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The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.

This study aimed to develop a creativity test for the science grade 12th chemistry students. The test includes five factors, i.e. Sensitivity to problem, fluency, flexibility, originality and elaboration & redefinition. The developed test administered to grade 12 students in Khyber Pakhtunkhwa Pakistan (n=80). The reliability coefficient of this test was estimated at 0.87 by passing through the test-retest method. To calculate the test reliability the same developed test was administered twice to the same group within a proper interval of time. The recorded scores were correlated through SPSS-17. The coefficient value (r-0.87) provided measure of stability. Rubrics are the standardized marking scheme for assessing student outcomes and performances of the assigned task. Therefore, rubrics were used for scoring of items. The entire procedure seized 25 days. The creativity test was also checked by experts. The experts were those who had command over scientific creativity. The analysis was accomplished to substantiate and check on item discrimination, internal consistency, and agreement between scores. The analysis of the data showed adequate reliability and validity.Keywords: Creativity, Scientific Creativity Tests (SCT), Rubrics

In a school, there are multiplicity of courses and learning activities that a school child is going to undertake under a particular curriculum. Subject based curriculum is dominant throughout the world. Generally, a school curriculum contains courses like Languages, Mathematics, Science and Social Studies etc. along with their notebooks and/or workbooks. Besides, students carry out their homework mostly of every subject on daily basis. In addition, in a school assembly, students have to learn prayers, Quranic verses, parts of body, mathematical tables etc. Besides schools, many children go to madrassah (religious school) after school hours. The amount of these activities revealed that students have to tackle excessive academic activities and could be rightly termed as ‘educational labour.’ The investigation is directed to examine the issue of educational labour. It was addressed through qualitative-phenomenological approach. The purposively selected participants were principals and teachers of public and private schools along with six PhD Education scholars. Interviews were employed for collecting respondents’ views. The data were analyzed through establishing codes and themes. The upshots of the inquiry affirmed that students are facing with enormous educational load in the forms of diverse subjects, enormous content, diverse academic practices, homework and frequent classroom tests along with other non-formal trainings. The respondents recommended that there may be reduction, integration or innovation of courses. Likewise, students may maintain either workbooks or notebooks. In addition, there should be no or short and important homework and adequate physical activities.Keywords: Curriculum, Educational Labour, Subject Based Curriculum, overloaded curriculum, Integrated Curriculum

This study aimed to develop a creativity test for the science grade 12th chemistry students. The test includes five factors, i.e. Sensitivity to problem, fluency, flexibility, originality and elaboration & redefinition. The developed test administered to grade 12 students in Khyber Pakhtunkhwa Pakistan (n=80). The reliability coefficient of this test was estimated at 0.87 by passing through the test-retest method. To calculate the test reliability the same developed test was administered twice to the same group within a proper interval of time. The recorded scores were correlated through SPSS-17. The coefficient value (r-0.87) provided measure of stability. Rubrics are the standardized marking scheme for assessing student outcomes and performances of the assigned task. Therefore, rubrics were used for scoring of items. The entire procedure seized 25 days. The creativity test was also checked by experts. The experts were those who had command over scientific creativity. The analysis was accomplished to substantiate and check on item discrimination, internal consistency, and agreement between scores. The analysis of the data showed adequate reliability and validity.Keywords: Creativity, Scientific Creativity Tests (SCT), Rubrics

