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TO STUDY THE ROLE OF A TEACHER IN THE EFFECTIVE

TEACHING AT UNIVERSITY OF KARACHI

RESEARCHER
ZUBAIR AHMED

SUPERVISOR
DR. ASIA KHATOON

DEPARTMENT OF EDUCATION
UNIVERSITY OF KARACHI
SESSION: 2016-2017

CERTIFICATE

It is certified that Zubair Ahmed s/o Zafar Ahmed has completed his research
To study the role of teacher in the effective
work entitled as
teaching at University of Karachi.
It is further certified that he has collected research data by his own efforts
so this research proves his work hard, sincerity and keen towards his work.

Signature of supervisor

Dr. Asia Khatoon Incharge

Dr. Rizwana Faseel

Department of Education
University of Karachi

DEDICATION

I dedicate this research to My parents and my most


affectionate Tutor Late Muhammad Khalil who
greatly supported me at my childhood period in learning
and being as noble person.
ACKNOWLEDGEMENT

Certainly, I am thankful extremely my Lord, Allah, the Al-Mighty,


Who bestowed me with His countless blessings and bounties and
His last prophet Muhammad (peace be upon him) that I have
carried out this important task by His mercy on me. This research
was supported by all the teachers of Department of Education... I
thank my colleagues who provided insight and expertise that
greatly assisted the research.

I thank the supervisor Dr. Asia Khatoon for assistance with


particular technique, methodology, for comments that greatly
improved the manuscript.

I would also like to show my gratitude to my teacher Dr. Ghulam


Rasool Memon at Department of Education for sharing their
pearls of wisdom with me during the course of this research. I am
also immensely grateful to my all college teachers and in -charge
of the Department of Education, Dr. Rizwana Muneer, University
of Karachi for their comments on an earlier version of the
manuscript, although any errors are my own and should not
tarnish the reputations of these esteemed persons. At the end, I
would like to thank my loving and supporting parents with the
bottom of my heart.

Zubair Ahmed
Abstract
This study basically deals with the role of teacher in the effective teaching at university.
It is important to identify classroom setting specific roles of the teachers while designing
information and communication technologies supported classroom tools. This study
reviews the studies about qualities of effective teachers and provides to serve as a basic
guideline for identifying roles and tasks of the teachers for effective teaching supported
tool designs for teaching. An effective teacher has four basic roles in classroom which
she/he plays a role model, facilitates positive learning motivates students and maintains
the discipline. Most significantly, teachers of university must have sincerity, honesty,
high professional skills. On the basis of a literature review, it is concluded that long-term
professional development programs are needed to achieve lasting changes in teachers'
practical knowledge in university. Proper accountability and evaluation of teachers`
performance, encouragement, promotion greatly affect the teaching. The main
problems perceived most often are classroom discipline, motivating students, dealing
with individual differences, assessing students' work, organization of class work,
insufficient and/or inadequate teaching materials and supplies, and dealing with
problems of individual students, dynamic teaching strategies, instructional technology
and teacher ethos, attitudes and beliefs are discussed.
Keywords: effective teaching; teacher`s behaviour; teaching strategy; university.





O you who believe! If a wicked
person comes to you with a news,
verify it, lest you harm people in
ignorance, and afterwards you become
regretful to what you have done
(Surah 49:6).
CHAPTER I
INTRODUCTION

CHAPTER I. INTRODUCTION

This research basically investigates the relation between the role of teacher and
effective teaching at University.

Introduction
Undoubtedly, Allah is the first teacher in His person. Since beginning of human being
creation,had been started the teaching learning process.

When the man was sent to the earth all essential and basic knowledge and practical
information began to teach so that he may live and survive on the earth as indicated by the
Holy Quran: Proclaim! (or Read) in the name of thy Lord and cherisher, who created- created
man, out of a leech like clot: Proclaim! And thy Lord is Most bountiful, - He who taught (the
use of) the pen- Taught man that which he knew not.

And also, indicated that And He taught Adam the names of all things; then He placed them
before and angels, and said; Tell the names of these if you are right.

This shows that man was blessed and bestowed by the Creator due to expanded
Knowledge as indicated above.

As well as concerned with the period of the last Apostle Muhammad (Allahs blessings
and peace be upon him), We find there that the Holy Prophet (peace be upon him) founded the
first education school or institution formally to teach and educate his companions the
commands of Allah in a proper way after migration from Mecca to Medina. And he performed
his great role as a teacher.

The range of morality in Islam is so inclusive and integrative that it combines at once
faith in God, religious rites, spiritual observances, Social conducts, decision making, intellectual
pursuits, habits of consumption, manners of speech, and all other aspects of human life.
Because morality is such an integral part of Islam, the moral tone. Underlines all Quranic
passages and moral teachings are repeatedly stressed in various contexts throughout the Holy
Book as guided by the Holy Prophet (peace be upon him) I have been sent to you to fulfil high
moral and ethical values And said I have been sent toward you as teacher.

In the first decade of the twenty first Century, we find ourselves in a period of
uncertainty and change in education local communities to state authorities, and these
authorities have mention an assault on current practice with the stated purpose of improving
student achievement, reducing the achievement gap, and preparing students for what is
described as a more competitive World.

Among the primitive people, there was an informal and non-institutionalized education.
In the primitive society, people did not have any idea of formal teachers that how should they
or how they shouldnt Every adult was considered as teacher. Like, bays use to learn from their
father and girls use to learn from their mother.
In todays education systems, teachers are the most vital elements of the system. The
success or failure of education system depends upon teachers. Parents have many expectations
from teachers in directing the energies and potentials of children in right direction.

When we talk about teachers role, sometime it is considered ambiguous and vogue. As
well as we know that teachers main task is the acquisition of knowledge and to transfer this
knowledge to students effectively. It is also the teachers duties that his student should have
the ability to apply knowledge in practical life.

It is to think that competent, dedicated and well performing teachers at the University
of Karachi are the most important resources for the pupils. Teachers are the professionals most
directly responsible for helping all students to learn, and students benefit or suffer from the
quality of teaching they receive. Moreover, society can be at can be at risk when its institution
fail to educate its pupils. So clearly, effective teaching must be assured; and teaching profession
must recognize that teacher evaluation is a key means to providing that assurance.

Todays globalization world, many methods of teaching have been invented, teacher
should have command over them. The increasing demand for teacher is two gold. First, more
teachers are needed because of number students increase day by day. Secondly, the public are
demanding well trained and effective teachers to teach.

In this modern age, nobody can ignore the importance of teachers as this crucial stage of life as
we have entered 21st century. This is an age of computer. Competent and sincere teachers are
essential to meet the near challenges of through effective teaching. Well prepared teachers can
satisfy their students needs. Developing adjustment ability in student, is the main aim of
education. In short, teachers play a vital role in the development of students personality.

Here, we can say that teaching is a matter of life and death of student It should be
entrusted only to those persons who are sincere, unbiased and have a belief that teaching is
not a business but a service. Only those universities, which follow this criterion for the selection
of teachers (keeping in mind as Imam Al Ghazali says Education is the fulfilment of moral
values), can be successful in producing good student through effective teaching strategies.

STATEMENT OF THE PROBLEM

To study the role of a teacher in effective teaching at university of Karachi


.

NEED AND IMPORTANCE OF THE PROBLEM

I Touch the future; I teach Christa McAuliffe.

According to Ankaiah (1982) identified that: The Instructor interests in participating in


adult education programmed are related to personal, social, political, moral, teaching,
economic, and cultural factors.

It is widely accepted that teacher play an important role in development and progress of
a country. All the developed countries first of all improve their education. Improving education
means improvement of teachers. Teachers make educational system successful or unsuccessful.
Teacher of developed countries contribute a lot in their progress of their countries in form of
suitable economy, development of science and technology, societal values and moral values as
well. At the level of University, this stage is very important for the growth of students, because
after this stage student will have to get positive directions for making decisions for life but only
if teachers teach them properly and effectively. So, students satisfactions about teachers
performance is necessary.

The importance for teaching and learning and consequently for any assessment of
teacher performance that government emphasizes upon education outcomes such as
proficiency in literacy and innumeracy, examination results, Test scores containing beyond
Statutory institution. The importance that outcomes have to be seen to be measurable,
because only in measurable outcomes can be comparisons be visible made.

In most systems of education, teacher keep the central position even today. If teachers
are able; It means they will produce intelligent students. Meaning of intelligent student is
betterment in every sphere of life. High building, expensive books and all other facilities
available to Edu. System are in vain without the presence of competent and effective teacher
Transfer of knowledge is impossible without teacher. There is a saying of the Holy Prophet
(peace be upon him) meaning being narrated that the Prophet (S.A.W) says that there are two
professions the most sacred, one is doctor (Physician) and Secondly is teacher.

Teaching is the only major occupation of man for which we have not yet developed tools that
make an average person capable of competence and performance. In teaching we rely on the
naturals; the ones who somehow to teach Peter Drucker
JUSTIFICATION OF THE PROBLEM

Teachers role has a great importance in the effective teachings. It is very role which
motivates learners to be awarded for learning. It prepares learners to make decisions for
personal, professional life It is found out through researches that students of University of
Karachi are benefited by their teachers whether students are getting education properly or not,
and the research shows that those students who attend closes punctuality. Do they know what
their educational condition is or whether they are satisfied with their teachers teaching
techniques and strategies or just they are attending their classes to get their degrees.

