UMT Education Review https://journals.umt.edu.pk/index.php/uer <p style="text-align: justify;">UMT Education Review is an open-access, double-blind peer-reviewed International journal published biannually by the Department of Education, University of Management and Technology. UER has a broad focus related to education development and change, especially occurring in the 21st century in the developing world.</p> Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore, Pakistan en-US UMT Education Review 2616-9738 <div class="panel panel-default copyright"> <div class="panel-body"><a href="https://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;"><em>UER </em>follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a>&nbsp;(<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.</p> <p>Copyright (c) The Authors</p> </div> </div> TVET Trainers Understanding of Engaging Instruction: Supportive Learning Environment for Work Integrated Learning https://journals.umt.edu.pk/index.php/uer/article/view/1928 <p style="text-align: justify;">The purpose of this study is to explore TVET trainers’ understanding of engaging instruction with relevance to ensuring a supportive learning environment that could lead to effective work-integrated learning. Participants’ engagement in the training process that wholly prepares them for real-life work scenarios is always a challenging task for trainers. The existing gaps in theory and practice highlight the significance of the research study. Both the trainees and the trainers are usually not content with the learning environment and the final training outcomes to match their work requirements. This research identifies the trainer’s understanding of engaging instruction under three main themes: supportive learning environment, work-integrated learning, and expected competencies of trainers. Purposive sampling was used to collect data from 21 TVET trainers. All participants are actively working in TVET institutes. The qualitative data analysis technique is applied as a data collection strategy to explore participants' views, opinions, practices, challenges, preferences, and lived experiences. The data analysis revealed that most trainers believe training participants require a conducive environment to enrich their learning experiences. Most participants have also emphasised achieving the work-integrated learning outcomes by applying the KSA (Knowledge, Skills and Attitude) approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on appropriate training strategies. &nbsp;</p> <p style="text-align: justify;"><strong>Keywords</strong>: <span class="tagit-label">Supportive learning environment, work-integrated learning, engaging instructions; trainers’ competencies, TVET</span></p> Gouhar Pirzada Copyright (c) 2022 UMT Education Review 2022-06-21 2022-06-21 5 1 1 27 10.32350/uer.51.01 Managing Assessments for Supporting Progressed Learners in Vhembe District, Limpopo, South Africa https://journals.umt.edu.pk/index.php/uer/article/view/1906 <p style="text-align: justify;">Assessment has been a significant component of teaching and learning process. However, it is very important to know that how assessment is being managed, as it is capable of contributing to both, the success or the failure of learners. Meanwhile, management of assessment becomes more crucial in the case of the “qualified to be progressed” (QP) learners. Hence, the current study investigates that how assessment of QP learners are managed by using 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Respondents are the teachers and participants from School Management Team (SMT) who were randomly and conveniently selected, respectively. Mixed-methods was employed for this particular study and data was collected through the use of two important tools, 1) questionnaire filled by 165 selected teachers, and 2) interviews conducted with 10 SMTs. The analyzed data were coded into themes. The findings of the study showed that the assessment of QP learners was managed at all grades through the utilization of examination timetables.&nbsp; Besides, the question papers of previous examinations were also taken in as a part of the preparation for forth coming examinations. While, the current research found that homework timetables and moderation of peer assessment tasks were not properly assessed and practiced. Hence, the current study recommends that the need for the exploration of the use of moderation of peer assessment tasks, and homework timetables.</p> <p><strong><em>Keywords:&nbsp;</em></strong>assessment management, Limpopo, qualified progressed (QP) learners, South Africa</p> Fhulufhelo Patrick Muedi Azwidohwi Philip Kutame Thelma Z Ngidi Chinaza Uleanya Copyright (c) 2022 UMT Education Review 2022-06-21 2022-06-21 5 1 28 54 10.32350/uer.51.02 Exploring the Relationship between Students’ Epistemological Beliefs about Science and their Approaches to Learning Science https://journals.umt.edu.pk/index.php/uer/article/view/2419 <p style="text-align: justify;">Students’ approaches to the learning process, their learning style, cognitive style, learning preferences, and beliefs about knowledge had been the main focus of empirical research for many years. A quantitative survey was carried out to explore their epistemological beliefs about science and their learning approaches towards science. Moreover, the correlation between these two variables at secondary level science classroom in Chitral, Pakistan was determined. The population of the current study consisted of 59293 students from both genders studying in various public sector schools in Chitral district.&nbsp; Secondary school science students served as the population for this research, while 379 students were randomly selected as sample. Approaches to Learning Questionnaire (ALQ) and Students Epistemic Beliefs (SEB) questionnaire were adapted and administered for data collection. The findings showed that students employed both surface and deep approaches for science learning at secondary level. Similarly, they possessed mixed epistemological beliefs. Significant correlation was also found between some categories of students’ epistemological beliefs and learning approaches. The current study also discussed the implications of the above findings for teaching and learning activities in the classroom, teacher education institutions, and other stakeholders. Specific recommendations with regards to the nature and assessment of learning were also proposed for classroom practices.</p> <p><strong><em>Keywords:&nbsp;</em></strong>deep learning, epistemological beliefs, learning approaches, surface learning</p> Zulfiqar Ali Shah Farkhunda Rasheed Choudhary Copyright (c) 2022 UMT Education Review 2022-06-21 2022-06-21 5 1 55 80 10.32350/uer.51.03 Selecting, Speaking and Saving: Applying Vocabulary Self-Collection Strategy in ESL Classroom at Intermediate Level at NUML https://journals.umt.edu.pk/index.php/uer/article/view/1602 <p style="text-align: justify;">This particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS.&nbsp; Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class.</p> <p><strong><em>Keywords:&nbsp;</em></strong>active, vocabulary, vocabulary self-collection strategy, VSS</p> <p>&nbsp;</p> Tahira Sameen Amina Ayaz Copyright (c) 2022 UMT Education Review 2022-06-21 2022-06-21 5 1 81 102 10.32350/uer.51.04 Parents’ Knowledge and Practices Regarding Stress Management in School Children of District Rawalpindi, Pakistan https://journals.umt.edu.pk/index.php/uer/article/view/2522 <p style="text-align: justify;">This study aimed to measure the knowledge of parents and identified their practices regarding stress management in their school going children. A cross-sectional descriptive study was carried out in District Rawalpindi, Pakistan using an online questionnaire. The population size consisted of all the parents of school going children in District Rawalpindi. The collected data were analyzed through SPSS software by applying t-test and one-way ANOVA. The difference between parents’ knowledge about stress and their stress management strategies was evaluated on the basis of demographic variables. The current study calculated a higher percentage (57.3%) of parents’ scores on the overall knowledge scale, although more than half of the parents ­ exhibited poor knowledge on two subscales, that is, stress (52.4%) and stress management strategies (61.2%). The scores of older parents were significantly higher than the younger ones. Good nutrition, proper meals, and proper rest were identified as the most commonly practiced stress management strategies. It was determined that opposite genders and different age groups were practicing similar strategies, with no statistically significant difference in scores on the practices of stress management scale. Lack of proper knowledge and wrong practices indulged in by a large number of parents highlight the need for awareness campaigns to improve parents’ knowledge regarding stress and management practices in their children.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> parents’ knowledge, Pakistan, school children, stress management</p> Afshan Rani Sehar Rashid Mudassir Anwar Copyright (c) 2022 UMT Education Review 2022-06-21 2022-06-21 5 1 103 121 10.32350/uer.51.05