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جانے اپنے دل کو اس نے کتنا بدل لیا

جانے اپنے دل کو اس نے کتنا بدل لیا
ہم کو دیکھ کے اُس نے جو ہے رستہ بدل لیا

عشق کی پہلی ٹھوکر سے بھی کچھ نہ سیکھے ہم
الفت ہم نے وہ ہی رکھی چہرہ بدل لیا

کچھ بھی فرق رہا نہ اپنی اُس کی عادت میں
ہم نے خو د کو سارا اُس کے جتنا بدل لیا

کچھ دن کو تھی گئی اداسی پر واپس نہ لوٹے
اس کی خاطر گھر کا اپنے نقشہ بدل لیا

جس بستے میں یاد تھی رہتی اب ہے فکر ِ روزی
بوجھ توخود پہ لادے رکھا بستہ بدل لیا

Academic Stress Among Pre-University Students of The Social Science Stream: A Study in Poonch Azad Jammu And Kashmir

Academic-related demands that exceed students’ adaptive capabilities are collectively known as academic stress. High levels of academic stress are associated with an increased likelihood of depression, insomnia, substance addiction, self-harm, suicidal ideation, and subsequently, quitting education. Globally, academic stress is now a common phenomenon due to COVID-19-induced changes in the education system. Knowledge of the magnitude of academic stress and its factors can enable early recognition, intervention, and alleviation of the problem. The objective of this study was to assess the magnitude of perceived academic stress and identify the main stressors through a cross-sectional survey using the Manipal Inventory of Academic Stress scale. The study participants involved 2152 Grade 11 and 12 Commerce students enrolled in 34 pre-university colleges in Poonch AJK. A stratified cluster sampling method was used in the study. Statistical methods, namely descriptive statistics, multiple linear regression analysis, two-sample independent t-test, and one-way ANOVA tests, were used in the study. The study observed that one in every four pre-university students experienced high levels of perceived academic stress.Parent expectations, academic queries from neighbors and relatives, and lack of time for revision were identified as the top three stressors. Gender, grade, and mother’s education were associated with academic stress. Interventions at the individual, family, institutional, and community levels are the need of the hour to safeguard adolescents from negative experiences that might deprive them of wellness in their future.

Implementing the International Baccalaureate Ib Middle Years Programme Myp in a Private School in Pakistan Rationale and Challenges

The study focused on the process of implementation of International Baccalaureate (IB) Middle Years Programme (MYP). The purpose of the study was to get an in-depth understanding of the factors which influenced the initiators to implement the IB MYP, and the challenges they faced in implementing the programme in the Pakistani context, through the principal and the IB coordinator's experiences and perceptions. The study was done through the qualitative case study research approach. The duration of the study was six weeks. The targeted population consisted of two participants (the Principal and the IB coordinator). Data was collected through semi-structured interview, observation, unstructured conversations with the teachers, document analysis and reflection. My analysis started from the first day of fieldwork in the form of reflection and analytical memos. The major limitation of the study was lack of research on IB especially IB MYP, thus, the findings have been compared mainly by the literature based on educational reform and school improvement. The study found that the process of implementation included the following elements; planning, creating awareness, moving through phases, and putting decisions and ideas into practice. The findings indicated that the principal's personal interest in the broad philosophy of IB MYP guided and influenced him to implement the programme in the Pakistani context. The main aim of implementing the IB MYP was to bring quality education in the context of Pakistan. The school faced several challenges such as; pedagogical challenges, challenges in curriculum and management practices, lack of community awareness and language policy in implementing the programme in the Pakistani context. During the process of implementation, the school resolved some of the challenges successfully. First of all, principal's leadership facilitated the implementation process. Besides this, the school followed different steps such as; arranged workshops and training programmes to empower the teachers. Moreover, school's climate of collaboration, team work, fear-free relationship among the administration, teachers and the students, and the supportive monitoring and evaluation process influenced the implementation of IB MYP in the school.
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