THE UNIVERSITY OF LAHORE

SARGODHA CAMPUS

Synopsis for the degree of M.S./M.Phil.

PART-1(to be completed by the student)

Name of Student AMINA NUSSAR

Department EDUCATION

Registration No. PEDU07163003 Date of Thesis Registration

Name of Research Supervisor DR. MISBAH KHURSHID

Title of Research Proposal A Comparison of B.S Education and B. Ed. (Hons)4

years programmes
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Introduction

The progress of any nation depends on the standards of its educational institutions.

Education is the most powerful and effective tool for change in the behaviour of pupils.

The desire and need in all human beings for education is inherent and modern nations

have established schools for development process. Teaching has been one of the oldest

and most respected profession in the world. In fact, the actual survival and development

of people depends on the Holy Quran the opening word of its first verse was “IQRA” that

is, “read”. Education is the preliminary theme of every human action. According to a

Hadith “the ink of the pen of a scholar is more precious than the blood of a martyr” 35:28

Education is an important feature of life which enables human beings to change

environment according to their own needs to make their life attractive, comfortable,

happy and enjoyable. The important function of education is self-realization that enables

youngster to distinguish between evil and good and develop their personality because

education cannot have denied at any level so, it can play an important role to develop

individuals as a good citizen.

Background of professional programmes

(Mukerji,1960) describes, Training of teacher is of recent development and training

institutions have come into existence since the beginning of the last century. Teacher

education has developed in three different steps such as

1. Monitorial System,

2. Teacher Training

3. Teacher Education
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Training institutes for the development of teacher training have come into existence since

the beginning of the last century. Teacher education has developed in three different steps

in monitorial system, a monitor in a class worked as a teacher. In teacher training

includes mainly of theory & practice of class room teaching. In Teacher training the

teacher learn how to teach in class room, i.e. class controlling, method of teaching, etc.

Although teacher education is almost deeper than teacher training. Teacher education

deals with teacher’s problems related to education, researches going on in the field of

education, current trends in education etc.

1. Monitorial System

This system was being in the period (1800 to 1822), when no one was directly involved

in teacher education. Private organizations came into existence to meet the demand of

primary teachers. In monitorial system a class is divided into small groups, and each

group is given in the charge of a monitor, who was an activist student conducting his

studies. He has to give lessons to the fellows in his group and also help them in their

study. He has to report to the teacher about the progress and behaviour of the pupils.

This system was adopted by Dr. Andrew Bell. The Danish missionaries started teacher

training institutes and normal school by Carey, Seeing to the need of training of teachers.

A central school for teacher education was set up in Madras in 1826 on the proposal of

Sir Thomas Munro. Siddiqui (1991), mentioned that two institutes of teacher education

were established in Lahore and Karachi, which became normal schools in 1854. These

institutes started Junior Vernacular & senior Vernacular programmes Since, most of

education institutes were basic education institutes by that time, all the teachers were

providing the same kind of general training. However, as education established into
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levels of training, more institutions and programmes were added to teacher education.

So, far as the training of secondary teacher is concerned, there were only two training

colleges in the early times, (Government Normal School, Madras (1866) and Lahore

Training School (1881). So, in 1881-82, there were 106 normal schools with 3886

understudy teachers (which included Burma and Pakistan). These training institutes were

established for preparing primary school teachers. Admission to students was given on

the basis of their elementary school record.

2. TEACNEE TRAINING

Teacher training system mostly holds the period between (1882 to 1947). The teacher in

the early times had no knowledge of instruction. After the recommendations of the Indian

Education Commission of 1882, and Government of India’s Resolution on Educational

Policy of 1904, training of teachers became strong. The Indian Education Commission

quoted by S. N. Mukerji should have different types of training with reference to syllabus

and course of training. By the end of 19th century, there were six training schools for

secondary teachers. The Government of India's Resolution of 1904 emphasized the

problem of teacher education in its many aspects as under.1. For graduates, the training

course should be a one-year university course leading to a university degree or diploma.

For others, it should be a two-year course embracing the extra time, merging, and

revision of their general studies to make them capable teachers.2. Training in the theory

of teaching should be closely related with its practice. The Government message of 1912

quoted by S. N. Mukerji strengthened the resolution of 1904 by stating that, finally under

modern system of education no teacher should be allowed to teach without a certificate

that he has been qualified to do so. From (1906 to 1947), there was a great rise in the
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number of trained teachers. Particularly in the year 1946-47, there was a rise of about

61% (of primary & secondary teachers) in training of teachers.

