Hamdard Educus

Glocalization of English: Evidence from Ghana

James Adogpa — 2024-07-13

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.

Revolutionizing Teacher Preparation: A Holistic Framework for Equipping Future Educators with 21st Century Skills and Innovative Practices

Fakhar ul Zaman — 2024-07-13

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.

Impact of Cooperative Learning on Academic Achievement in Grade 5 Mathematics: A Mixed-Methods Study

Sana Gul — 2024-07-13

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.

An Action Research on Improving Vocabulary Skills of the Middle School Students through Scrabble

Aazar Fredrick Wilson — 2024-07-13

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.

Exploring the Impacts of Flipped Classroom Approach in Primary Science Education: A Study in Karachi

Mehwish Shehzadi — 2024-07-13

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.