http://hamdardeducus.com/index.php/he/issue/feedHamdard Educus2024-07-13T09:34:09+00:00Cheif Editoreditor.educus@hamdard.edu.pkOpen Journal Systems<p> Hamdard Educus, a double blind peer review biannual research Journal of international repute. It provides platform to national and international authors to publish their research work in different aspects of education. The journal tries to foster the integration of education with other aspects of social sciences especially Islamic studies. Psychology and English. Research articles by learned research scholars from all over the world are welcomed for publication in Hamdard Educus, to encourage an atmosphere conducive to universal peace and understanding, for a better world. It aims at interpreting education in such a way as to bring out its dynamic character, in the context of the intellectual and scientific progress of the modern world. Hamdard Educus serves as a forum for scholars to write objectively, analytically and , where ever necessary, critically on education and its integration in other social sciences disciplines.</p>http://hamdardeducus.com/index.php/he/article/view/39Glocalization of English: Evidence from Ghana2024-06-24T09:55:44+00:00James Adogpajnadogpa@aamusted.edu.ghVictoria Nana Poku FrimpongPokufrimp.vic@gmail.com<p><em>African ideologies have always shaped the usage of English in the African setting. As much as many researchers have tried to examine how African English differs from other varieties especially what is considered ‘standard’, the issue of glocalising English to make it relevant to the socially realistic context is rarely discussed. This paper focuses on how educated Ghanaians, especially, the Ghanaian creative writer has employed English in a socially realistic context in order to make English reflect the socio-cultural ideologies into which they are born and raised. The methodology employed is qualitative and the data wrtr obtained from creative works of Ghanaians. The discussion was down based on areas that are behaviourially norm oriented. One of the major findings was that no matter the level of education of the Ghanaian, he/she will trim the English language to fit into the socially realistic context of Ghana; else, in an attempt to use English without glocalising it is likely to bring about communication that is culturally inappropriate, linguistically disoriented, and socially unacceptable due to ideological mismatch.</em></p>2024-07-13T00:00:00+00:00Copyright (c) 2024 Hamdard Educushttp://hamdardeducus.com/index.php/he/article/view/44Revolutionizing Teacher Preparation: A Holistic Framework for Equipping Future Educators with 21st Century Skills and Innovative Practices2024-07-03T15:34:00+00:00Fakhar ul Zamanmalikfakhar717@gmail.comMuhammad Shafiq Chctsc.63.dtscgjwnv@gmail.com<p><em>As we navigate the dynamic landscape of the 21st century, the role of educators has become increasingly complex, demanding a new approach to teacher preparation. This paper proposes a comprehensive restructuring framework aimed at revolutionizing teacher education programs, ensuring that future educators are equipped with the essential skills and innovative pedagogical practices required to meet the evolving needs of students in the modern era. The landscape of education is evolving rapidly, necessitating a paradigm shift in teacher preparation programs to equip future educators with the essential skills and innovative pedagogical practices demanded by the 21st century. This article explores a holistic restructuring framework aimed at revolutionizing teacher preparation The findings emphasize the need for a holistic approach to teacher training that integrates both content knowledge and pedagogical innovation. The framework addresses the dynamic challenges faced by educators in the modern era, acknowledging the pivotal role they play in shaping the minds of the next generation. Researchers used qualitative method and gather a data through purposive sampling technique from teachers, novice educators at University of Narowal. By adopting a comprehensive and forward-thinking approach, this framework aims to empower teachers to navigate the complexities of the contemporary educational landscape and foster a culture of lifelong learning. The conclusion highlights the significance of adapting teacher preparation programs to meet the demands of contemporary education, and recommendations are provided for implementing the proposed framework.