3. TEACHEE EDUCATION

Since independence, a new conception of teacher training has tended to develop. In 1947

when Pakistan came into existence, Junior Vernacular, Senior Vernacular, Certification

in Teaching, Oriental Teacher, and Bachelor in Teaching were the programmes for

training of the teachers for different stages. Holdgreve and Resendez (2013) described

these programmes – programmes based on two phases of post-secondary education, in

which specialized subject-matter credentials and education and workshop credentials is

acquired separately. Among the five programmes, OT and BT required more specialized

subject matter education, while other programmes were general in nature. Teacher

education and training in Pakistan is provincial duty and federal government plays a role

through its “Curriculum Wing”, which is in control for teacher education institutes. Every

province has a separate central organizational structure to formulate teachers for

(primary, middle and secondary) school levels. Now, in Pakistan, 300 teacher

education/training institutions exist in private and public sectors and offer a variety of

programmes reaching from primary school certificate courses to PhD in education

(USAID & UNESCO, 2009). These teacher training institutes are under the provincial

Departments of Education. Primary school teacher(PST) are trained in Government

Colleges for Education(GCES), Government Colleges for Elementary Teachers(GCETS)

and Regional Institutes for Teacher Education(RITE). These institutions are managed by

the provincial Departments of Curriculum in Sindh & Baluchistan. In Punjab, since 2004,

Directorate of Staff Development(DSD) is accountable to design and implement both

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pre-service education and continuous professional development programmes for PST in

all 35 GCETS. In the province of Khyber Pakhtunkhwa, the Directorate of Curriculum

and Teacher Education(DCTE) is answerable to provide pre-service teacher education

through (RITE). But, common provincial structures include the pre-service curriculum

and a provincially regional structure with most of the institutes, functioning under

Education Departments rather than the provincial governments. The different

programmes are offered in higher education institutions which include the professional

degrees. The Education department in each higher education institution offering pre-

service teaching programmes in which Masters of arts, Masters of education, Bachelor of

Education (4 year) and Bachelor of science in Education programmes bachelor level

programmes are B.Ed.(Hons) and B.S Education are four years programmes and this

study is designed to make comparison among both teaching programmes. In Pakistan,

according to Policy & Planning Wing, Ministry of Education (2009), there are total 277

teacher training institutions in Pakistan in public and private sectors. Out of these, there

are 135 government institutes, 51 private and 22 are independent institutions. In all these

institutions, there are 47 boys, 54 for girls and 176 for both boys and girls. There are only

four institutes which offer in-service teacher training. The PTC and programmes have

phased out in Pakistan since 2002, while CT programme is also phased out. A major

reform initiative was taken by the government of Punjab in 2002, by establishing the

“University of Education Lahore,” and then affiliating all GCEs and GECEs with this

university within an insufficient year. This university started offering four-year teacher

education programs (B. Ed.) for K-12 graduates, and other long-term programs.

Following the reform policy, the government of Pakistan launched the Pre-Service
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Teacher Education Project (Pre-STEP) in 2006, with funding support from USIAD; this

reform programme, is a large-scale programme to develop the size of the fifteen public

sector universities to enable them to offer 4-year post K-12 teacher education

programmes for elementary teachers. The federal government has made a commitment to

the new education policy (National Education Policy 2009) that all other kinds of

programmes shall be replaced by 4-year honors programmes by 2018. However, many

teacher education institutions, particularly AIOU Islamabad, continue to offer regular and

off campus traditional programmes. Although 4 years B. Ed(Hons) programme for

elementary and secondary teachers with the assistance of US AID has been launched and

has been fully implemented in all universities and institution/ college of education

offering B. Ed.(Hons) programme.

Significance of Study:

Several studies were done in the field of academic achievements. But this study will

basically have proposed to find out the effects of teacher guidance, gender education,

students I.Q level, students interest, classroom environment and students daily attendance

on students’ academic achievement.

1. The result from this study will provided valuable information to B. S (4 years)

and B. Ed(Hons) students.

2. This study may be helpful to improve the student’s academic achievements

3. It will encourage the students to improve their interest for the achievement of

good results(CGPA)

It appears that the influences individuals’ learning process through teacher guidance,

gender education students, students interest, classroom environment and daily attendance
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on students’ academic achievement.

Objectives of Study

a. To analyze the scheme of study of B.S Education and B.Ed. (Hons) students.

b. To find out the interest of B.S Education and B. Ed.(Hons) students.

c. To compare the academic achievement of boys and girls in B.S Education and B.

