel more self-efficient about their
personal relationships. As supporting data in the study suggest, students use their personal skills for a
variety of purposes and explore alternative ways and usages. Of course, this situation makes a big
difference since more exposure means more familiarity and efficiency. It was also interesting to observe
that student’s workloads in the participating in different were relatively high and they did not have
enough time to use and make important discoveries.

Male students were highly satisfied with their achievement goal as compared to that of female
students. In other words, female students reported less satisfy with their achievement goal. It is also true
that whether someone students works at the urban or rural level does not make a lot of difference
compared to the gender of the person. Of course, this result should be interpreted within the cultural

34
contexts rather than limiting the discussion into hospital settings. Starting from the early years, the field
of technology is often considered a male area and boys are provided with more chances to get
acquainted with “hard areas”. On the other hand, girls are directed formally or informally to “soft fields”
which are defined as non-technical and they are conscious about her health from starting. The results of
the present study show that there is a meaningful positive correlation between emotional intelligence and
life satisfaction. This comes as no surprise because as people know and feel better about accomplishing
a task, they perceive more chances for success so that their anxiety gets lower. Similarly, higher general
depression produces more preferences toward their daily learning environments where they can express
with ease, explore real-life problems, display multiple sources of information, conduct open-ended
inquiry learning activities, and elaborate the nature of knowledge. It is important to note that the subjects
in the present study reported “highly satisfaction” and “moderately satisfied with achievement goal .
Fortunately, this appears to be an ideal situation for accommodating their learning needs for all subjects.

Conclusion:

The results of this study suggest a number of new studies for the future. First, similar studies
should be conducted in various universities settings representing different facilities and according to
people, socio-economic status, geographical areas, and ethnic backgrounds. Second, further studies
should look more closely at differences among grade levels to find out turning points/ages so that
necessary measures can be taken on time. Third, effects of individual differences on emotional
intelligence and satisfaction with stress achievement goal should be investigated; particular emphasis
should be given to ability, learning style, prior knowledge, and locus of control, personality type, and
epistemological beliefs. Fourth, considering that the scales employed in the present study are relatively
subjective (based on self-reporting), more objective (probably performance-based) measures of
emotional intelligence and life satisfaction with stress should be developed and employed in future
studies. Finally, new studies should be carried out to explore effective training strategies to overcome
emotional intelligence with life satisfaction problems and increase self esteem.

35
Limitations

The present study has some sort of limitations.

1. Due to the shortage of time short sample was taken.

2. Time period was very short and was unable to take in-depth interviews.
3. Participants show very non serious attitude during research.

Suggestions

1. As the nature of the study was an exploratory one, therefore it’s suggested that more studies

should be conducted particularly in Pakistan to draw conclusive evidence in this area.

2. The study can be done on the large groups for better results.

3. The research can be done with more variables.

4. In-depth interviews should be taken for the better understanding of the phenomenon.

36
 Chapter 7
SUMMARY

Communication skills, as defined by Burleson and Samter (1990), were examined in the
teacher‐student relationship. Three questions guided this investigation:
(a) with regard to effective teaching, what are students’ perceptions of the importance of
communication skills and immediacy behaviors?
(b) what is the relationship between students’ perceptions of teachers’ use of communication
skills, immediacy behaviors, motivation and learning?
(c) do male and female students differ in their perceptions of communication skill and
immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted.
Study one found that students reported referential skill, ego support, and conflict management as
being most important to effective teaching. Study two found referential skill, ego support, and
immediacy to have a strong relationship with student learning and motivation.
These findings have implications for further research and educational practice. Qualitative
studies are needed to explore in depth the reasons why students possess the views they have about
reflective portfolios. Qualitative research may also shed some light on how medical educators could
increase students' confidence in building reflective portfolios. This qualitative research could help
medical educators improve educational programs using portfolios, so that they are more acceptable to
students. In the meantime, this study indicates that the act of constructing a reflective portfolio could
increase students' confidence in building another portfolio.

37
 Chapter 8
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