|JOURNAL OF EDUCATION |
JOURNAL OF EDUCATION AND SOCIOLOGY (JES)
ISSN: 2078-032X | Next issue: February 28, 2014
The Journal of Education and Sociology is published two times per year in February and October. Journal publishes original papers in education and sociology in general, but giving a preference to those in the areas of education and sociology represented by the editorial board. All submitted papers are considered subject to the undersanding that they have not been published and are not being considered for publication elsewhere. To be publishable, papers must treat new research, be well written, and be of interest to a significant segment of the science community. There is no publication fee. But, subscribe to receive 1 print copy (see example) of the journal is compulsory for authors. Please, see Print Subscription Price List for 2014.
|September, 2010 | Vol. 1. No 2.|
1. Azhar Mahmood, M. Nasir Khan
Moral development in mystical Islamic education in Indo-Pak subcontinent: Sufism
Abstract: This is the age of science and technology. Human identities and characteristics are converted into machines of consumption, feeding the desires of our bodies, but always to the detriment of the true desires of our souls. This has led us to a ‘moral and spiritual void’, resulting in a state of human disequilibrium. Islamic Sufism is a complete system of education where the process of teaching and learning is always in moral perspectives. Objectives of the study were to analyze the place of moral development in the objectives and contents of Education in the Sufic System of Education in the Indo-Pak Sub-Continent. The study was helpful to different stake holders like Religious Scholars, Educationists to understand the place and importance of moral development in the objectives and contents of education in the Sufic system of education in the Indo-Pak Sub-Continent. The study was also helpful for educational administrators to revise the objectives of their institutions to promote moral development in students. The study was of great importance for curriculum developers to re-construct their curriculum objectives and contents. The study was aimed to provide a guideline to research scholars to work on new line in educational research and study about moral enhancement in the sufic schools of thoughts. The study was delimited to analyze the moral development in view of one sufi saint, Sultan Bahoo who was a renowned sufi of Qadri order in Pakistan. The research was historical and descriptive in nature. The data was collected from primary and secondary resources. The instrument used by researcher was personal visits, thorough study and reading of source material.
Keywords: Moral, Spiritual, Disequilibrium, Sufi orders, Sufism.
Cite this article:
A. Mahmood, M. Nasir Khan. Moral development in mystical Islamic education in Indo-Pak subcontinent: Sufism. Journal of Education and Sociology 2010; 1(2), 4-7.
2. Igwilo Malachy, A.O. Adigun
Epistemological issues in research
Abstract: All research has an epistemological presupposition. This epistemological presupposition lies in the fact that research being a system of discovery answers the epistemological question: is knowledge possible? Research offers new explanation for what is hitherto hidden or offers new perspective on things already known. This paper using the tool of critical analysis will show that research essentially answers the sceptical question that has suggested over the centuries that indubitable knowledge is not possible. The paper will do this first by tracing the fundamental epistemological understanding of knowledge which is what research is about. Secondly the paper will show that researches that offer concrete solutions to concrete problems consoles humanity by suggesting that some knowledge, albeit tentative, is possible and useful to humanity.
Keywords: epistemological presupposition, knowledge, research, humanity.
Cite this article:
I. Malachy, A.O. Adigun. Epistemological issues in research. Journal of Education and Sociology 2010; 1(2), 8-10.
Abstract: This study reports the results of an empirical investigation carried out by the author on 200 Egyptian University students enrolled in the department of English, Faculty of education, Minufiya University. They were divided into two groups according to their academic status: 1) Beginners (N=100); and 2) Advanced learners (N=100). It attempts answer three interrelated questions: 1) to what extent does the advanced students’ performance in listening tasks differ from that of the beginning students before and after training?; 2) how can two types of training (intensive listening vs. improving learners’ linguistic skills) affect L2 learners’ listening comprehension skill?, and 3) what does students’ performance, before and after the training, tell us about their abilities to transfer? The instruments used are (1) pre-test; (2) classroom instruction sessions; (3) post-test, and (4) interviews. The data analysis has a quantitative and a qualitative, interpretative part. Results are obtained and discussed, and pedagogical applications are suggested. In addition, the present study reviews the literature on three major issues, pertinent to the topic of this research: 1) listening comprehension; its importance and role in second language acquisition; its specific nature as a skill, and the relationship between language comprehension and short- term memory; 2) cognitive psychology domain. The focus is on mental processing; the information- processing system; attention phenomenon; its nature; its models; the functions of the attentional system; automatic and control processing, and habituation. Finally, 3) transfer of training issue will be reviewed. The focus is on its nature and value; how it can take place and under what conditions and, finally, its major categories (1. Content-to-content transfer; 2) skills-to-skills transfer; 3) content-to-skills transfer, and 4) skills-to-content transfer).