It is generally observed that learners follow the teachers teaching style. Graduate
they go to begin to teach in other institutions and they apply the same teaching techniques as
they got, they got upset because of their teachers teaching style was old, may be was infective
so they got problems to communicate the instructions. And teachers of University still use the
ancient teaching methods. No instructional technologies are used neither teachers are not
updated with latest machines and methods. Now, it is held teacher training programmes
annually or after two or three years by the government.

No any monitoring system for teachers students is available properly. And if some
capable and sincere teachers do their jobs, are work loaded. So, All these reasons effect the
teaching learning process. Then how it can be anticipated good and able students to be
produced.

Role of teacher has a great impact on students life and it is possible when teaching will
be effective.

It is commonly found that student is not only happy with university education but also a
common man. Education is rather important at all phases but at university level becomes more
significant because they have to face bitter and fierce realities and problems in practical life.
Nationally and a broadly, they face many difficulties in getting employments and admissions in
others institutions, especially in foreign universities. Some abroad institutions reject students
degrees due to some above reasons and causes.

When this problem is discussed with learners they blame their teachers failure.
Research is conducted to fine out the actual causes and reasons of the problem. If the majority
of student are satisfied with teachers teaching style and strategies, then they will be compelled
that their failure cause is not teacher; and if they are not satisfied with teachers teaching, then
there will be a beneficial idea for teachers to get their level best. This research will be rather
helpful for both. (Insha Allah)

SCOPE OF THE PROBLEM

Here, the researcher will have to present and analyse the problem to which he/she is
trying to find out the teachers role in their effective teaching and satisfaction or unsatisfactory
of students towards their teachers teaching styles at the level of university of Karachi through
research. In short, we may comprehensively describe the scope of the problem that all
educational system depends on teachers teaching method, backbone of any nation revolution
in each and every aspect of life and it causes on to the death.

OBJECTIVES OF THE STUDY

Any work is done, some significant and specific goals and objectives are considered and
determined by researcher. This research or study has some specific objectives as given
below:
To evaluate the understudy problem on teaching learning process effectiveness and
ineffectiveness at university of Karachi.
To find out the students satisfactory toward their teachers teaching methods or styles.
To find out impact of teachers teaching on students.
To find out level of interaction between teacher students.
To find out teachers ability to communicate the subject information.
To evaluate the problem to which the students face in education
To evaluate teachers professional skills.
To evaluate and critically analyse teachers position.
To evaluate teachers accountability.
To evaluate teachers command over their subject.
HYPOTHESES

Hypothesis is a provisional answer to the problem and also a possible interpretation for the
purling condition. A hypothesis suggests what facts actually lie. Through one can look in to a
problem and finds possibilities of solution.

In short, a hypothesis is a tentative solution expresses as generalized statement, which has to


be verified and rectified through scientific method. The following hypotheses have been
formulated for the present study.

Weak teaching strategies of teachers affects the students in teaching-learning process.


Lack of usage of the instructional technology affects the teaching.
No diagnosing of the individual differences among students affects the teaching process.
Lack of knowledge or command over the subject affects the teaching process.
Teachers` behaviour can be the cause of ineffective he teaching process.
Untrained teachers affect the effective teaching process.
No proper accountability of teachers influence the teaching process.

KEYWORDS OF THE STUDY


Role:
The behavioural patterns of functions expected of or carried out by on individual within
a given group.

Teacher:

A professional employee who is required to hold a valid teacher certificate or permit in order
to perform some type of instruction to students. Or a highly qualified and experienced person
who professionally teach the students through his specific subject.

Effective teaching:
Use of a plan for instruction or presentation, which causes a desired change in the
learners behaviours.

University of Karachi:
The institution of education of Karachi, where students come to take admissions after
fulfilment of secondary level to acquire higher education.

CHAPTER II
REVIEW OF LITERATURE

CHAPTER II. THE REVIEW OF RELATED LITERATURE

In Research the review of related literature is an important step. The researcher needs
up to date information what has been taught and done in particular area, he has to build upon
the accumulated and recorded knowledge of the past. It is helpful to draw maximum benefit
from the previous investigations, procedures, designs the nature of present problem the study
of related literature in necessary present research related to condition and role of teacher in
effective teaching at University of Karachi.

The review of related literature involves the systematic identification, location and
analysis of documents containing information related to research

Introduction
Teacher is indispensable factor and pivot in education and of educational system No any nation,
system can develop and establish without teachers existence. Teachers existence makes
system and develop it to the high level of promotion. He only gives the people conscious about
their purposes of the life.

In Islamic perspective, he has been bestowed with a sacred status in society as said by
the messenger of Allah (peace be upon him) that I have been sent toward you as teacher.

This study is about the role of teacher in effective teaching. Actually. This study is a
celebrating of teaching. It is also consolation to teachers.

Teaching is ultimately a matter of understanding. This can be applied to all other people,
to society and the environment.

This study is derived from many former research studies about the different domains
and aspects of the teachers effective role in teaching learning process.

He has instructional responsibilities, counselling responsibilities, professional


development, curriculum development, teacher-student relation, interaction of students in
class room.

Teaching strategies, technologies, classroom discipline maintenance, skills, dealing with


students, teachers observation etc.

Today the successful teacher must be able to shoulder many responsibilities, adapt to
many situations and exercise leadership under a multitude circumstances. The profession
requires individuals who are strong willed yet adaptable to a wide variety of conditions.

The role of teacher is the similar in formal and informal education as above mentioned
But, in approach the instructor of adults must be diversified person because of dealing with the
beings already having experiences. He must develop a friendly approach to the adult learners.
The main purpose of the research is to provide functional information along with literacy. So,
the adult educational instructor should acquire the abstract thinking in deep knowledge about
various occupational groups to promote professional skills of the adult learners.

Thus, in adult education, guidance is one of the vital functions of instructor.

The adult learners, as layman seek guidance on various areas like personal and social problems,
perception, learning, motivational problems, information regarding the development program
etc.
Thus, teacher of adult learners is different than a school teacher in formal education.
However, both have the similar purpose for development of human being finally, let may say,
Teachers do more good than they imagine Cullingford.

TEACHER

Teacher is an indispensable factor in any educational system. He is backbone of


education on which a system based. The teacher stands at the most important point in the
educational process. He still occupies a fairly vital place in spite of the fact that the education
has been pushed to the front in the progressive thought in education.

It is the supreme art of teacher to awaken joy in creative expression & knowledge __ Physist
Albert Einstein.

TEACHER AS A GUIDE

The teacher acts as guide to the adult learners. As a guide, the teacher should

Assist the learners involving their personal, social and academic problems.
Assist the learners to develop study habits.
Identify the slow learns and show special attention to their learning problem.
Help the learners in getting benefits from the developmental program and so on.

PRROFESSIONAL DEVOTION

As a professional devotee, the teacher should perform the following things:

Discuss about the effective methods of instruction with Co-instructors;


Strive to gain expertise in instructing the adult learners.
Attend in service training programs;
Seek advice from experts in adult education in solving professional problems; and
Develop their knowledge by reading books, periodical, newspapers etc...

IMPORTAVCE OF A TEACHER IN VIEW OF ISLAM

Islam has a unique role to play, because it is definitely, directly and vehemently
committed to the salvation of humanity in both the worlds. Its concept of fulfilment
comprehends the healthy & harmonious development of individual & society in all respects:
spiritually, aesthetically moral, intellectual & physical.

Islam has given a great status to teachers. His work is the modest and respectable. Islam
has bestowed with a status of father to teacher and Islam considers him as equal to father.
Some Quranic verses are going to be rendered in favour of teachers and knowledge as
following:

Allah will raise those who have believed among you and those who were given
knowledge, by degrees. And Allah is Acquainted with what you do.

Say Are those who know equal to those who do not know? Only they will remember
(who are) people of understanding

Only those fear Allah, from among his servants, who have knowledge. Indeed, Allah is
Exalted in Might and Forgiving.

Syyiduna Ibn-e-Abbas (God be pleased with him) said, Allahs Messenger (peace be upon
him) said. one Faqih (Scholar) is more seer on the devil than a thousand worshippers are.

Abu Darda (R.A) reports that Allahs Messenger (peace be upon him) Said:

He who travels on a path in search of knowledge will find that Allah causes him to travel on
a path to paradise. And the Angles will lower their wings for the pleasure of the seeker of
knowledge. And it is for the scholar that all in the heavens and all on the earth seek
forgiveness so much so that fish is the water and the excellence of the scholar over a
worshipper is like the excellence of the moon over all the stars. The scholars are the heirs of
the prophets do not leave dinar (gold) or a dirham (Silver) in legacy. They only leave
knowledge, so he takes it indeed collects an abundant good fortune

The saying of the prophet (peace be upon him) said, I have sent to you as a teacher, it
clears the importance of teacher.

According to Hazrat Ali (R.A) who, he taught me even a single word is my teacher.

According to Imam Ghazali (R.A):


Knowledge without action is vanity, and action without knowledge is insanity.
Knowledge exists potential in the human soul like the seed in the soil; by learning
the potential becomes actual.
Using his powers to attain to knowledge can raise him up to the ranks of Angels.
Following desire, he is brought down to level of beasts.
Dear seeker, you will not be able to rise to carry out the commands of Allah until you
monitor your heart and limbs in every moment and every breath.
The corruption of religious comes from turning to mere words & appearance.