</em></p>2024-07-13T00:00:00+00:00Copyright (c) 2024 Hamdard Educushttp://hamdardeducus.com/index.php/he/article/view/47Impact of Cooperative Learning on Academic Achievement in Grade 5 Mathematics: A Mixed-Methods Study2024-07-03T15:13:59+00:00Sana Gulsjcsecondarysection@gmail.com<p><em>This research aimed to assess the impact of cooperative learning on the academic achievement of grade 5 mathematics students. The study sought to evaluate the effects, score differences, and benefits of the cooperative learning method compared to traditional teaching methods. A sequential explanatory mixed-method research design was employed. The study was experimental in nature and utilized a convenience sampling technique for data collection. Data were gathered from students in both the control and experimental groups. The experimental group received instruction through the cooperative learning method, while the control group was taught using traditional methods. An academic achievement test was administered to both groups post-intervention, and the quantitative data were analyzed using SPSS 21, with an independent sample t-test applied. Additionally, focus group interviews were conducted with participants from the experimental group to explore their perceptions of the cooperative learning approach. The qualitative data were analyzed using thematic analysis. The findings indicate that students taught through cooperative learning performed significantly better than those in the control group. Moreover, the qualitative findings support the quantitative results, with students perceiving the cooperative teaching method as both attractive and efficient for learning.</em></p>2024-07-13T00:00:00+00:00Copyright (c) 2024 Hamdard Educushttp://hamdardeducus.com/index.php/he/article/view/22An Action Research on Improving Vocabulary Skills of the Middle School Students through Scrabble2024-07-12T23:03:38+00:00Aazar Fredrick Wilsonaazarbvs2015@gmail.comDr. Fayyaz Ahmad Shaheenfayyaz.shaheen@hamdard.edu.pk<p>Improvement in the Vocabulary skills is very important as it consists of a variety of words enriching a language which is essential for communication. One of the techniques which can be used to improve vocabulary is Scrabble. This research study was aimed to find out the causes which prevent the Middle School students from expanding their vocabulary and the influence of Scrabble in improving their vocabulary skills. Action Research design was adopted and Qualitative Research approach was employed for this study by the researcher. The population of this study consisted of One Hundred students of the Middle School and the sample of this study consisted of twelve students of Grade Seven. The Sampling method used in this study was Convenience Sampling. The data was collected through observations and interviews which was then analysed through thematic analysis. The findings showed that Scrabble had a positive impact on the vocabulary skills of the students as it helped them in improving their communication skills as well as in the memory retention. It also gave them a sense of motivation as they not only experienced a better word variety but also a contextual understanding of the subjects. According to the results, it was recommended that the schools and all the associated stakeholders must utilize Scrabble as it fosters critical thinking and teamwork and is a valuable medium in enhancing vocabulary skills in the educational institutions.</p>2024-07-13T00:00:00+00:00Copyright (c) 2024 Hamdard Educushttp://hamdardeducus.com/index.php/he/article/view/46Exploring the Impacts of Flipped Classroom Approach in Primary Science Education: A Study in Karachi2024-07-05T18:37:08+00:00Mehwish Shehzadisyedamehwish270500@gmail.com<p><em>The Flipped Classroom Approach (FCA) is being implemented in private schools in Karachi, Pakistan, and its effects are being examined in this study on the teaching of elementary science. The FCA is a digital education paradigm that allows students to access educational information outside the classroom, freeing up in-class time for interactive, hands-on activities. A qualitative exploratory research design was used to gather data from five science teachers. The results show that instructors have different perspectives on the FCA, seeing it as a way to support students' independent learning and improve engaging class sessions. The benefits of the FCA include personalized learning experiences, deeper comprehension through practical tasks, and enhanced student engagement. However, issues like the need for reliable technology and thorough teacher preparation were also raised. The study comes to the conclusion that by fostering a more dynamic and student-centered learning environment, the FCA has a great deal of potential to improve primary scientific instruction. But in order for implementation to be successful, issues with technology and teacher readiness must be resolved. The study offers significant perspectives for educators and politicians who seek to use inventive pedagogical approaches to enhance academic achievements in elementary science instruction.</em></p>2024-07-13T00:00:00+00:00Copyright (c) 2024 Hamdard Educus