Ed. (Hons) students.

d. To compare the range of academic achievement of both programmes.

Literature Review/ Theoretical Framework

Gerogiannis and Fitsilis, (2010) mentioned that Educational services are normally not

difficult to measure because the result in the form of transformation of knowledge, life

skills and behavior changes of students .Nicol (1995) described that the status of the

teacher can be linked with professional accountability and self-sufficiency. Teacher

should have to develop themselves as capable teacher, in a position to make decisions

and develops educational skills according to the needs and interests of the learner. Then

they will achieve professional excellence and personal uniqueness.Past researches have

indicated an academic achievement gap between the gender, with boys ahead of girls.

However, more recent researches have shown that the achievement gap has been

narrowing and that in some instances girls have higher academic achievement than boys

(Chambers and Schreiber 2004). Past studies show that girls perform better in reading
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than males (Eitle 2005). But, males are found to outperform females in mathematics and

science (Eitle 2005). Still, other Researchers have found little to no difference in

achievement between the gender. (Chambers and Schreiber 2004) school academic

organized activities would be positively related to achievement, whereas out of school

non-academic unorganized activities would be negatively related to achievement.

Student achievement procedures the foundation of almost aspects of education. Simply,

achievement means accomplishment of something, and in education that something

generally refers to expressed learning goals. While learning process takes place in several

contexts, the focus of educator’s rests on learning that happens in well-known

instructional environment such as schools and class-rooms where educators interact with

schoolchildren to help them achieve clear knowledge and skills (Guskey, 2013). For

Fisher (1995) students’ academic achievement refers to effective performance in

education. Training, in its term, includes academic skills such as writing, reading,

problem solving etc. which are essential parts of academic content. School environment

is critically significant for innovative educational performance. Teaching plan has give

the impression to improve academic success during all grade levels (Fisher et al.,1995).

Arm strong (2006) proposes more detailed definition of Academic achievements:

“academic achievement is the total of speech acts and written communications that view

the purpose of education primarily as supporting, encouraging, and facilitating a student's

ability to obtain high grades and standardized test scores in school courses, especially in

courses that are part of the core academic curriculum”. For Armstrong (2006), first and

important in academic achievement is an emphasis on academic content such as

literature, academic skills like: as reading, writing, problem solving, and critical thinking.
Student’s Name: Department
Some researches show that a competent teacher can support and increase academic

achievements of children more than other factors. A teacher who is prepared with

compulsory facts and experience is apparently a leading factor to provide equal

opportunities and education for all within complete situation. Reynolds (2009) suggests

that a teacher’s cooperative structures such as theoretical and experimental knowledge,

teaching approach, and values can create an appropriate learning environment for all.

Research questions:

1. Does B.S Education students perform better than and B.Ed.(Hons) students

considering their academic achievements?

2. What is the difference between the interest of B. S Education and B.Ed. (Hons)

students?

3. What is the scheme of study of B. S Education and B.Ed.(Hons) students.

4. Is there any significant difference between the performance of girls and boys

students of B. S Education and B.Ed.(Hons)?

Research Methodology:

In order to make this study systematic, certain procedures and steps will designed,

starting from the selection of population and sample to the data analysis.

Procedure:

The information related to B. S Education and B.Ed. (Hons) students will be obtain with

the permission of chairman of education department university of Sargodha. The data

will be collected through personal distribution of questionnaires.

Student’s Name: Department
Population:

All the students of the B.S Education and B.Ed. (Hons) programmes in department of

Education University of Sargodha, will be the population of this study.

Sample:

For the sampling purpose simple random sampling technique will be used, all classes

from the programmes of B.S Education and B. Ed(Hons) will be included in population.

275 students will be selected as sample of the research. These classes will take from

department of Education university of Sargodha.

Research Instrument

Self-developed questionnaire through review of literature and expert opinion will be

used. This tool seemed more appropriate because it will be easy to respond. A five-point

questionnaire will be taken. It will be rephrased according to the level and understanding

of the subjects.

Research design

Survey research will be used to collect data about the B.S Education and B.Ed.(Hons)

students’ academic achievements.

Bibliography

Azam, F., Fauzee, M. S. O., & Daud, Y. (2014). A Cursory Review of the Importance of
Teacher Training : A Case Study of Pakistan, 21(6), 912–917.
https://doi.org/10.5829/idosi.mejsr.2014.21.06.21574

Foa, D. (2004). From Teacher Education to Professional Education Devleopment in

Pakistan : A Position Paper Presented at the National Conference on Teacher
Education December 20 – 2004 Islamabad Hosted by : The Academy of Educational
Development ( AED ), (December), 1–37.
Student’s Name: Department
James, D. W., S, S. J., & Estes, T. (2001). Raising Minority Academic Achievement, 1–
208.