According to Ibn-e-Khaldun:
He who finds a new path is a pathfinder, even if the trail has to be found again by
others; and he who walks for a head of his contemporaries is a leader, even though
centuries pass before he is recognized as such
Imam Shafi (R.A) Said,
A person who gets knowledge from books will not reach that degree, which is
needed by him.
In view of professor Hayman Akbar:
A good education system fails in the absence of good teachers. If the teachers are
good, the weak point of the system is corrected to a large extent.

TEACHERS IN VIEW OF NON-MUSLIM THINKERS

John Adams remarked teacher as maker of man From this importance of teacher is
clear and this indicates his character. We can say that making of man is the duty of teacher or
depends upon teacher.

H.G. Well said, Teacher is the real maker of the history It can be said that not only
teacher is necessary for an education system but they are also important for the progress of a
nation. The teacher highlights the talent abilities of a person and enables a person to make the
best use of his abilities. Teachers have the great influence on the personality and future of
youth.
Aristotle said, The one exclusive sign of through knowledge is the power of teaching.

One looks back with appreciation to the brilliant teachers, but with gratitude to those
who touched our human feelings. The curriculum is so much necessary raw material, but
warmth is the vital element for the growing plant and for the soul of the child Carl Jung.
Technology is just a tool. In term of getting the kids working together and motivating them, the
teacher is the most important. Bill Gates

Teachers, I believe, are the most responsible and important members of society because their
professional efforts effect the fate of the each. Helen Caldecott.

It is a fact that the personality of a teacher plays a vital role in teaching process. If
teachers have good character and qualities, it effects student positively. The process of learning
will be successful often students show their interest in learning process by virtue of good
teachers.

The scholars clearly understand role of teachers. Teachers should improve their
personality and the personality of teacher is a great weapon, this weapon is a sign to their
success and failure and this weapon should be used positively and improved all assets of
educational institutes are useless without the competent teachers. Educational institution
depends upon teacher for their smooth running. Shortage of physical facilities can remove from
competent teachers.

ROLE OF A TEACHER

Teacher is the most vital single factor in the system of education: It is the teacher who
matters most as for as the quality of education is used. It is the teacher who matters most
as for as the quality of education is concerned. A significant change, in the word of Prem
Kirpal, in the educational process is governed by the extent of his respectively and
initiative. The well-equipped teacher is a supreme factor in education.
Teacher is the back bone of society: The teacher, the national integrator as he is, is the
backbone of society, particularly, so in the remote villages. He stands as an outstanding
figure among the illiterate and semi- illiterate families. He is their friend, philosopher and
guide.
Teacher the nation builder: The teacher is always concerned with children who are
potential leaders of tomorrow. Tomorrows nation will depend upon the type of citizens
trained and educated. Today in the temple of learning as the teacher involves the
responsibility of building the nation. Huma Yun Akbar also said so well, Teachers are
literally the arbiters of nation is destiny. 13
DUTIES OF A TEACHER

A teacher is to be supposed to discharge numerous duties, such as:

Planning the curricular and co-curricular programmes.


Organizing the programmes.
Supervising and guiding the pupils.
Maintenance of records.
Evaluating the achievement of the pupils.
Reporting
Establishing and maintaining relations with pupils, colleagues, principal, parents,
community stake holders for effective education.
The teachers effectiveness is the life and soul of every education institution.

RESPONSIBILITIES OF A TEACHER

Model manners, appropriate behaviour, respect and a positive attitude.


Take time to listen, talk to and get to know their students.
Have patience, understanding and acceptance of all students.
Praise accomplishments.
Treat students with respect and fairness.
Set classroom rules with students, post them and ensure all students understand the
expectation.
Maintain orderly conduct within classrooms, halls and play ground.
Handle inappropriate student behaviour consistently.
Follow the prescribed curriculum in all subjects. Adjust their teacher styles to meet
individual neck of leaners.
Be aware of current educational trends.
Be prepared and have necessary material on hand.
Play a variety of leaning activities each day that enhance students interest to learn
more.
Assess students during teaching process.
Teach lesson integrating with previous lesson so that learners can easily get. 15

PROFESSIONAL QUALITIES OF A TEACHER/ TEACHING AS A PROFESSION

The concept of a Profession is complex and changing in its original from it is


based on idea of professor. It implies the mastery of the subject, its defence, the
protection of a body of knowledge. This is the heart of the problem.

The established professions like law or medicine protect their knowledge from outsiders
as keenly as their status. In this knowledge create a small body of people who use it and
only give it away for profit, any one entering into the field is vetted, not just for promise
but for the belief in retaining this body of knowledge. And yet teachers are supposed to
give away knowledge freely. They are not supposed to have arcane mysterious secrets
that only they possess. They neither guard their knowledge nor rely on its possession for
status.

There have been arguments that teachers do have a unique understanding of


certain circumstances and practices, but the often used term reflective practitioner
can apply to anyone who uses his/her brain to work, from building to computing as was
the original definition of the term (Schoen 1987).

Teachers rightly feel that they have unique skills but that these are not fully
recognized. There is little more complicated and demanding than dealing with a large
cohort of individual learners. The amount of human insight and instinctive
understanding is impressive. The question remains to what extent is intelligent
performance a body of knowledge, Is there well developed theory being applied. Does
it take the study of subjects or the central subject of human behaviour to demonstrate
mastery? The problem for teachers in this sense is that their best practice is tacit,
instinctive and immediate, not looked up first a textbook nor properly justified by a
complex language.

Those involved in teacher training (itself telling distinction against the higher
education concept) argue the need for testy, something that helps the art of teaching to make
sense. They can see the difference between the new teacher who is struggling simple to cope
and the teacher who. having come through the stage of mastering, the subject and the
classroom, develops insights, into learning behaviours of pupils that sustain their interest.
Those who have the privilege to observe teachers realise how subtle and intelligent is their art,
but it remains difficult to define and can never be judged by a simple checklist or by the
measurement of outcomes with depend so many other factors (Culling ford, C. 2010).

ROLES OF EFFECTIVE TEACHER IN THE CLASSROOM

Teachers play vital roles in students lives in the classroom. Teachers are the best known
for the role of educating the students that are placed in their care. Beyond that, Teachers save
many other roles in the classroom Teachers set the tone of their classrooms, build a warm
environment, mentor, and nurture students, become role models, and listen and look for signs
of troubles.

Teaching Knowledge:

The most common role of a teacher plays in the classroom is to teach knowledge to
children. Teachers are given a curriculum they must follow that meets state guidelines. This
curriculum is followed by teacher so that throughout the year, all pertinent knowledge is
dispensed to the students. Teachers teach in many ways including lectures, small group
activities, and hands-on learning activities.

Creating Classroom Environment:

Teachers also play an important role in classroom when it comes to the environment.
Students often mimic a teachers actions. If a teacher prepares a warm, happy environment.
Students are more likely to be happy. An environment set by the teacher can be either positive
angry, students may react negatively to that and therefore learning can be impaired. Teachers
are responsible for the social behaviour in. Their classrooms. This behaviour is primarily a
reflection of the teachers actions and the environment he/she sets.

Role Modelling:
Teachers typically do not think of themselves as role models, however, inadvertently
they are. Students spend great deal of time with their teacher and therefore, the teachers
become a role model to them. This can a positive or negative effect depending on the teacher.
Teachers are not only to teach the children, but also to love and care for them. Teachers are
typically highly respected by people in community and therefore become a role model to
students and parents.

Mentoring:

Mentoring is a natural role taken on y teachers. Whether it is intentional or not. This


again can have positive or negative effects on students. Mentoring is a way a teacher
encourages students to strive to be the best they can. This also includes encouraging students
to enjoy learning. Part of mentoring consists of listening to students. By taking time to listen to
what students say, teachers import to students. A sense of ownership in the classroom. This
helps build successful.

Signs of trouble:

Another role played by teachers a protector role teachers are taught to look for signs of
trouble in the students. When students behaviour change or physically signs of abuse are
noticed, teachers are required to look into the problem. Teachers must follow faculty
procedures when it comes to following up on all signs of trouble.17

There are some more roles of effective teacher as following:

Facilitator:

Singh (2000) Stated that teachers purpose is to welcome learners to learn. The best
teachers make learning very inviting. Would you want to learn in an uninviting classroom?
Facilitating means to open up your class with a learning environment that is safe and conducive
to learning.

There are several routines and procedures that create and suppet an atmosphere for
learning. Setting the right tone in your class is also facilitating learning. Is not about lecturing
through effective questioning, they are facilitating. When teacher takes into consideration a
childs prior knowledge, and uses it to build on a student skills, they are facilitating.

Coach:

The coach does not accept excuses. The coach only wants you to win. So, a coach
strategizes and to minimize weaknesses. Differentiation helps a teacher be a good coach.
Engager:

Much of teaching has to do with how content is presented and introduced. If a learner,
struggling with math, is given options on how he/she can solve the problem, they are more
likely to be more successful. Engaging means to wow your students with unique and different
ways from them to discover. It is not giving boring lessons where your drag around the room. It
is about providing mind stimulating learning (Sudarshan ,1996).

Attitudes of Teachers Toward Teaching

Attitudes generally refer to inner feelings of a person. Plenty writers define attitudes in
different content.

Following an examination of the various definition of attitude, Allport (1967) developed


his definition a mental and neural state of readiness, organized through experience, exerting
directive or dynamic influence upon the individuals response to all objects and situations with
which it is related (P.8).

This sense of attitudes as predispositions that consistently affect actions strongly


influenced teaching and teachers education research for number of years.