In a school, there are multiplicity of courses and learning activities that a school child is going to undertake under a particular curriculum. Subject based curriculum is dominant throughout the world. Generally, a school curriculum contains courses like Languages, Mathematics, Science and Social Studies etc. along with their notebooks and/or workbooks. Besides, students carry out their homework mostly of every subject on daily basis. In addition, in a school assembly, students have to learn prayers, Quranic verses, parts of body, mathematical tables etc. Besides schools, many children go to madrassah (religious school) after school hours. The amount of these activities revealed that students have to tackle excessive academic activities and could be rightly termed as ‘educational labour.’ The investigation is directed to examine the issue of educational labour. It was addressed through qualitative-phenomenological approach. The purposively selected participants were principals and teachers of public and private schools along with six PhD Education scholars. Interviews were employed for collecting respondents’ views. The data were analyzed through establishing codes and themes. The upshots of the inquiry affirmed that students are facing with enormous educational load in the forms of diverse subjects, enormous content, diverse academic practices, homework and frequent classroom tests along with other non-formal trainings. The respondents recommended that there may be reduction, integration or innovation of courses. Likewise, students may maintain either workbooks or notebooks. In addition, there should be no or short and important homework and adequate physical activities.Keywords: Curriculum, Educational Labour, Subject Based Curriculum, overloaded curriculum, Integrated Curriculum

In a school, there are multiplicity of courses and learning activities that a school child is going to undertake under a particular curriculum. Subject based curriculum is dominant throughout the world. Generally, a school curriculum contains courses like Languages, Mathematics, Science and Social Studies etc. along with their notebooks and/or workbooks. Besides, students carry out their homework mostly of every subject on daily basis. In addition, in a school assembly, students have to learn prayers, Quranic verses, parts of body, mathematical tables etc. Besides schools, many children go to madrassah (religious school) after school hours. The amount of these activities revealed that students have to tackle excessive academic activities and could be rightly termed as ‘educational labour.’ The investigation is directed to examine the issue of educational labour. It was addressed through qualitative-phenomenological approach. The purposively selected participants were principals and teachers of public and private schools along with six PhD Education scholars. Interviews were employed for collecting respondents’ views. The data were analyzed through establishing codes and themes. The upshots of the inquiry affirmed that students are facing with enormous educational load in the forms of diverse subjects, enormous content, diverse academic practices, homework and frequent classroom tests along with other non-formal trainings. The respondents recommended that there may be reduction, integration or innovation of courses. Likewise, students may maintain either workbooks or notebooks. In addition, there should be no or short and important homework and adequate physical activities.Keywords: Curriculum, Educational Labour, Subject Based Curriculum, overloaded curriculum, Integrated Curriculum

This study aimed to develop a creativity test for the science grade 12th chemistry students. The test includes five factors, i.e. Sensitivity to problem, fluency, flexibility, originality and elaboration & redefinition. The developed test administered to grade 12 students in Khyber Pakhtunkhwa Pakistan (n=80). The reliability coefficient of this test was estimated at 0.87 by passing through the test-retest method. To calculate the test reliability the same developed test was administered twice to the same group within a proper interval of time. The recorded scores were correlated through SPSS-17. The coefficient value (r-0.87) provided measure of stability. Rubrics are the standardized marking scheme for assessing student outcomes and performances of the assigned task. Therefore, rubrics were used for scoring of items. The entire procedure seized 25 days. The creativity test was also checked by experts. The experts were those who had command over scientific creativity. The analysis was accomplished to substantiate and check on item discrimination, internal consistency, and agreement between scores. The analysis of the data showed adequate reliability and validity.Keywords: Creativity, Scientific Creativity Tests (SCT), Rubrics

This study aimed to investigate the impact of low cost teaching material on students’ attitude towards science (Chemistry) at secondary level in Khyber Pakhtunkhwa Pakistan. This was an experimental study. Each group i.e. Experimental and control was consisted of 30 students of Grade 12 science stream. To assess the impact of low cost teaching material on students’ attitude towards science (Chemistry) a modified form of Test of Science-Related Attitudes (TOSRA) comprised of 29 items was used. The test was purely constructed on a Likert scale to measure the students’ attitude towards Chemistry on the factors such as Behavior tendency to learn Chemistry, Liking for chemistry laboratory work, Liking for Chemistry theory lesson, Evaluation belief about Chemistry, Leisure interest in science and the Enjoyment of Chemistry. Quantitative data were analyzed using t-test through Statistical Package for Social Sciences (SPSS). The main findings of the study indicated that students in the experimental group taught through activity with low cost materials showed significantly greater attitude towards science (Chemistry) than the control group.

