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اسلام احمد

اسلام احمد
دسمبر کا مہینہ ختم ہونے کے قریب تھا کہ جناب اسلام احمد ریٹائرڈ۔ آئی۔جی کے انتقال کی خبر ریڈیو اور ٹیلی ویژن سے نشر ہوئی۔ وہ علامہ شبلیؒ مرحوم کے ہم خاندان اور خاص عزیز تھے، ان کے والد بزرگوار شیخ محمد اقبال الٰہ آباد ہائی کورٹ میں چیف جسٹس تھے، جن کے مولانا سید سلیمان ندوی اور مولانا مسعود علی ندوی سے مخلصانہ روابط تھے۔ اسلام احمد صاحب بھی اعلیٰ سرکاری عہدوں پر فائز رہے اور آخر میں آئی جی ہوکر ریٹائر ہوئے۔
وہ لکھنؤ میں متوطن ہوگئے تھے لیکن اپنے وطن اعظم گڑھ سے انہیں ہمیشہ بڑا تعلق رہا، ان کی تدفین بھی بندول میں ان کے آبائی قبرستان میں ہوئی، یہاں کے لوگوں سے بلا تفریق مذہب و ملت بڑی محبت، خلوص اور گرم جوشی سے ملتے اور ان کی خاطر مدارات میں کمی نہ کرتے۔ ان کی اہلیہ بڑی نیک بخت خاتون تھیں، اﷲ تعالیٰ ان کی بشری لغزشوں کو معاف کرے اور ان کی مغفرت فرمائے، آمین۔ (ضیاء الدین اصلاحی۔ جنوری ۱۹۹۴ء)

 

THE COMPARISON BETWEEN STUDENTS' PHYSICS LEARNING OUTCOMES IN FACE TO FACE (OFFLINE) AND ONLINE LEARNING MODEL

This study aims to compare the learning outcomes of physics taught using face-to-face learning models with online learning models at Islamic Senior High School 2 Palu City in the academic year of 2021/2022. In this study, the X1 variable consists of the face-to-face model, the X2 variable is the online learning model, and the Y variable consists of the results of learning Physics. This study used quantitative research with comparative analysis techniques. The subject of the research was students of X IPA 1 at Islamic Senior High School 2 Palu, which is totaling 25 students. Data collection was carried out using student learning outcomes tests, observation, and documentation. The method used for the analysis of hypothesis testing is the paired sample t-test. Descriptive, normality, and homogeneity tests were used for data analysis. The results showed that there were significant differences in the learning outcomes of Physics subjects between face-to-face learning and the online learning model for class X IPA1 Islamic Senior High School 2 Palu in the academic year of 2021/2022. The results of the descriptive analysis calculation show that there is a difference between the Physics Learning Outcomes Taught Using the Face-to-Face Learning Model and the Online Learning Model in class X IPA1 in the academic year 2021/2022. This shows that the face-to-face learning model is more effective than the online learning model in physics subjects.

Relationship Between the School Resource Inputs and Academic Achievement of Students at Secondary Level in Pakistan

The study was conducted to investigate the relationship between school resource inputs and academic achievement at secondary level in Pakistan. School resource inputs have a vital role in the education process. The provision and availability of school resource inputs in schools is not important and beneficial until they are actually used efficiently. The focus of the provision and availability, and the use of school resource inputs, is to maximize the academic achievement of students within the limited funds available. School resource inputs include prior achievement, prior academic environment, leadership style, per pupil expenditures, pupil teacher ratio, class size, school facilities, instructional material and teacher quality. . The population of the study comprised all the secondary and higher secondary schools, secondary teachers and secondary students in Punjab. Overall, a total of 288 schools, 5760 students and 2880 teachers were the sample of the study. The study identified the availability and the use of school resource inputs through the ―School profile Proforma‖ and the ―Questionnaire‖. The longitudinal data of academic achievement of the same students from class VI to X were collected through ―Result Sheet‖. The study identified the extent of the use of school resource inputs i.e. leadership style, practical laboratories and instructional material. However, it was assumed that the basic school facilities and teacher quality are used where provided. The data were analyzed at school level and then collectively for the final analysis through Statistical package for social sciences (SPSS). Pearson Correlation Coefficient was used to find out the simple relationship (association) and Stepwise Regression analysis was used to find out the differential impact of school resource inputs on academic achievement. The results of the study show that school resource inputs are, overall, the predictors of academic achievement in their collective function. However, they have the mixed effects on academic achievement in their individual function. The findings of the study show that prior achievement of students is the most important predictor of academic achievement and prior academic environment has some positive impact. Democratic leadership style is the best leadership style; however, it is not properly used. Per student expenditure, most of the basic school facilities and most of the items of instructional material have the mixed effects on academic achievement. Student teacher ratio has positive but larger class size has negative impact. Additionally, the five indicators of teacher quality i.e. academic and professional qualifications, in-service refresher courses/ trainings, teacher experience and teacher salary are not effective. The study also identified that school resource inputs are least provided, misallocated, and inefficiently and deficiently used. These are the main causes of the negative, insignificant and minor impact of some school resource inputs on academic achievement. It is also concluded that fairly allocation and efficient use of school resource inputs leads to the significant impact of school resource inputs on academic achievement. One of the policy implications of this study is that education standards for the provision, allocation and use of school resource inputs may be developed and implemented in Pakistan. This study also guides the policy makers and the educationists by formulating the lines of action how and to what extent the school resource inputs may be provided and used in schools.
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