Attitudes and beliefs are important concept in understanding teachers thought


processes, classroom practices, change and learning to teach. Attitudes received considerable
attention in teach. Summaries of the research suggest that both attitudes and beliefs drive
classroom actions and influence the teachers change process (Nespor, 1987; Pajares, 1992;
Peck & Tucker, 1973; Richardson, 1994-b).

Teachers have different attitudes towards teaching. Consequently, if the teaching is


having good and positive attitudes toward teaching, will be rather effective teacher, and having
negative and puzzle attitudes toward teaching, will be rather ineffective teacher.

TECHNIQUES OF TEACHING

Ramsden (1992) Wrote, a great deal is known about the characteristics of effective
university teaching. It is undoubtedly a complicated matter; there is no indication of one best
way but our understanding of its essential nature is both broad and deep (P.88-89). He
recognizes that essential knowledge into these six principles, unique for the way he relates
them to students experiences.

Interest and explanation:


When our interest aroused in something, whether it is an academic subject or a
hobby, we enjoy working hard at it. We come to feel that we can in some way own it
and use it to make sense of the world around us. (P.98). Coupled with the need to
establish the relevance of content, instructors need to craft explanations that enable
students to understand the material. This involves knowing what students
understand and forging connections between what is known and what is new.
Concern and respect for students and student Learning:
Rams dent starts with the negative about which he is assertive and unequivocal.
Truly awful teaching in higher education is most often revealed by a sheer lack of
interest in and compassion for students and student learning. It repeatedly displays the
classic symptom of making a subject seem more demanding than it actually is. Some
people may get pleasure from this kind of masquerade. They are teaching very badly if
they do. Good teaching is nothing to do with benevolence and humility; it always tries to
help students feel that a subject can be mastered; it encourages them to try things out
for themselves and succeed at something quickly (P.98).
Appropriate assessment and feedback:
This principle involves using a variety of assessment techniques and allowing
students to demonstrate their mastery of the material in different ways. It avoids
those assessment methods that encourage students to memorize and regurgitate. It
recognizes the power of feedback to motivate more effort to learn.

Clear goals and intellectual challenge:


Effective teachers set high standards for students. They also articulate clear goals.
Students should know up front what they will learn and what they will be expected
to do with what they know.
Independence, control and active engagement:
Good teaching fosters (a) sense of student control over learning and interest in the
subject. (P.100). Good teachers create learning task appropriate to the students
level of understanding. They also recognize uniqueness of individual learners and
avoid the temptation to impose mass production standards that treat all learners
as if they were exactly the same. It is worth stressing that we know that students
who experience teaching of the kind that permits control by the learner not only
learn better, but that enjoy learning more (P.102)

Learning from students:


Effective teaching refuses to take its effect on students for granted. It sees the
relation between teaching and learning as problematic, uncertain and relative. Good
teaching is open to change: it involves constantly trying to find out what the effects
of instruction are on learning, and modifying the instruction in the light of evidence
collected (P.107).

The real secret is that if a teacher has a genuine interest of her own she will be in
a position to respond to what excites the pupils. The irony is that the pupils desire to come to a
teacher, to find somebody to respond to their interests and to help them with their own
questions. Pupils should be at the central of the process. They are the ones who need teachers.
The teachers are approached as those who have their own interests, their own ideas, not
because their awareness stimulates their own understanding of the world. When the balance is
right between teachers and pupil the learning process becomes comfortable for all (Culling
ford, 2010).

CAUSES OF INEFFECTIVE PERFORMANCES OF TEACHER


If one of the teachers is performing poorly because of low level of abstraction, you first
must address the causes of his ineffectiveness. Below are some possible causes of weak
performance of teachers.

Lack of Experience

Beginning teachers in particular often expend all of their physical and emotional
energy just to get through each lesson. Each Lesson is planned and taught for first time a
frustration that veteran educators may well have forgotten! While a new teacher may
be aware of instructional or management problems, he lacks sufficient experience from
which to draw possible solutions. At other times, he may not even be aware that
problems, exist; to him, everything is operating just as it should.
Many districts have found it desirable to orient the new teacher to the school and
district and to follow up with a high quality first year induction program with a good mentor
teacher.

Lack of Knowledge
For this discussion, we'll assume that the teacher must have knowledge about the
subject he is teaching. His thinking ability must be abstracted highly in higher education. I have
already discussed before about in detail.

Difficulty in Problem-Solving
Sometimes, a teacher in need of assistance recognizes the problems in his classroom but
does not perceive how to solve them. Even when problems and solutions are identified, he may
adopt a just show me what you want me to do attitude rather than taking the initiative to
transform possible solutions into concrete actions.

Lack of Awareness

An effective teacher with a high level of abstraction is able to analyse instructional


decisions that are made before and during a lesson and routinely questions his instructional
choices why did I choose whish demonstration technique? Why did I use those materials?
Where my materials effective? Could I have used adequate examples? What strategies did I
plan to mark curtain that students were actively participating in learning process? He makes
conscious decisions both in planning lesson and implementing moment to moment adjustment
during instruction, and he reflects upon the thought processes that guide his instructional
practices.

On the other hand, teacher who is in need of assistance because of a low level of
abstraction may be operating more from conscious decision - making, and he may fail to see
the relation between what he does and what his students told co-author. "I think you should
really observe me teach without any student in the room. Then you could see what my teaching
is really like." This is a truly low abstractor!

Personal Problems
Teachers experiencing serious crises in his life outside the classroom, may find himself
emotionally and psychologically drained. If his problems diminish his classroom performance,
his students may suffer. Marital difficulties or problems with family members, illness, injury and
financial woes may occupy his attention that he is unable to devote much time and energy to
the task of teaching.

"The teacher who is indeed wise does not bid you to enter the house of wisdom but
rather Leads you to the threshold of your mind" Khalid Gibran.

Teachers Observed
The kind of psychological pressures that undermine teacher from within come in
different layers of consciousness. There is the sense of wanting to on one's own in a private
space without being overlooked, blamed, manipulated or inspected. The stress of the control of
a whole class leads to the natural desire to be left in a "Secret garden" of one's own. Being a
teacher should come about by being turned to, consulted and appreciated. This is not the same
as being a teacher who seems him or herself as performer. The idea of being watched is
difficult, as if we were easily undermined by criticism.

The trouble for teachers is that implications of accountability are pervasive.


Accountability means that you have to watch your back, to be fearful of anything that might be
construed as giving offence. It means a lack of trust, and implies that teachers need to be
inspected as they must have a tendency to do wrong (Culling ford, 2010).
CHAPTER III
RESEARCH METHODOLOGY
CHAPTER III RESEARCH METHODOLOGY

DEFINITION OF RESEARCH

Research means a detailed study of a subject, especially in order to discover new


information or to reach a new understanding. Research is an organized and systematic way of
finding answers to questions.

The Webster dictionary defines research as, a careful critical inquiry or examination in
seeking facts or principles, diligent investigation in order to ascertain something.

According to Fred Kerlinger:

Research is an organized enquiry designed and carried out to provide information for solving
problem

According to J.W. Best

The individual or observation in the entire population has an equal chance of being selected
and that each choice is independent of any others choice.

EDUCATION RESEARCH

Educational research may be seen as systematic attempt to gain a better understanding


of the educational process generally with a view to improve its directed towards the
development of science of behaviour in educational situation. The ultimate aim of such a
science is to provide knowledge that will permit the education to achieve the good by its most
effective method.

DEFINITION OF EDUCATIONAL RESEARCH

According to C.V. Good:


Educational research is the study and investigation in the field of education or bearing upon
educational problems.

According to Donald ARY:

Educational Research is more widely defined as a systematic and empirical inquiry for solving
an educational problem that requires new knowledge for its solution.

CLASSIFICATION OF RESEARCH

Research may be grouped under two major categories. This classification is based on the
goal or objective of the research.

Basic or Fundamental Research.


Applied Research

Basic and applied research


The first type of research, which aims at obtaining the empirical data that can be used to
formulate, expand, evaluate theory is called basic Research.

Applied research is the application of available scientific methods in social science


research which helps to contradict, other or modify any existing theory or theories and
helps to formulate policy.

Qualitative and Quantitative research:


Research can be divided into two broad categories: Quantitative and Quantitative
Research. Quantitative research consists of research in which data can be analysed in terms
of numbers. For example, Quantitative research is used to measure how many people feel,
think or act in a particular way.

Research can also be qualitative; that is, it can describe events and persons scientifically
without the use of numerical data. A study consisting of interviews of mothers of
handicapped infants to determine how their lives and beliefs were affected by the birth of
their handicapped children is an example of qualitative research.

OTHERS TYPE OF RESEARCH


Different authors have classified research in different ways. The problem of research
determines the nature of enquiry. A brief summary of different types of research is given
below:

Exploratory.
Descriptive.
Experimental
Historical
Action
Case study
Exploratory Research:

Exploratory Research is an initial research which analyses the data and explores
the possibility of obtaining as many relationships as possible between different variables
without knowing their end applications. It provides a basis of general findings. It lays a
foundation for the formulation of different hypotheses of research problems.

Descriptive Research:

L.R. Gay defined as Descriptive research concerns with the present attempt to determine the
situation of problem under investigation.

Descriptive research describes and interprets What is. It is concerned with condition
or relationships that exist; practices that prevail; beliefs, point of view, or attitudes that are
hold; processes that are going on; effects that are being felt; or trends that are developing. Its
major purpose is to tell What is.