This study aimed to investigate the impact of low cost teaching material on students’ attitude towards science (Chemistry) at secondary level in Khyber Pakhtunkhwa Pakistan. This was an experimental study. Each group i.e. Experimental and control was consisted of 30 students of Grade 12 science stream. To assess the impact of low cost teaching material on students’ attitude towards science (Chemistry) a modified form of Test of Science-Related Attitudes (TOSRA) comprised of 29 items was used. The test was purely constructed on a Likert scale to measure the students’ attitude towards Chemistry on the factors such as Behavior tendency to learn Chemistry, Liking for chemistry laboratory work, Liking for Chemistry theory lesson, Evaluation belief about Chemistry, Leisure interest in science and the Enjoyment of Chemistry. Quantitative data were analyzed using t-test through Statistical Package for Social Sciences (SPSS). The main findings of the study indicated that students in the experimental group taught through activity with low cost materials showed significantly greater attitude towards science (Chemistry) than the control group.

This study aimed to investigate the impact of low cost teaching material on students’ attitude towards science (Chemistry) at secondary level in Khyber Pakhtunkhwa Pakistan. This was an experimental study. Each group i.e. Experimental and control was consisted of 30 students of Grade 12 science stream. To assess the impact of low cost teaching material on students’ attitude towards science (Chemistry) a modified form of Test of Science-Related Attitudes (TOSRA) comprised of 29 items was used. The test was purely constructed on a Likert scale to measure the students’ attitude towards Chemistry on the factors such as Behavior tendency to learn Chemistry, Liking for chemistry laboratory work, Liking for Chemistry theory lesson, Evaluation belief about Chemistry, Leisure interest in science and the Enjoyment of Chemistry. Quantitative data were analyzed using t-test through Statistical Package for Social Sciences (SPSS). The main findings of the study indicated that students in the experimental group taught through activity with low cost materials showed significantly greater attitude towards science (Chemistry) than the control group.

The focus of this paper is to investigate the idea of differential ability for students ranking on a multiple choice test in the subject of physics at secondary level. The weakness of Classical Test Theory (CTT) in measuring the ability with continuity and consequently its ranking ability of students on the basis of ability has been highlighted in this paper. In CTT, a student attempting a difficult question and an easy question get equal credit which is not the case in Item Response Theory (IRT). Moreover in CTT two students with equal raw score have the same ranking while in IRT they have different ranking, making the job of policy maker easier to take decision. Two contemporary approaches, CTT and IRT were compared on their suitability for ranking and measuring true ability on teacher made test. The sample was 400, 9th grade students taken randomly from a variety of population in Pakistan. A content valid test of 80 multiple choice items was used as instrument .This attempt is an illustrative example that this problem can be overcome by using of Item Response theory in measurement. The implication of this work for the teachers is to give more stress on teaching cognitive skills rather than knowledge and for the policy maker to evaluate the students on the basis of their cognitive skills achievement to award scholarship and recruitment.

The focus of this paper is to investigate the idea of differential ability for students ranking on a multiple choice test in the subject of physics at secondary level. The weakness of Classical Test Theory (CTT) in measuring the ability with continuity and consequently its ranking ability of students on the basis of ability has been highlighted in this paper. In CTT, a student attempting a difficult question and an easy question get equal credit which is not the case in Item Response Theory (IRT). Moreover in CTT two students with equal raw score have the same ranking while in IRT they have different ranking, making the job of policy maker easier to take decision. Two contemporary approaches, CTT and IRT were compared on their suitability for ranking and measuring true ability on teacher made test. The sample was 400, 9th grade students taken randomly from a variety of population in Pakistan. A content valid test of 80 multiple choice items was used as instrument .This attempt is an illustrative example that this problem can be overcome by using of Item Response theory in measurement. The implication of this work for the teachers is to give more stress on teaching cognitive skills rather than knowledge and for the policy maker to evaluate the students on the basis of their cognitive skills achievement to award scholarship and recruitment.