Keywords: Beginners and advanced learners, L2 learners’, training, LC Skill.
Cite this article:
Hosney M. El-daly. On the concept of “consciousness” in L2 acquisition research focus on transfer of training in LC Skill. Journal of Education and Sociology 2010; 1(2), 11-35.
4. Muhammad Akhlaq, Mukhtar Ahmad Chudhary, Samina Malik, Saeed-ul-Hassan Chishti, Khalid Mehmood Ch.
An experimental study to assess the motivational techniques used by teachers in the teaching of chemistry
Abstract: The purpose of the study was to enquire the effects of motivational techniques used by teacher on students’ learning in the subject of chemistry at B.SC level. The objectives of the study were: 1) to identify the motivational techniques used during the teaching of chemistry, 2) to investigate the effectiveness of traditional method of teaching and selective motivational techniques on the learning achievements of students, and 3) to compare the degree of effectiveness of teaching with motivational techniques and through traditional method on learning achievements of students in the subject of chemistry. The motivational techniques used during instruction were arousing interest, competition, curiosity, feedback and reward. For arousing interest varieties of teaching methods such as presentation, group work and audiovisual aids like overhead projector transparencies and models were applied. Quiz
activities were used for competition in groups. Curiosity as a motivational technique was used by means of project activity assigned to the groups and a core question about the relevant topic was displayed before the class at the
beginning of the lesson presentation regularly. The findings showed that the difference between the two means were significant. It means that the experimental group performed better. Hence the hypothesis: “there is no statistically
significant difference in the learning achievements of students of control and experimental groups in terms of mean score gains on post test were rejected. Following were the major conclusions of the study. 1) Learning achievements of control group after teaching by traditional method were also improved but average performance was less than experimental group. 2) Learning achievements of experimental group after using motivational techniques in post-test were better than pre test. 3) The students of experimental group who were taught with the help of motivational techniques performed better than the students of control group who were taught by using traditional method. On the basis of findings and conclusions following recommendations were made; A variety of instructional methods may be used in order to arouse interest of the students in chemistry. Well-prepared demonstrations may be used by the chemistry teachers and students’ involvement may be ensured in demonstration activities. Group work activities may be arranged by the teachers to enhance the potential of students in the subject of Chemistry/Science. To create interest and to gain better results of the students various A.V aids may be used.
Keywords: motivational techniques, teaching and learning of chemistry, learning achievements, students.
Cite this article:
M. Akhlaq, Mukhtar A. Chudhary, S. Malik, Saeed-ul-Hassan Chishti, K. Mehmood Ch. An experimental study to assess the motivational techniques used by teachers in the teaching of chemistry. Journal of Education and Sociology 2010; 1(2), 36-52.
5. Tayyab Alam, Nazima Ellahi, Maqsud Alam Bukhari, Neelofur Jamil
Female education and economic performance a time series analysis for Pakistan
Abstract: Along with all other factors that affect economic growth, a very important component of human capital is female education which affects economic growth positively. In the case of developing world this element is not taken into considerations. Gender based discrimination in education is observed in case of Pakistan as well. This empirical study used annual time series data set over the period 1980 to 2009 and applied unit root and Ordinary Least Square (OLS) estimation techniques to find the contribution of female education for economic performance in Pakistan. This study recommends a need that females workforce be provided with better education facilities, strong infrastructure and organizational opportunities. Furthermore new ways must be introduced and encouraged to increase investment in female education to arrive at high social returns.
Keywords: female education, economic performance, discrimination in education.
Cite this article:
T. Alam, N. Ellahi, Maqsud A. Bukhari, N. Jamil. Female education and economic performance a time series analysis for Pakistan. Journal of Education and Sociology 2010; 1(2), 58-63.
6. An Interview with Dr. Linda Dale Bloomberg
Cite this article:
An Interview with Dr. Linda Dale Bloomberg. Jewish education. Journal of Education and Sociology 2010; 1(2), 58-63.