There are several sub- categories of descriptive research:

Case studies
Survey
Developmental studies
Follow-up studies.
Documentary analysis
Trend studies
Correlational studies

Experimental Research:
Webster Dictionary defined as:

Experimental research that studies the cause and effect relationship between two or
more variables, where causal variable can be manipulated.

Historical Research:
L.R Gay defined as:

Historical research involves the systematic collection and objective evaluation of data
related to post occurrences in order to test hypotheses concerning causes, effects or trends of that
event in order to explain and interpret the past and understand.

SURVEY METHOD

The purpose of survey type research, according to Ker linger (P.410) is to


discover the relative incidence, distribution, and inter-relations of sociological and
psychological variables, Survey studies, by and large, describe the current status of a
phenomena, some group of people, an institution, some existing practice, policy or
event, sometimes, they compare the status with some available standards and make
suggestions for improving the status.
This method attempts usually to describe the condition to learn the status of something
and whenever possible to draw a valid general conclusion from the facts discovered.

Purposes of Survey method:

To secure evidence concerning with current condition.


To identify the standards and norms.
To determine next step for suggestion.
Types of Survey:
Survey method is usually divided into two types regarding the population taken from
them.

Sample Survey.
Census Survey.
Sample Survey:

It is the survey of selected group or sample of respondents whose


characteristics may be taken as representative of the large population.

Census survey:

It is that type of survey in which each unit of population is taken as respondent.

However, survey can also be categorized as: (a) Institutional surveys, (b) Job surveys, (c)
Population surveys, (d) documentary surveys, (e) Public opinion surveys, (f) community
surveys, (g) sociological and psychological surveys.

Steps of Research:

First, the problem is selected.


Then the relevant literature is reviewed.
Research hypotheses are formulated.
Research design (Selection and preparation of tool)
Data is collected through specific sources.
Data is analysed and interpreted in scientific way.
Data is summarized, concluded and written in a report properly. Also, recommendations
and suggestions are provided.
Data collection instruments:

When the researcher is doing about any problem, it is necessary for him to select the
tool of data, regarding the nature and requirement of the study. The selection of the
instrument for data collection is followed by the process as the following:

Observation method
Interview method
Corresponding method
Documentary method
Psychological tests and inventories
Guess who technique
questionnaire method
Present Research tool:

In the present study, the data has been collected through questionnaire method.

QUESTIONNAIRE
Questionnaire means a set of questions given by research through which a researcher
obtains the possible information from respondents.

According to C.V Good:

Questionnaire is a list or planned written questionnaire related to a particular topic,


with a space provided for submission to a number of persons for reply, commonly used in
normative science and is the measurement of attitudes and opinions

Principles of Questionnaire construction:

Agarwal (2005) suggests the following:

The first step in the construction of an adequate questionnaire is to have a full and clear
understanding of the objectives of the study and nature of the data needed.
The questionnaire should be neither too shot nor too long.
It once prepared should be revised again and again on the basis of more discussion with
experts, extensive reading, pilot study etc.
The use of a five point rating scale elicits more valid responses and is less frustrating to
the respondent who wants to be truthful.
Questions which are emotionally toned, too broad, vague, in vocabulary, unnecessary,
out of frame of reference, having more than one idea in one, should be avoided.
Double meaning questions should not be stated.
Items should not contain hidden assumptions.
Social desirability (Taking good): It is said that man is social animal. We all want to
create a positive impression about ourselves in society and make a conscious effort to
conceal negative aspect of our personality. This tendency reflects white answering
questions.
Whitney (1950) suggests the following:

The information request is not available elsewhere and is obtainable only through
questionnaire.
All aspects of the subject matter must be covered by questionnaire.
The questionnaire should be briefly worded and reasonable, plausible, briefly answered
with a check mark.

Forms of questionnaire:

John W. Best categorized the forms of questionnaire as:

Fixed or close form.


Open form
Mixed form (Open& close)
Close form:

This form consists of introductory question and two or more suggested answers. Sometimes,
this questionnaire just asks close ended questions for which the answer required are yes or
No.

Open form:

This consists of questions that are written in specific language and respondents are free
to answer in own words. Mostly respondents are asked open ended questions for which they
can express their opinions accordingly to what they think in more than just one word.

Mixed form:

This consists of both of above. It may consist of factual inquiries about social economic
marital occupation etc. and some about the mental process of an individual.

Characteristics of Questionnaire used in research:

This "close form of questionnaire has been used for this study by researcher.

It calls for short, restricted, checked response.


It requires answers only in Agree, disagree or indifferent.
It avoids unanticipated responses as it has been constructed in good psychological and
philosophical order.
It is constructed for higher education students (University students).
It is too easy to fill, take less time, easy tabulating and analysing.
This questionnaire consisted of questions having along with all variables highlighted on
the top of relevant questions.
POPULATION
According to John Best:

Population or universe is any group individual that have some specific characteristics in
common that are interest of researcher. The population may be all individuals of a
particular types or more restricted part of that group

L.R. Gay:

A population is the group of interest to researcher the group to which he or she would
like the result of the study to be generalized. 13

Type of Population:

The main purpose of the research is to find out the reality for this, the researcher selects
the whole population.

Population is split of two types on the nature:

Homogeneous
Heterogeneous

Homogeneous:

The population which has the same number of sex of category known as homogeneous.

Heterogeneous:

The population which has no same number of sex, or category called heterogeneous.

Hence, Heterogeneous type has been preferably selected by researcher for this study. In the
study.

Researcher has preferably selected the population of students from university of Karachi.
Research Population:

This study consists of students of various departments of university of Karachi,


population of Karachi.

The number of total departments is about 57 and students are almost and estimate
25000 which is a large population to be selected as a sample.

Regarding the short of time and resources, a small sample was selected of the entire
population which consists of a few departments selected arbitrary for the purpose of research.

Sample:

Sample is a small group that is observed.

Usually, the population is too large for the researcher to attempt to survey all of its
members. A small, but carefully chosen sample can be used to represent the entire population.

According to John W. Best:

A sample is a small proportion of a population selected for observation and analysis

Size of Sample:

The research has selected 10 departments arbitrary entirely out of 57 due to short of
time and resources. While 10 members of each department were selected as a research sample
of the entire population for this study of University of Karachi, Karachi.

S.no Department Names Members

Education 10

Economics 10

Political science 10

International Relation 10
(I.R)

Criminology 10
Psychology 10

Philosophy 10

English 10

Social Work 10

Islamic History 10

TOTAL=10 = 100

The questionnaire was surveyed to 10 above departments to fill up it and rendered to


students alone at University of Karachi. In this way, it got a total number of 100 Students filled
it.

SAMPLING

Sampling is the procedure of selecting a number of individuals for a study in such a way
that the individuals represent the large group from which are drawn.

Types of Sampling:

Sample designs are usually divided into two broad classes.

Probability sampling
Non- Probability sampling.

Probability sampling
A probability sampling is one in which one can specify or each element of
population the probability of its being included in the sample. Every probability
can be expressed in proportion. We can say that probability of getting ahead in
tossing coin is or say 1 chance in trail.

Types of Probability Sampling:

Simple random sampling


Stratified sampling
Systematic Sampling
Cluster sampling
Multi-stage sampling

Non-Probability Sampling.

In non-probability sampling, one cannot estimate beforehand the probability of


each element has a chance of being included.
Types of Non-Probability sampling:

Quota sampling
Incidental sampling
Purposive sampling
Composite sampling
Convenience sampling
Judgement sampling
Snowball sampling

Type of Sampling Method Used:

Simple random sampling has been selected by researcher of sampling method.

Simple Random Sampling:

Random sampling is the purest form of probability sampling. Random sampling is not a
mere chance selection. Each member of the population has can an equal and known chance of
being selected. When there is a large population. Is often difficult for researcher to identify
each member of population, so the pool subject become biased or fatigue.

PLAN FOR ANALYSIS


Statistics have proved to be an indispensable tool for the researcher, research scholar
Rather must be able to read, understand and apply must be able to read, understand and apply
statistical tool to make their findings more effective.
Statistical Method, will be rather used for data analysis.

In this study, Chi-Square statistical method had applied by researcher for data
interpretation. Remember that there are two types of statistical methods:

Descriptive statistics
Inferential Statistics
This study relates to descriptive statistics along with chi-square Test is one of it.

CHI- SQUARE

This is a type of non-parametric tests. When the data are in the form of categories and
frequencies, the chi-square design can be appropriately used. It shows the relation between
two or more variables in terms of observed frequency and expected equally under a specific
hypothesis.

Formula:
2 =

2= Value of chi-square.

o= Observed frequency

e= Expected frequency

= (sigma in capital), sum of


CHAPTER IV
DATA ANALYSIS

CHAPTER IV DATA ANALYSIS


CALCULATION OF CHISQUARE
TABLE: 1

Question no. 1

Do the teachers motivate their students towards learning before starting a lesson in the class?

Null hypothesis:

There is no significant difference among the opinions of students that teachers motivate (or
dont) their students towards learning before starting the lesson.

Description Agree Disagree Indifferent Total


30 47 23 100

33.33 33.33 33.33 100

Formula: =

= + +

= + +

= + +

= 0.33 + 5.60 + 3.20

= 9.13

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 9.13Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 2

Question no. 2

Do the teachers use to teach their students in various teaching styles?

Null hypothesis:

There is no significant difference among the opinions of students that teachers use (or
dont) to teach their students in various teaching styles.
Description Agree Disagree Indifferent Total

40 60 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ +

= + +

= 1.33 + 21.34 + 3.32

= 25.99

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 25.99

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 3

Question no. 3

Do the teachers provide opportunities to their students to ask relevant questions after delivery
lesson?
Null hypothesis:

There is no significant difference among the opinions of students that teachers provide
(or dont) opportunities to their students to ask relevant questions after delivery lesson.

