International Research Journal of Education and Innovation

Cooperative Versus Traditional Pedagogies: Role in Teaching General Science at Secondary Level

2025-10-29T09:36:41+00:00

The research work conducted on the topic Cooperative Versus Traditional Pedagogies: Role in Teaching General Science at Secondary Level. This was pure experimental research. The researcher pre-tested the sample and makes two experimental groups with an equal sample size of 30 students in each group. All students were at the secondary level. The results were drawn in tabulated forms then gave small descriptions below the table. The whole sample pre-tested and make two equal treatment groups with the same sample size. One group was treated as cooperative pedagogy and the second was treated as traditional pedagogy. The independent variable was pedagogy and the dependent variable was students' performance in learning science and the clear concepts. The researcher also controls the extraneous variables like home tuitions, parents coaching, the trend of competition, and much more. The researcher also kept in mind the situational variable like, during the exam, the lack of sleep of student, student health during exam, home environment like quarreling parents, etc. researcher observe all the phenomena then tested the students and draw more reliable results. The results were compared through the average and true mean score. Then relation was found through the chi-square test. It was found that the students of the cooperative learning group perform better as compared to the students who were treated as traditional pedagogy.

Civic Education in Contemporary Educational Systems: A Critical Analysis in the Light of Islamic Thought

2025-10-29T09:55:27+00:00

Modern educational discourse frequently emphasizes civic education as a means of producing law-abiding and socially responsible citizens. However, Islamic educational philosophy transcends this limited framework by prioritizing the formation of a morally upright human being (al-Insān al-Sāliḥ) before the development of a responsible citizen. This paper argues that while contemporary educational systems, particularly in developing countries, include civic education as part of formal curricula, it often remains ineffective due to fragmented instructional methods, lack of practical implementation, and absence of moral grounding. Studies from China (Xiao & Tong, 2010) and Western academic debates (Kunzman, 2005; Johnson, 2012) similarly highlight the global struggle to integrate values, emotional maturity, and civic responsibility into education. Islam, by contrast, offers a holistic concept of civic responsibility rooted in Tawḥīd, justice (al-ʿAdl), social cooperation (Taʿāwun), and accountability (Mas’ūliyyah). Islamic teachings cultivate not only social order but also spiritual conscience and ethical discipline, creating a citizen who fulfills duties towards God, society, and humanity. This study concludes that the integration of Islamic moral foundations into civic education can offer a transformative model capable of addressing social decay, moral crises, and civic decline in modern societies.

Effect of Scaffolding on English Essay Writing Skill of Secondary Students, in Rural Islamabad

2025-10-29T10:00:20+00:00

The comparative and investigative research based study was carried out in finding out effect of scaffolding on English essay writing of class-X students, from two high schools (a) Adnan Arshad Shaheed Model Higher Secondary School (AASMHSSB) Bhara Kahu for Boys and (b) F.G Girls Model Higher Secondary School (FGGMHSS) Kot Hathiyal, Bhara Kahu in Rural Islamabad, involving 60 students (30 each from the two school).A pre-test was given to write an essay of one page (70-100 words) and scoring was done. Scaffolding instructions were provided, based on validated lessons, for 06 weeks followed by a post-test, given to compare the scores earlier the piloting was done, successfully. The “t” test was applied and data was analyzed. The students involved, were quite encouraged for such instructions with positive effect on the improvement of vocabulary and spellings. The statistical evidence proved to be implemented in befitting way and resulted in significantly positive manner. It was concluded that scaffolding instructions significantly improved the English writing of Class X students with 5 successive lessons weekly, involving mediocre number (60) across gender for better evaluation. The major findings of the study were that the girl students score more than boys students when found out the effect of scaffolding, on essay writing skill of class 10 students, across gender. The mean scores were -9.300 of males and -10.367 of females. The t value was -21.802 of males and -17.988 was of females. Significant difference was found between the male and female students in essay writing taught through scaffolding when subjected to Paired sample t test. It was also revealed that the female students performed better than male students in the post tests. Similarly, there was a significant difference between male and female student’s performance. It was recommended that such scaffolding instructions be made practicable and implemented, in secondary schools of the country and elsewhere with additional parameters, in class IX and X, across gender.