Higher Education Commission. (2015). National Qualifications Framework of Pakistan

2015. Retrieved from www.hec.gov.pk

Khan, F., Fauzee, O., & Daud, Y. (2016). Teacher Training, Problems and the
Challenges: a Comparative Study Between India and Pakistan. Gomal University
Journal of Research, Special Issue II, (Ii), 1019–8180.

Nicol. (1995). What Type of World? Paper at ACEID-UNESCO Conference, Bangkok.

Reba, A., & Muhammad, H. (2014). Perceptions of Teacher Educators ’ Regarding

Teacher Education Program in KPK Pakistan, 36(2), 1–12.

Svanstro, Æ. D. F. Æ. M. (2009). What has to be learnt for sustainability ? A comparison

of bachelor engineering education competences at three European universities, 17–
27. https://doi.org/10.1007/s11625-009-0068-2

Foa, D. (2004). From Teacher Education to Professional Education Devleopment in

Pakistan : A Position Paper Presented at the National Conference on Teacher
Education December 20 – 2004 Islamabad Hosted by : The Academy of Educational
Development ( AED ), (December), 1–37.

Azam, F., Fauzee, M. S. O., & Daud, Y. (2014). A Cursory Review of the Importance of
Teacher Training : A Case Study of Pakistan, 21(6), 912–917.
https://doi.org/10.5829/idosi.mejsr.2014.21.06.21574

Sharma, J. (2014). INTERNATIONAL JOURNAL of PRE-SERVICE TEACHER

EDUCATION REFORMS IN INDIA AND PAKISTAN : CHALLENGES AND
POSSIBILITIES, 2(1996).

Journal, I., Vol, S. S., & Pukhtunkhwa, K. (2011). Effectiveness of the Teacher Training
Programmes Offered by Institute of Education & Research , Kohat University of
Science & Technology Kohat Qaiser Suleman M . Phil ( Education ) Scholar Kohat
University of Science & Technology Kohat Khyber Pukhtunkhwa , 1(16), 305–317.

Journal, I., Vol, S. S., & Pukhtunkhwa, K. (2011). Effectiveness of the Teacher Training
Programmes Offered by Institute of Education & Research , Kohat University of
Science & Technology Kohat Qaiser Suleman M . Phil ( Education ) Scholar Kohat
University of Science & Technology Kohat Khyber Pukhtunkhwa , 1(16), 305–317.

Khan, F., Fauzee, O., & Daud, Y. (2016). Teacher Training, Problems and the
Challenges: a Comparative Study Between India and Pakistan. Gomal University
Student’s Name: Department
Journal of Research, Special Issue II, (Ii), 1019–8180.

Reba, A., & Muhammad, H. (2014). Perceptions of Teacher Educators ’ Regarding

Teacher Education Program in KPK Pakistan, 36(2), 1–12.

Sharma, J. (2014). INTERNATIONAL JOURNAL of PRE-SERVICE TEACHER

EDUCATION REFORMS IN INDIA AND PAKISTAN : CHALLENGES AND
POSSIBILITIES, 2(1996).

Svanstro, Æ. D. F. Æ. M. (2009). What has to be learnt for sustainability ? A comparison

of bachelor engineering education competences at three European universities, 17–
27. https://doi.org/10.1007/s11625-009-0068-2

Tentative Time Table/ Plan of study

M.Phil. degree completion: Deadline to complete and turn in materials is 30 September,

Sunday, 2018

 July 25, 2018: send synopsis to supervisor

 August 1,2018: receive comments/correction from supervisor (send chapter 1and

work on chapter 2)

 August 10,2018: send introduction and conclusion to supervisor (works on

corrections to chapter 2)

 August 20,2018 send complete draft to supervisor

 Last week of august /1st week of September: finalize corrections complete final

paperwork

 September 30,2018 turn in final paperwork to BOF/registrar’s office for M.Phil.

degree.

Signature of the Student ________________ Date____________________

PART II
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Recommendation by the Research Supervisor

Name ___________ Signature _________________ Date___________

Approved by Departmental Board of Faculty

Certified that the synopsis has been seen by members of BOF and considered it suitable for

research.

Remarks (if any) _________________________________________________________

H.O.D/ Chairman BOF _________________Date ________________