Description Agree Disagree Indifferent Total

40 53 7 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 1.33 + 11.60 + 20.79

= 33.72

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 33.72Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 4

Question no. 4
Do the students get satisfaction thoroughly with current teaching learning process performed
by teachers?

Null hypothesis:

There is no significant difference among the opinions of students that the students get
satisfaction (or dont) thoroughly with current teaching learning process performed by
teachers.

Description Agree Disagree Indifferent Total

25 75 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 2.08 + 52.09 + 33.32

= 87.49

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 87.49Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.
TABLE 5

Question no. 5

Do the teachers provide opportunities to their students to involve in group discussion for
effective interaction with each other?

Null hypothesis:

There is no significant difference among the opinions of students that teachers provide
opportunities to their students to involve in group discussion for effective interaction with each
other.

Description Agree Disagree Indifferent Total

37 47 16 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.40 + 5.60 + 9.01

= 15.01

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991


Calculated value = 15.01Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 6

Question no. 6

Is the instructional technology provided to teachers in the classroom?

Null hypothesis:

There is no significant difference among the opinions of students that the instructional
technology is (or isnt) provided to teachers in the classroom.

Description Agree Disagree Indifferent Total

25 70 5 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 2.08 + 40.34 + 24.07

= 66.49

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05


Table value = 5.991

Calculated value = 66.49

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 7

Question no. 7

Is the instructional technology such as the computer, projector, audio-visual aids etc. helpful for
effective teaching- learning?

Null hypothesis:

There is no significant difference among the opinions of students that the instructional
technology such as the computer, projector, audio-visual aids etc. are (or arent) helpful for
effective teaching- learning.

Description Agree Disagree Indifferent Total

80 19 1 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 65.34 + 6.16 + 31.36

= 102.86

df= (c-1) (r-1)

df= (3-1) (2-1)


df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 102.86Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 8

Question no. 8

Do the teachers facilitate their students with adequate instructional technology for effective
teaching in the classroom?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
facilitate (or dont) their students with adequate instructional technology for effective teaching
in the classroom.

Description Agree Disagree Indifferent Total

25 75 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 2.08 + 52.09 + 33.32

= 87.49
df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 87.49Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 9

Question no. 9

Do the teachers facilitate their students with instructional technology regarding their needs and
interest?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
facilitate their students with instructional technology regarding their needs and interest.

Description Agree Disagree Indifferent Total

33 53 16 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.00 + 11.60 + 9.01


= 20.61

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 87.49Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted

TABLE 10

Question no. 10

Is the instructional technology necessary for effective teaching in the modern age?

Null hypothesis:

There is no significant difference among the opinions of students that the instructional
technology is (or not) necessary for effective teaching in the modern age.

Description Agree Disagree Indifferent Total

47 40 13 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +
= 5.60 + 1.33 + 12.40

= 19.33

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 19.33

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 11

Question no. 11

Do the teachers have ability to identify the individual differences of their students?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers have
(or dont) ability to identify the individual differences of their students.

Description Agree Disagree Indifferent Total

25 67 7 100

33.33 33.33 33.33 100

Formula: =

= + +
=+ + +

=+ +

= 2.08 + 34.01 + 20.800

= 38.89

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 38.89

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 12

Question no. 12

Do the teachers assess their students ` performance during teaching-learning process?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
assess (or dont) their students ` performance during teaching-learning process.

Description Agree Disagree Indifferent Total

40 43 17 100

33.33 33.33 33.33 100


Formula: =

= + +

=+ + +

=+ +

= 1.33 + 2.80 + 8.00

= 12.13

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 12.13

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 13

Question no. 13

Do the teachers take care about multicultural values of the students in the classroom?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers take
care (or dont) about multicultural values of the students in the classroom.

Description Agree Disagree Indifferent Total

37 63 o 100
33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.40 + 26.41 + 33.33

= 60.1

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 60.14

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 14

Question no. 14

Do the teachers concentrate especially weak and slow learners in order to solve their
problems?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
concentrate (or dont) especially weak and slow learners in order to solve their problems.
Description Agree Disagree Indifferent Total

22 73 5 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 3.85 + 47.21 + 24.07

= 75.13

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 75.13Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 15

Question no. 15

Do the teachers give a proper feedback to their slow learners in the adjustment with learning
environment?

Null hypothesis:
There is no significant difference among the opinions of students that the teachers give
(or dont) a proper feedback to their slow learners in the adjustment with learning
environment.

Description Agree Disagree Indifferent Total

30 70 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.33 + 40.34 + 33.32

= 73.99

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 73.99Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 16

Question no. 16

Do the teachers have command over their subject?


Null hypothesis:

There is no significant difference among the opinions of students that the teachers have
(or dont) command over their subject.

Description Agree Disagree Indifferent Total

40 47 13 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 1.33 + 5.60 + 12.40

= 19.33

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 19.33

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 17
Question no. 17

Do the teachers communicate their subject information to their students satisfactorily?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
communicate (or dont) their subject information to their students satisfactorily.

Description Agree Disagree Indifferent Total

39 43 18 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.96 + 5.60 + 7.05

= 13.61

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 13.61


Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 18

Question no. 18

Do the teachers provide subject information to their students through activity based method?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
provide (or dont) subject information to their students through activity based method.

Description Agree Disagree Indifferent Total

20 71 9 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 5.33 + 42.57 + 17.76

= 65.66

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05


Table value = 5.991

Calculated value = 65.66

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 19

Question no. 19

Do the teachers prepare their lesson on daily bases in the classroom?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
prepare (or dont) their lesson on daily bases in the classroom.

Description Agree Disagree Indifferent Total

39 59 2 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=+ +

= 0.96 + 19.77 + 29.45

= 50.18

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)


df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 50.18

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 20

Question no. 20

Do the teachers behave towards their students positively?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
behave (or dont) towards their students positively.

Description Agree Disagree Indifferent Total

35 59 6 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.08 + 19.77 + 22.40

= 42.97

df= (c-1) (r-1)


df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 42.97

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 21

Question no. 21

Do the teachers practise the moral values steadily (constantly)?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
practise (or dont) the moral values steadily (constantly).

Description Agree Disagree Indifferent Total

25 75 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 2.08 + 52.09 + 33.33


= 87.5

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 87.5

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 22

Question no. 22

Do the teachers teach their students ethics in the classroom?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
teach (or dont) their students ethics in the classroom.

Description Agree Disagree Indifferent Total

20 73 7 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +
=++

= 5.33 + 47.21 + 20.80

= 73.34

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 73.34

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 23

Question no. 23

Do you agree that your teachers are the role models to develop your personality?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers are
the role models to develop your personality or not.

Description Agree Disagree Indifferent Total

10 77 13 100

33.33 33.33 33.33 100

Formula: =
= + +

=+ + +

=++

= 16.33 + 57.21 + 12.40

= 85.94

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 85.94

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 24

Question no. 24

Do you agree that your teachers favour their students?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
favour (or dont favour) their students.

Description Agree Disagree Indifferent Total

39 49 12 100

33.33 33.33 33.33 100


Formula: =

= + +

=+ + +

=++

= 0.96 + 7.36 + 13.65

= 21.97

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 21.97

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 25

Question no. 25

Do you think that the teachers establish the equity and equality among their students?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
establish (0r dont establish) the equity and equality among their students.

Description Agree Disagree Indifferent Total


30 70 0 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.33 + 40.34 + 33.32

= 73.99

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 73.99

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 26

Question no. 26

Do the teachers help you in revising the lesson in case of missing from you unintentionally?

Null hypothesis:
There is no significant difference among the opinions of students that the teachers help
(0r dont help) you in revising the lesson in case of missing from you unintentionally.

Description Agree Disagree Indifferent Total

32 49 19 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.05 + 7.36 + 6.15

= 13.56

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 13.56

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TABLE 27

Question no. 27
Do you think that the teachers are well trained who are teaching you?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers are
well trained who are teaching you or not.

Description Agree Disagree Indifferent Total

33 49 18 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.00 + 7.36 + 7.05

= 14.4

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 14.41

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.
TABLE 28

Question no. 28

Do you agree that the teachers update their professional skills according to need of changing of
the world trends?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers
update (0r dont update) their professional skills according to need of changing of the world
trends.

Description Agree Disagree Indifferent Total

30 57 13 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.33 + 16.80 + 12.40

= 29.5

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991


Calculated value = 29.53Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 29

Question no. 29

Does the university provide different training programs and courses for teachers`
improvement?

Null hypothesis:

There is no significant difference among the opinions of students that the university
provide (or doesnt) different training programs and courses for teachers` improvement.

Description Agree Disagree Indifferent Total

0 91 9 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 33.32 + 99.78 + 17.75

= 150.85

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05


Table value = 5.991

Calculated value = 150.85Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 30

Question no. 30

Do you agree that the teachers` performance is looked after on daily bases by the higher
authority?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers`
performance is looked after (0r not) on daily bases by the higher authority?

Description Agree Disagree Indifferent Total

10 75 15 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 12.40 + 52.09 + 10.08

= 74.57

df= (c-1) (r-1)

df= (3-1) (2-1)

df= (2) (1)

df= 2
Level of significance = 0.05

Table value = 5.991

Calculated value = 74.57Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 31

Question no. 31

Do you think that the teachers have accountability their performance at the end of each
semester of the course in front of the supervisor?

