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Effective classroom management is directly associated with a positive class environment and positive outcomes. In this study, we examined the different determinants of the classroom management. This study was conducted in four secondary schools (private) in the District of Faisalabad in Punjab province. Students from class 10th were considered as the population, thus from each selected school, the total number of students was 350 which served as the population of this study. All the participants were female students. Of the total population, 25 students were chosen from each selected school, thereby the total sample size of the study was 100 female students. A questionnaire was administered for the data collection and was analyzed using Statistical Package for Social Sciences (SPSS). Results revealed that perceived challenges faced by students in the classroom, with mental illness, lack of self-confidence, personal issues, and poor listening emerging as the most prominent concerns. Whereas, factors perceived to significantly affect classroom management, highlighting disabilities, lack of interest, and self-esteem as primary considerations for educators and administrators. Investing in teacher training programs that focus on aspects of classroom management can enhance their ability to create a positive and conducive learning environment.

Self-regulation is regarded as important due to its positive impact on educational and behavioural results. Therefore, this study was conducted to explore motivational determinants of self-regulated learning for postgraduate students. This study was conducted at the University of Agriculture Faisalabad. A total of 202 randomly selected students were interviewed using the structured questionnaire, and collected data were analysed using Statistical Package for Social Sciences (SPSS). Results indicated that the determinants of internal motivation vary in their influence on students' motivation levels. The highest-ranked determinants were related to the student's belief in their capabilities, the perception of self-regulated learning as valuable, and the positive impact on self-esteem. Students perceived various positive outcomes and benefits associated with self-regulated learning. They believe it enhances their understanding, improves their grades, provides satisfaction, broadens knowledge, and motivates further learning. Students also value the ability to demonstrate their abilities to others and the opportunity to learn from mistakes. This implies that self-regulated learning seems to have a positive impact on students’ development, thus, continuous motivation is deemed important to increase the outcomes.

The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.

Problem-based learning is viewed as more effective than the traditional learning approaches usually practices at the college level. Therefore, this study was conducted to analyse the perceptions of college students about problem-based learning followed by its advantages and impacts on the students. A total of 120 college students were selected from the two colleges (Government Postgraduate College Samanabad and Government Postgraduate College of Science) in the Faisalabad District of Punjab province. Considering the proportionate sampling, a total of 52 and 68 students from the Government Postgraduate College of Science and Government Postgraduate College Samanabad were selected respectively. Data were collected from the students using a questionnaire and collected data were analysed using Statistical Package for Social Sciences (SPSS). The students had a high level of knowledge that Problem-Based Learning (PBL) motivated them, had positive impacts on the communication and leadership skills of the students and also fostered the knowledge, attitude and skills of students further improving the student’s academic performance. Creativity and adoption of advanced approaches (Mean: 4.03; Sd: 0.733), solution of any particular problem (Mean: 4.00; Sd: 0.889) and positive behaviour and character (Mean: 3.98; Sd: 0.957) were perceived as leading supporting factors towards the use of Problem-Based Learning Approach. This study concludes that PBL was more effective as compared to traditional approaches, thus it can be generalized at the colleges level to improve the knowledge, attitude and skills level of students. More research studies are also needed to explore the strengths, weaknesses, opportunities and threats of the PBL at schools and colleges level.

Crime is one of the major problems in Pakistan. Increased incidences of crime across the country are becoming a matter of great concern. It is popular to associate criminal behavior with the poor physical, psychological, social, and economic conditions of the impoverished segment of the population. Poverty, unemployment, and corruption are Pakistan's most significant drivers of youth crimes. Keeping in view all these facts, the main objective of this study was to investigate the factors affecting youth criminal behavior in Punjab, Pakistan. In this research quantitative research approach was used. Primary data was collected through field surveys. A multistage random sampling technique was used for data collection. In the first stage, two districts were selected randomly from central Punjab. In the second stage, district jail Faisalabad and district jail Pakpattan were selected purposively. In the third stage, a sample size of 300 respondents was chosen purposively. A questionnaire was designed as a data collection tool, and collected data were analyzed by using SPSS 25 version. The study's findings indicated that most of the respondents who were involved in crimes were married and between 21 to 25 years old. Univariate analysis revealed that poverty, unemployment, poor socialization, and peer pressure were major causes of crime among youth. Bivariate analysis showed that excessive social media usage and youth unemployment contributed to criminal behavior. So, the present study suggested that Governments and non-governmental organizations (NGOs) should collaborate to enhance awareness and youth empowerment to guarantee that individuals have the necessary skills and training to participate in the labor market and become productive members of society.