UMT Education Review

Role of Teachers in Cultivating Global Citizens through Peace Education: Perceptions of Secondary School Students in Lahore

2025-04-25T06:59:17+00:00

This research investigates the challenges and opportunities associated with peace education in Pakistan. It aims to examine the role of teachers in promoting peace education and establishing support systems for pupils to enable them to cultivate a positive perception of peace education. Keeping in view the existing literature, this research is the first of its kind to explore the role of teachers in promoting peace education in Pakistani pupils. For this purpose, a quantitative research method was employed and data was collected from private high schools in Lahore. The data collection tool was administered to 389 students from the secondary section (Classes 9 and 10) of these schools. The number of responses discarded was eighty (80). They were discarded due to errors in submission forms, such as incomplete forms, checking multiple items instead of one, and overwriting. The remaining 309 responses were considered valid and pupils’ views on "Teachers' Role in Peace Education" (TRPE) and "Pupils' Perception of Peace Education" (PPPE) were explored. The data were analyzed using SPSS 27.0. Regression analysis revealed a positive relationship between TRPE and PPPE. The findings support the existing literature on teachers' role in promoting peace education and how teachers may help pupils open themselves to peace-building ideas through their pedagogical practices. This research also supports the idea of training teachers to integrate peace education aspects in their pedagogical philosophy and practices.

School System and Student Performance: Examining Science and Mathematics Achievement in Pakistan

2025-04-25T06:59:18+00:00

Public and private school systems are the two largest providers of formal school education in Pakistan, differing significantly in their governance, resources, and practices. While previous studies showed differences in Student Learning Outcomes (SLOs), often favouring private schools, these comparisons remained largely descriptive. This paper compares elementary grade students’ performance in mathematics and science between public and private schools in Pakistan, accounting for factors such as grade level and geographical region. A cross-sectional survey was conducted with 15,391 students from grades 5, 6, and 8, selected through a multistage sampling technique from a total of 153 public and private schools across 06 regions of Pakistan. Valid and reliable Science Achievement Tests (SATs) and Mathematics Achievement Tests ( MATs) were directly administered to students. The results revealed that students in private schools demonstrated comparatively better understanding of both scientific and mathematical concepts than their counterparts in public schools. Of particular importance, regardless of the subject, the type of school system also predicted SLOs even after controlling for grade level and region. These findings contribute to the debate on comparative school performance in the context of developing countries, specifically in Pakistan. The study calls for targeted interventions to improve science and mathematics achievement in public schools and provides recommendations for policy, practice, and future research.

Stereotype Behaviors and Adaptive Social Skills in Children with Autism Spectrum Disorder: Parental and Professional Perspective

2025-04-25T06:59:20+00:00

Children with autism spectrum disorder (ASD) show restricted and repetitive behaviors persistently, including sterotype behaviors. Stereotypic behaviors include irregular pattern movements (repetitive jumping, body spinning, hand flapping, and vigorous finger movement) and uncontrolled talking (vocal steaming/hamming). These problems create great hurdles for children in developing adaptive social skills and learning engagement, thus making them isolated. By using the qualitative method, the study aimed to explore the viewpoints of Pakistani parents and professionals regarding stereotypic behavior and its effects on adaptive social skills among children with ASD. Six participants (three parents and three teachers of children with ASD) were selected by using purposive sampling to explore their experiences about stereotype behaviors closely associated with ASD children. Semi-structured interviews were conducted and recorded through online meetings (by using Zoom Meet and Google Meet) and face-to-face meetings.The meeting duration was 35-60 minutes depending on the availability of the participants. Reflexive thematic analysis was used to identify key themes and sub-theme trends in order to explore the parents' and teachers' perspectives. The findings of this study indicated that the stereotypic behaviors among ASD children displayed negative effects causing problems in social contexts. Moreover, these children were found to have deficits in learning participation, and difficulties in social etiquette, leaving them isolated. The findings also indicated that stereotypical behaviors required target intervention and community awareness about the rights of ASD children. The results showed that stereotypical behaviors stem from sensory needs which should be fulfilled accordingly using sensory-based interventions that may be helpful in engaging and developing attentive behavior of such children in various social contexts. Further research should be conducted with mixed-method approach to provide targeted intervention that may help decrease stereotypical behaviors. Additionally, a larger sample size in qualitative studies is advised to reach saturation effectively.

Leadership Style and Job Satisfaction: Comparative Study in Public and Private School Teachers at Secondary Level in Mfoundi Division, Cameroon

2025-04-25T06:59:22+00:00

This study aims to ascertain whether discrepancies exist in job satisfaction levels based on the leadership style of public and private secondary school head-teachers, within a social context influenced by country risk. If such differences exist, this study seeks to pinpoint their origins. This research uses two instruments previously developed for large-scale surveys on leadership style CELID (Castro and al., 2004) and job satisfaction S2/26 (Dominguez and al., 2016). For the purpose of this study, two questionnaires were designed: the CELID questionnaire, comprising 32 items and 3 options, and the S2/26 questionnaire, which includes 24 items and 2 options. A sample of 195 teachers was selected for the study, out of a population size of 902 teachers and an effective population of 656 public and private school teachers. The findings of the study indicate the presence of disparities in the levels of job satisfaction among teaching professionals in private and public schools. This divergence can be attributed to the intrinsic or extrinsic motivational choices originating in a situational leadership style, in particular the employee variant, which is prevalent in both the public and private sectors. This leadership style is characterised by an emphasis on achieving organisational goals within the context of school activities. The predominant leadership factors contributing to these variations are predictors such as transformation, transaction and laissez-faire, which serve to reinforce the institutional and social interaction between secondary school heads and teachers.

A Human-Centered Design Framework for Intuitive Mobile AR in Medical Learning

2025-04-25T06:59:23+00:00

Recent technological advancements have revolutionized the way individuals experience their surroundings. Emerging research has investigated the potential of utilizing Augmented Reality (AR) to enhance user experiences. This study examined the use of augmented reality applications to augment students' intrinsic learning motivation. The research analyzed various factors influencing how augmented reality applications contribute to students' intrinsic motivation. The study focused on the field of medicine, and the participants were medical students who participated in various surveys. Statistical t-tests were employed to compare the mean values of different learning methodologies. The statistical results showed the value of p=0.000, indicating that the results of this research are generalizable. The results showed an overall intrinsic motivation difference of 5.8 for augmented reality learning compared to text-based learning across competence, enjoyment, control, effort, value, and tension. These indicate statistically significant differences between the two learning methods. Finally, the study validated that the intrinsic motivation of medical students' learning experience through augmented reality is higher than that of text-based learning.