Null hypothesis:

There is no significant difference among the opinions of students that the teachers have
(0r havent) accountability their performance at the end of each semester of the course in front
of the supervisor?

Description Agree Disagree Indifferent Total

15 69 16 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 10.08 + 38.17 + 9.01

= 57.26

df= (c-1) (r-1)

df= (3-1) (2-1)


df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 57.26Conclusion: Hence, it is proved that the calculated value is quietly
greater than its table value. Consequently, the null hypothesis is verily rejected and the
alternative hypothesis is clearly accepted.

TABLE 32

Question no. 32

Do you think that the good teachers are encouraged and promoted by the university?

Null hypothesis:

There is no significant difference among the opinions of students that the good teachers
are encouraged and promoted by the university or not.

Description Agree Disagree Indifferent Total

29 56 15 100

33.33 33.33 33.33 100

Formula: =

= + +

=+ + +

=++

= 0.56 + 15.41 + 10.08

= 26.05

df= (c-1) (r-1)


df= (3-1) (2-1)

df= (2) (1)

df= 2

Level of significance = 0.05

Table value = 5.991

Calculated value = 26.05

Conclusion: Hence, it is proved that the calculated value is quietly greater than its table value.
Consequently, the null hypothesis is verily rejected and the alternative hypothesis is clearly
accepted.

TESTING OF HYPOTHESES
In the current research, seven research hypotheses were formulated. On the basis of
hypotheses, the questionnaire was constructed by which the desired data was collected. After
testing of the questionnaire, all hypotheses are going to be tested below.

Hypothesis no.1
Weak teaching strategies of teachers affects the students in teaching-learning process

In the above hypothesis, five questions were constructed.

Question no. Calculated value Table value

01 9.13 5.991

02 25.99 5.991

03 33.72 5.991

04 87.49 5.991

05 15.01 5.991

Total N=171.34 N=29.955

Result:
Since the calculated value of the total questions of hypothesis no.1 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

Weak teaching strategies of teachers affects the students in teaching-learning process

HYPOTHESIS NO.2
Lack of usage of the instructional technology affects the teaching.

In the above hypothesis, five questions were constructed.

Question no. Calculated value Table value

01 66.49 5.991

02 102.86 5.991

03 87.49 5.991

04 20.61 5.991

05 19.33 5.991

Total N=296.76 N=29.955

Result:
Since the calculated value of the total questions of hypothesis no.2 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

Lack of usage of the instructional technology affects the teaching.

HYPOTHESIS NO.3
No diagnosing of the individual differences among students affects the teaching process.

In the above hypothesis, five questions were constructed.

Question no. Calculated value Table value

01 38.89 5.991

02 12.13 5.991

03 60.14 5.991

04 75.13 5.991

05 73.99 5.991
Total N=260.28 N=29.955

Result:
Since the calculated value of the total questions of hypothesis no.3 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

No diagnosing of the individual differences among students affects the teaching process.

HYPOTHESIS NO.4
Lack of knowledge or command over the subject affects the teaching process.

In the above hypothesis, four questions were constructed.

Question no. Calculated value Table value

01 19.33 5.991

02 13.61 5.991
03 65.66 5.991

04 50.18 5.991

Total N=148.78 N=23.964

Result:
Since the calculated value of the total questions of hypothesis no.4 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

Lack of knowledge or command over the subject affects the teaching process.

HYPOTHESIS NO.5
Teachers` behaviour can be the cause of ineffective he teaching process.

In the above hypothesis, seven questions were constructed.


Question no. Calculated value Table value

01 42.97 5.991

02 87.5 5.991

03 73.34 5.991

04 85.94 5.991

05 21.97 5.991

06 73.99 5.991

07 13.56 5.991

Total N=399.27 N=41.937

Result:
Since the calculated value of the total questions of hypothesis no.5 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

Teachers` behaviour can be the cause of ineffective he teaching process.


HYPOTHESIS NO.6
Untrained teachers affect the effective teaching process.

In the above hypothesis, three questions were constructed.

Question no. Calculated value Table value

01 14.41 5.991

02 29.53 5.991

03 150.85 5.991

Total N=194.79 N=17.973

Result:
Since the calculated value of the total questions of hypothesis no.6 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

Untrained teachers affect the effective teaching process.


HYPOTHESIS NO.7
No proper accountability of teachers influence the teaching process.

In the above hypothesis, three questions were constructed.

Question no. Calculated value Table value

01 74.57 5.991

02 57.26 5.991

03 26.05 5.991

Total N=157.88 N=17.973

Result:
Since the calculated value of the total questions of hypothesis no.7 is quietly greater
than its table value. Therefore, the research hypothesis is truly approved and it is concluded
that:

No proper accountability of teachers influence the teaching process.


CHAPTER V
SUMMAREY, CONCLUSION
&
RECOMMENDATIONS
CHAPTER V SUMMARY, CONCLUSION & RECOMMENDATIONS

SUMMARY

Chapter 1 includes the introduction to the research problem, statement, need and importance,
scope, justification, objectives of the study, hypotheses and explanation to the keywords of the
problem.

Briefly, it is a historical background of teacher`s role in the teaching at the university.


Especially, in the scenario of the classroom, how a teacher effects the teaching process. It has
been discussed openly the Islamic perspective and the position of the teacher in 21st century as
well.

Chapter 2 includes the review of the related literature of the problem, the characteristics of a
teacher as a guide, professional devotion, importance of a teacher in the Islamic perspective,
Muslim thinkers and non Muslim thinkers, role of a teacher as the most vital single factor of
education, the backbone of the society and the nation-builder, besides it, duties,
responsibilities, professional qualities / teaching as a profession, role of effective teacher in the
classroom, attitudes of teachers towards teaching, techniques of teaching, the causes of
ineffective performance of teachers in detail in the light of past researches.
Chapter 3 includes the research methodology that consists of definition of research,
educational research, classification of research, survey method, steps of research,
questionnaire and its types, principles, population and its types, sampling and its types, plan for
data analysis and lastly chi- square and testing hypotheses at all.

The researcher has preferably selected simple random sampling of sampling types and
close questionnaire form of questionnaire forms for data collection. The chi- square statistical
method has been applied for measurement of gained data.

Chapter 4 includes the chi- square method by which the researcher has analysed the data. All
the constructed questions have been interpreted by the application of chi-square and provided
conclusions for each. Ultimately, all the alternative hypotheses have been tested through the
chi-square and the calculated value is found greater than its table value and Alhamdulillah all
research hypotheses have consequently approved and the null hypotheses have rejected.

Chapter 5 includes summaries of all chapters, findings of chi-square, recommendations,


conclusion, area for further research and references.

FINDINGS

In Q.1 the calculated value is 9.13 which is greater than the table value i-e; 5.991 at 0.05 level of
significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not motivate their students
towards learning before starting the lesson in the classroom.

In Q.2 the calculated value is 25.99 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Therefore, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not use to teach their students in
various teaching styles.

In Q.3 the calculated value is 33.72 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not provide their students
opportunities to ask relevant questions after delivery the lesson.
In Q.4 the calculated value is 87.49 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the students do not satisfy thoroughly with
current teaching-learning process performed by their teachers.

In Q.5 the calculated value is 15.01 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not provide opportunities to
students to involve in group discussion for effective interaction with each other.

In Q.6 the calculated value is 66.49 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the instructional technologies are not provided
to teachers in the classroom.

In Q.7 the calculated value is 102.86 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the instructional technology such as computer,
projector, audio-visual aids etc. is helpful for effective teaching-learning process.

In Q.8 the calculated value is 87.49 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not facilitate their students with
adequate instructional technology for effective teaching-learning.

In Q.9 the calculated value is 20.61 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not facilitate their students using
instructional technology regarding their needs and interest.

In Q.10 the calculated value is 19.33 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the instructional technology is necessary and
indispensable for effective teaching-learning in modern age.

In Q.11 the calculated value is 38.89 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not have ability to identify the
individual differences of students in the classroom.
In Q.12 the calculated value is 12.13 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not assess students`
performances during teaching in the classroom.

In Q.13 the calculated value is 60.14 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not take care about the multi-
cultural values of students in the classroom.

In Q.14 the calculated value is 75.13 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not concentrate especially weak
and slow learners in order to solve their problems in the classroom.

In Q.15 the calculated value is 73.99 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not give a proper adjustment to
the slow learners with learning environment.

In Q.16 the calculated value is 19.33 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not have command over their
subjects.

In Q.17 the calculated value is 13.61 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not communicate their subject
information to the students satisfactorily.

In Q.18 the calculated value is 65.66 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not provide subject information
through activity based method.

In Q.19 the calculated value is 50.18 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not prepare lesson on daily bases
in the classroom.
In Q.20 the calculated value is 42.97 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not behave towards their
students positively.

In Q.21 the calculated value is 87.5 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not practise the moral values
steadily.

In Q.22 the calculated value is 73.34 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not teach the students ethical
values in the classroom.

In Q.23 the calculated value is 85.94 which is greater than the table value i-e; 5.991 at 0.05
level of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers are not the role models to develop
the personality of students.

In Q.24 the calculated value is 21.97 which is greater than the table value i-e; 5.991 at 0.05
level of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers favour the students.

In Q.25 the calculated value is 73.99 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not establish the equity and
equality among their students.

In Q.26 The calculated value is 13.56 which is greater than the table value i-e; 5.991 at 0.05
level of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not help their students in
revising the lesson if missed by the student unintentionally.

In Q.27 the calculated value is 14.41 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers are not well trained.

In Q.28 the calculated value is 29.53 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not update their professional
skills according to need of changing of world trends.

In Q.29 the calculated value is 150.85 which is greater than the table value i-e; 5.991 at 0.05
level of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the University does not provide different training
programs and courses etc. for teachers` improvement.

In Q.30 the calculated value is 74.57 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers` performance is not looked after on
daily bases by the higher authority.

In Q.31 the calculated value is 57.26 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and df (degree of freedom) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the teachers do not have accountability of their
performances at the end of semester in front of the higher authority of the university.

In Q.32 the calculated value is 26.05 which is greater than the table value i-e; 5.991 at 0.05 level
of significance and FD (freedom of degree) is at 2. Consequently, the research hypothesis is
scientifically accepted and it is concluded that the good teachers are not encouraged and
promoted by the higher authority of university.

RECOMMENDATIONS
Teachers of university must be sincere to their profession.
Teachers` behaviour and attitudes must be positive and humble towards their
students.
Teachers must teach their students in multi and modern teaching methods and
strategies.
Teachers must use the instructional technology to teach for effective teaching.
The university must provide teachers` training programs, different workshops,
seminars etc. for the improvement of teachers.
Teachers must be accounted by the administration.
The curriculum of University must be updated and flexible regarding the need of
situation.
Teachers must care of individual differences and multi-cultural values of
students.
Teachers must know the students` psychology.
The administration of university must encourage and promote their good
teachers in order to enhance their enthusiasm towards effective teaching
process.
Teachers must guide and consult with their students related to their educational
problems.

CONCLUSION
The present research has no boundary in its scope because of knowledge does not have
an ultimate direction and space in its essence. The human mind is complex to understand and
perceive thoroughly, therefore, no research has certainty to be carried out completely by the
researcher. However, this study concludes that teacher also has a unique, and pivot role in
education. The former researchers and this study conclude thoroughly that teachers must be
sincere, truthful and honest towards their teaching profession. It is extremely necessary for
teachers to justify them as sincere so that they can build their students` personalities to the
right direction.

In perspective of students of university, teachers are not role models nor well trained. It
affects the teaching learning process extremely. Well trained teachers are a great need for
effective teaching learning process. The dynamic teaching skills and strategies must be found
in effective teaching. Teachers have a great responsibility towards their students to guide them
with right directions so that they could be able to survive and stabilize their lives and obtain
their desired goals. The effective teaching is a guarantee of a bright and success future for
students and teachers must have knowledge of students` psychology which is a prominent part
of teaching. Language skills, skills of communication, Positive teachers` behaviour towards
students, having abstract thinking, command over the relevant subject, diagnosing the
individual differences of students, adequate usage of instructional technology such as the
computer, projector, multimedia etc. in the classroom, group discussions and questioning
,teacher-student positive relation, evaluation and assessment of performance and achievement
of ultimate goals ,positive attitudes and beliefs of teachers, unbiasedness of teachers towards
students and accountability of teachers are the indispensable factors which make teaching-
learning most effective and strong .
At the end, I (researcher) would adore to say that the effective teaching is a great art
and science as well that builds and develops a sense of being in the both worlds as a nation,
country, civilised society and mankind. It makes us unique among all the people. The credit of
the effective teaching entirely goes to the respected teachers on them the success depends.

ARE FOR FURTHER RESEARCH


The problem that has been studied, has an infinite boundary for further study. Verily, no
any study can be ultimately completed because of human nature and mind is the very complex
to understand entirely, plenty researches have been done in the past and still this process is
going on without knowing where it will stop. This problem requires further researches but this
studied problem is likely to be sufficient within the given time for. Many problems and
obstacles occurred in the process of this research such as:

Lack of time.
Lack of resources.
Lack of support.
Lack of encouragement.
The data can also be collected through interview method. Due to lack of time, but the sample
can also be drawn from more students and also teachers to compare the relation between
variables so that the result can be achieved more valid and reliable. (researcher)

References

Agarwal, L.P. (2005). Modern Educational Research. New Delhi-India: Dominant Publishers and Distributors. P.224-
25.
Agarwal, L.P. (2005). Modern Educational Research. New Delhi-India: Dominant Publishers and Distributors. P.25.
Al- Quran, 2: 31
Al- Quran, 92: 1-5
Al-Qur`an, 35:28
Al-Qur`an, 39:9
Al-Qur`an, 58:11
Best, J.W. (1970). Research in Education. (Second edition). New Delhi: Begal, N.J. Printce Hall. P.3.

Best, J.W. (1994). Research in education. Lahore: publisher Saleem. P .5.


Cullingford, C. (2010). The art of teaching. London And New York: Routledge Taylor & Francis Group.
Cullingford, C. (2010). The art of teaching. London And New York: Routledge Taylor & Francis Group. P.71-73

Good, C.v. (1954). Essential of education methodology and design. New York: Mc Graw-Hill Book Co.
Good, C.V. (1973). Essential of Educational Research Methodology Design. New York: Mc Graw-Hill Book Co. p.266.
Lokanadah, G.R. (1990). Role performance of continuing education workers.
Manoharan, P.K. (2009). Research Methodology. New Delhi: APH publishing corporation. P.3. Manoharan, P.K.
(2009). Research Methodology. New Delhi: APH publishing corporation. P.3.
Pollack, M.S. & Miller, D.S. (1990). Teachers, Schools and society.
Robyn, S.E., & Ground, S.W. (2002). Teaching challenges and Dilemmas. London: Roise Le Cornu.
www.latintimes.com
Sikula, J. (1996). Handbook of research teacher education (second edition). New York: Virginia Richardson,
University of Arizona.
Sikula, J. (1996). Handbook of research teacher education (second edition). New York: Virginia Richardson,
University of Arizona

Sikula, J. (1996). Handbook of research teacher education (second edition). New York: Virginia Richardson,
University of Arizona.
Sikula, J. (1996). Handbook of research teacher education (second edition). New York: Virginia Richardson,
University of Arizona

Tirmizi (Book of Hadith), Hadith no.2825

Tirmizi (Book of Hadith), Hadith no.2826. Look at also: Musnad-e- Ahmed, H.no.3641 & Ibn -e- Maja, H.no. 223.
www.topislamic.com
www.brainyquote.com
www.brainyquote.com
www.ibtimes.com
www.quotegarden.com
www.Ibnekhaldunquotes.com

APPENDICES

Questionnaire

Dear Students

Name: (optional)

Gender:

Class:
Department:

I am the student of Department of Education, University of Karachi, Karachi, and presently doing a
research project on To study the role of teacher in the effective teaching at University of Karachi . This
research project is a part of partial fulfilment of master`s degree. I request you kindly to fill my questionnaire
on mandatory and assure you that the data generated shall be kept confidential.

Sign:

Directions: Please tick your opinion in the box.

A = Agree, D = Disagree I = Indifferent.

S.NO QUESTIONS A D I

TEACHING STRATEGIES

1 Do teachers motivate the students towards learning before starting the


lesson in the class?

2 Do the teachers use to teach the students in various teaching Styles?

3 Do the teachers provide opportunities to students to ask relevant


questions after delivery of lesson?

4 Do the students thoroughly get satisfaction with current teaching learning


process performed by teachers?

5 Do the teachers provide opportunities to the students to involve in group


discussion for effective interaction among students?

USE OF INSTRUCTIONAL TECHNOLOGY

6 Is the instructional technology provided to teachers in the class?

7 Is instructional technology such as computer, projector, multimedia,


audio-visual aids helpful for teaching learning process?

8 Do teachers facilitate students with adequate instructional technology for


effective teaching learning process in the class?

9 Do teachers facilitate students with instructional technology regarding


their need and interest?

10 Is instructional technology necessary and pivot for effective teaching


learning process in modern age?

INDIVIDUAL DIFFERENCES

11 Do the teachers have ability to identify individual differences of students


in the class?

12 Do the teachers assess students strengths and weaknesses during


teaching learning process?

13 Do the teachers take care about multicultural values of the students in


the class?

14 Do the teachers concentrate especially weak and slow learners in the


class in order to solve their problems?

15 Do the teachers give a proper adjustment to slow learners with learning


environment?

TEACHER`S COMMAND OVER HIS SUBJECT

16 Do the teachers have command over their subject?

17 Do the teachers communicate their subject information to students


satisfactorily?

18 Do the teachers provide subject information to students in activity based


way?

19 Do the teachers prepare lesson on daily-bases in the classroom?

TEACHER`S BEHAVIOR

20 Do the teachers behave toward students positively?

21 Do the teachers practise moral values steadily?

22 Do the teachers teach their students ethical values in the class?

23 Do you agree that your teachers are role model?

24 Do you think that the teachers favour the students?


25 Do you think that the teachers establish the equity and equality among
students?

26 Do the teachers help you in revising the lesson in case of missing lesson
unexpectedly?

TEACHER`S TRAINING

27 Do you think that the teachers are well trained who are teaching you?

28 Do you agree that the teachers update their professional skills according
to need of changing world trends?

29 Does the University provide various teachers training programs, courses


etc. for teachers improvement?

TEACHER`S ACCOUNTABILITY

30 Do you agree that teacher`s performance is looked after at all on daily-


bases?

31 Do you think that teacher has accountability about his performances in


front of higher authority?

32 Do you agree that good teachers are encouraged and promoted by the
higher authority?

Thank you for your cooperation

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